Research a college's accessibility services office
When to use this goal
For students planning on college or training who expect their IEP to follow them and do not know how college accommodations work. Present levels in reading web pages decide whether the office's site is read aloud or summarized.
- Baseline
- Score one fact sheet before any teaching. Check the key against the current office page; offices change their documentation rules.
- Tips
- Colleges do not use IEPs; students request accommodations under Section 504 and the ADA through the campus office. Research two or three colleges so the student sees how offices differ. The sheet feeds registration in tn-pse-003.
- Limits
- Knowing the process is not the same as using it. Documentation rules vary by college and change.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pse-002.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given the accessibility services web page of a college the student is considering and a fact sheet, the student will record where the office is, how to contact it, what documents it asks for and how to request accommodations independently with at least 85% accuracy on fact sheet items, on 3 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 30% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Postsecondary Education Readiness.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Transition & Postsecondary Skills - Postsecondary Education Readiness
- Baseline
- 30% accuracy.
- Annual goal405 characters
- By the annual IEP review date, given the accessibility services web page of a college the student is considering and a fact sheet, the student will record where the office is, how to contact it, what documents it asks for and how to request accommodations independently with at least 85% accuracy on fact sheet items, on 3 consecutive probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given the accessibility services web page of a college the student is considering and a fact sheet
- Behavior
- The student will record where the office is, how to contact it, what documents it asks for and how to request accommodations independently
- Criteria
- With at least 85% accuracy on fact sheet items, on 3 consecutive probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on fact sheet items
- Mastery rule:
- on 3 consecutive probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given the accessibility services web page of a college the student is considering and a fact sheet, the student will record where the office is, how to contact it, what documents it asks for and how to request accommodations independently with at least 85% accuracy on fact sheet items, on 3 consecutive probes, as measured by work-sample analysis collected every two weeks.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.