Register with campus accessibility services
When to use this goal
For seniors and 18 to 21 students enrolled or admitted in college, dual enrollment or a training program who must register with the accessibility office themselves. Present levels in forms, email and self-advocacy decide supports; the student leads, with the family and transition coordinator helping behind the scenes.
- Baseline
- Use a practice registration with a sample form first and mark each step. Real registration happens once per school, so practice carries most of the data.
- Tips
- Registration is voluntary and confidential; the student decides whether to register. Students 18 and older handle it themselves unless they give permission for others to be involved. Dual enrollment is a good time for a first, lower-stakes registration.
- Limits
- Few opportunities. Offices differ in steps and timelines; rewrite the steps for the student's college.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pse-003.
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Goal
By the annual IEP review date, after admission to a college or dual enrollment course, given the accessibility services intake form and own documentation, the student will complete the registration steps from the intake form to receiving an accommodation letter, performing at least 6 of 7 steps independently, on 2 consecutive registrations, including a practice registration, as measured by a task-analysis checklist collected at each registration step, weekly during the registration window.
Baseline: 1 of 7 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 1 of 7 steps independently.
- Annual goal494 characters
- By the annual IEP review date, after admission to a college or dual enrollment course, given the accessibility services intake form and own documentation, the student will complete the registration steps from the intake form to receiving an accommodation letter, performing at least 6 of 7 steps independently, on 2 consecutive registrations, including a practice registration, as measured by a task-analysis checklist collected at each registration step, weekly during the registration window.
- Timeframe
- By the annual IEP review date
- Condition
- After admission to a college or dual enrollment course, given the accessibility services intake form and own documentation
- Behavior
- The student will complete the registration steps from the intake form to receiving an accommodation letter
- Criteria
- Performing at least 6 of 7 steps independently, on 2 consecutive registrations, including a practice registration
- Evaluation method
- A task-analysis checklist
- Schedule
- At each registration step, weekly during the registration window
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 6 of 7 steps independently
- Mastery rule:
- on 2 consecutive registrations, including a practice registration
- Collection schedule:
- at each registration step, weekly during the registration window
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, after admission to a college or dual enrollment course, given the accessibility services intake form and own documentation, the student will complete the registration steps from the intake form to receiving an accommodation letter, performing at least 6 of 7 steps independently, on 2 consecutive registrations, including a practice registration, as measured by a task-analysis checklist collected at each registration step, weekly during the registration window.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Finds the office's registration page or form | ||||||||
| 2. Fills in the intake form | ||||||||
| 3. Gathers documentation with the family, such as the summary of performance or evaluation report | ||||||||
| 4. Submits the form and documents by the deadline | ||||||||
| 5. Schedules the intake meeting | ||||||||
| 6. Describes own needs and past accommodations at the intake meeting | ||||||||
| 7. Receives and saves the accommodation letter | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.