Explain own accommodation needs at an intake meeting
When to use this goal
For students preparing to meet a college accessibility coordinator who would otherwise let a parent do the talking. Present levels in self-knowledge (fn-tr-002) and communication decide whether the student uses notes, a device or a one-page summary.
- Baseline
- Score a mock meeting with a staff member the student does not know well. Note when the student defers to an adult in the room; real intake meetings expect the student to answer.
- Tips
- College accommodations must be requested by the student and are decided by the college; not every high school accommodation carries over. Practice with someone who has worked in a college office if possible. Asking for supports in high school classes stays in self-advocacy goals.
- Limits
- Mock meetings are friendlier than some real ones. The rubric scores the student's explanation, not what the college approves.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pse-004.
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Goal
By the annual IEP review date, during a mock intake meeting with a staff member acting as a college accessibility coordinator, the student will explain how own needs affect learning, which accommodations helped in high school and which are needed in college independently, earning a score of at least 8 out of 10 on a 5-row intake meeting rubric (0 to 2 per row), on 2 consecutive meetings, including mock meetings, as measured by a defined scoring rubric collected at each mock meeting (monthly) and at the real intake.
Baseline: 3 out of 10 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 3 out of 10 rubric points.
- Annual goal520 characters
- By the annual IEP review date, during a mock intake meeting with a staff member acting as a college accessibility coordinator, the student will explain how own needs affect learning, which accommodations helped in high school and which are needed in college independently, earning a score of at least 8 out of 10 on a 5-row intake meeting rubric (0 to 2 per row), on 2 consecutive meetings, including mock meetings, as measured by a defined scoring rubric collected at each mock meeting (monthly) and at the real intake.
- Timeframe
- By the annual IEP review date
- Condition
- During a mock intake meeting with a staff member acting as a college accessibility coordinator
- Behavior
- The student will explain how own needs affect learning, which accommodations helped in high school and which are needed in college independently
- Criteria
- Earning a score of at least 8 out of 10 on a 5-row intake meeting rubric (0 to 2 per row), on 2 consecutive meetings, including mock meetings
- Evaluation method
- A defined scoring rubric
- Schedule
- At each mock meeting (monthly) and at the real intake
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 8 out of 10 on a 5-row intake meeting rubric (0 to 2 per row)
- Mastery rule:
- on 2 consecutive meetings, including mock meetings
- Collection schedule:
- at each mock meeting (monthly) and at the real intake
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during a mock intake meeting with a staff member acting as a college accessibility coordinator, the student will explain how own needs affect learning, which accommodations helped in high school and which are needed in college independently, earning a score of at least 8 out of 10 on a 5-row intake meeting rubric (0 to 2 per row), on 2 consecutive meetings, including mock meetings, as measured by a defined scoring rubric collected at each mock meeting (monthly) and at the real intake.
| Date | Task / sample | Describes how own needs affect reading, writing, tests or classes | Names accommodations that helped in high school | Names the accommodations requested for college and why each matters | Answers the coordinator's questions in own words | Asks how to use the accommodations once approved | Total (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 5-row intake meeting rubric (0 to 2 per row). Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.