Manage the steps of a college application
When to use this goal
For seniors who can fill in application forms (fn-tr-019) but lose track of the other steps: deadlines, transcripts, fee waivers and confirmations. Present levels in planning and organization decide whether a checklist or a calendar is used.
- Baseline
- Mark the steps for the first application. Note whether missed steps come from not knowing about them or from forgetting deadlines; those need different supports.
- Tips
- Community colleges often have open admission with fewer steps; adjust the list. The counselor handles transcripts and fee waiver rules. The real application is the student's and family's decision.
- Limits
- Only a few applications per student. Steps vary by school.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pse-006.
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Goal
By the annual IEP review date, during the fall of senior year, given the application requirements of the colleges or programs the student chose and an application checklist, the student will complete each step of the application process by its deadline and confirm the application is complete, performing at least 7 of 8 steps independently, on 2 consecutive applications, as measured by a task-analysis checklist collected weekly during application season.
Baseline: 2 of 8 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
- 2 of 8 steps independently.
- Annual goal457 characters
- By the annual IEP review date, during the fall of senior year, given the application requirements of the colleges or programs the student chose and an application checklist, the student will complete each step of the application process by its deadline and confirm the application is complete, performing at least 7 of 8 steps independently, on 2 consecutive applications, as measured by a task-analysis checklist collected weekly during application season.
- Timeframe
- By the annual IEP review date
- Condition
- During the fall of senior year, given the application requirements of the colleges or programs the student chose and an application checklist
- Behavior
- The student will complete each step of the application process by its deadline and confirm the application is complete
- Criteria
- Performing at least 7 of 8 steps independently, on 2 consecutive applications
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly during application season
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 7 of 8 steps independently
- Mastery rule:
- on 2 consecutive applications
- Collection schedule:
- weekly during application season
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during the fall of senior year, given the application requirements of the colleges or programs the student chose and an application checklist, the student will complete each step of the application process by its deadline and confirm the application is complete, performing at least 7 of 8 steps independently, on 2 consecutive applications, as measured by a task-analysis checklist collected weekly during application season.
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. Lists each application deadline on a calendar | ||||||||
| 2. Creates the application account | ||||||||
| 3. Completes the application form | ||||||||
| 4. Requests a transcript from the school counselor | ||||||||
| 5. Requests a fee waiver or pays the fee with the family | ||||||||
| 6. Writes any required essay or statement | ||||||||
| 7. Submits the application | ||||||||
| 8. Checks the status page and fixes any missing items | ||||||||
| 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: 7 of 8).
- 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.