Complete financial aid steps with family
When to use this goal
For seniors planning on college or training whose families are unsure about financial aid forms, or students who expect a parent to do it all. Present levels in reading forms decide supports; the family provides its own financial information.
- Baseline
- Use a practice session with fictional information first and mark each step. Families differ in what they are comfortable sharing; never collect family financial information at school.
- Tips
- Staff explain the process and never handle family financial data. Families may need interpreter support or a community financial aid event. The student's steps are the focus of the goal.
- Limits
- Form rules and timelines change each year; update the steps. Completion depends partly on the family's part.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pse-007.
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Goal
By the annual IEP review date, during a school financial aid night or a planned session with the family, given the financial aid checklist, the student will complete the student's part of the financial aid application and check its status with the family, performing at least 6 of 7 steps independently, on 2 consecutive sessions, including a practice session, as measured by a task-analysis checklist collected at each financial aid session, about twice monthly in the fall.
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 goal475 characters
- By the annual IEP review date, during a school financial aid night or a planned session with the family, given the financial aid checklist, the student will complete the student's part of the financial aid application and check its status with the family, performing at least 6 of 7 steps independently, on 2 consecutive sessions, including a practice session, as measured by a task-analysis checklist collected at each financial aid session, about twice monthly in the fall.
- Timeframe
- By the annual IEP review date
- Condition
- During a school financial aid night or a planned session with the family, given the financial aid checklist
- Behavior
- The student will complete the student's part of the financial aid application and check its status with the family
- Criteria
- Performing at least 6 of 7 steps independently, on 2 consecutive sessions, including a practice session
- Evaluation method
- A task-analysis checklist
- Schedule
- At each financial aid session, about twice monthly in the fall
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 sessions, including a practice session
- Collection schedule:
- at each financial aid session, about twice monthly in the fall
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a school financial aid night or a planned session with the family, given the financial aid checklist, the student will complete the student's part of the financial aid application and check its status with the family, performing at least 6 of 7 steps independently, on 2 consecutive sessions, including a practice session, as measured by a task-analysis checklist collected at each financial aid session, about twice monthly in the fall.
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. Creates own student account for the financial aid form | ||||||||
| 2. Stores the login in the place agreed with the family | ||||||||
| 3. Enters own student information | ||||||||
| 4. Lists the colleges or programs that should receive the information | ||||||||
| 5. Confirms the family section is complete | ||||||||
| 6. Signs and submits the form | ||||||||
| 7. Checks the confirmation and any follow-up requests | ||||||||
| 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.