Read a course syllabus for key information
When to use this goal
For students headed to college, dual enrollment or training who will get a syllabus instead of daily reminders from a teacher. Present levels in reading decide whether syllabi are read aloud or simplified.
- Baseline
- Use 2 real syllabi from different subjects with 8 to 10 questions each. Note which items are missed most; absence rules and late-work policies are often buried.
- Tips
- Ask a local college for sample syllabi. High school teachers can share their syllabi in college format for practice. Due dates found here go into the planner in tn-pse-010.
- Limits
- Syllabi vary widely in layout. Finding information is not the same as acting on it.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pse-009.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a sample college course syllabus and a syllabus question sheet, the student will find and record the instructor contact, office hours, grading, due dates, absence rules and accommodation statement independently with at least 90% accuracy on syllabus questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 45% 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
- 45% accuracy.
- Annual goal388 characters
- By the annual IEP review date, given a sample college course syllabus and a syllabus question sheet, the student will find and record the instructor contact, office hours, grading, due dates, absence rules and accommodation statement independently with at least 90% accuracy on syllabus questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a sample college course syllabus and a syllabus question sheet
- Behavior
- The student will find and record the instructor contact, office hours, grading, due dates, absence rules and accommodation statement independently
- Criteria
- With at least 90% accuracy on syllabus questions, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
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 90% accuracy on syllabus questions
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a sample college course syllabus and a syllabus question sheet, the student will find and record the instructor contact, office hours, grading, due dates, absence rules and accommodation statement independently with at least 90% accuracy on syllabus questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
| 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.