Explain own summary of performance
When to use this goal
For seniors and exiting 18 to 21 students who will receive a summary of performance and need to know what it says before using it with a college or agency. Present levels in reading decide whether it is read aloud and summarized.
- Baseline
- Treat each section as one opportunity. Record whether the student explained it in own words; reading it back word for word counts as no explanation.
- Tips
- Schools give a summary of performance when eligibility ends because of graduation with a regular diploma or aging out (34 CFR 300.305(e)(3)). The student's input section is in tn-pse-017. Colleges and agencies may ask for it, so the student should know what it contains.
- Limits
- Few sessions, and only once the document exists. Explaining the document does not mean the student uses its recommendations.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pse-016.
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Goal
By the annual IEP review date, during an exit planning session, given a draft of own summary of performance, the student will explain each section of the summary of performance in own words and say whether it fits own experience independently in at least 4 of 5 opportunities, across 2 consecutive review sessions, as measured by opportunity-by-opportunity data collected at each exit planning session.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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 5 opportunities.
- Annual goal402 characters
- By the annual IEP review date, during an exit planning session, given a draft of own summary of performance, the student will explain each section of the summary of performance in own words and say whether it fits own experience independently in at least 4 of 5 opportunities, across 2 consecutive review sessions, as measured by opportunity-by-opportunity data collected at each exit planning session.
- Timeframe
- By the annual IEP review date
- Condition
- During an exit planning session, given a draft of own summary of performance
- Behavior
- The student will explain each section of the summary of performance in own words and say whether it fits own experience independently
- Criteria
- In at least 4 of 5 opportunities, across 2 consecutive review sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- At each exit planning session
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 2 consecutive review sessions
- Collection schedule:
- at each exit planning session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during an exit planning session, given a draft of own summary of performance, the student will explain each section of the summary of performance in own words and say whether it fits own experience independently in at least 4 of 5 opportunities, across 2 consecutive review sessions, as measured by opportunity-by-opportunity data collected at each exit planning session.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.