Write own input for the summary of performance
When to use this goal
For exiting students whose summary of performance has a student perspective section and who would otherwise leave it blank or let an adult fill it in. Present levels in written expression decide whether the input is written, dictated or recorded.
- Baseline
- Score a first draft with the form only. Note whether the words are the student's; adult phrasing in a student section is easy to spot and defeats the purpose.
- Tips
- Use the one-page profile (tn-sd-024) and vision plan (tn-sd-041) as source material. The student decides what to include. Pair with tn-pse-016.
- Limits
- Only applies in the exit year. Rubric scores depend on the student's comfort writing about themselves.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pse-017.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during the last year of school, given the student input section of the summary of performance and own transition portfolio, the student will write the student input section, describing own strengths, the supports that helped and own goals after school independently, earning a score of at least 7 out of 8 on a 4-row student input rubric (0 to 2 per row), on 2 consecutive drafts, as measured by a defined scoring rubric collected monthly during the exit year.
Baseline: 2 out of 8 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
- 2 out of 8 rubric points.
- Annual goal491 characters
- By the annual IEP review date, during the last year of school, given the student input section of the summary of performance and own transition portfolio, the student will write the student input section, describing own strengths, the supports that helped and own goals after school independently, earning a score of at least 7 out of 8 on a 4-row student input rubric (0 to 2 per row), on 2 consecutive drafts, as measured by a defined scoring rubric collected monthly during the exit year.
- Timeframe
- By the annual IEP review date
- Condition
- During the last year of school, given the student input section of the summary of performance and own transition portfolio
- Behavior
- The student will write the student input section, describing own strengths, the supports that helped and own goals after school independently
- Criteria
- Earning a score of at least 7 out of 8 on a 4-row student input rubric (0 to 2 per row), on 2 consecutive drafts
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly during the exit year
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 7 out of 8 on a 4-row student input rubric (0 to 2 per row)
- Mastery rule:
- on 2 consecutive drafts
- Collection schedule:
- monthly during the exit year
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during the last year of school, given the student input section of the summary of performance and own transition portfolio, the student will write the student input section, describing own strengths, the supports that helped and own goals after school independently, earning a score of at least 7 out of 8 on a 4-row student input rubric (0 to 2 per row), on 2 consecutive drafts, as measured by a defined scoring rubric collected monthly during the exit year.
| Date | Task / sample | Describes own strengths | Names supports or accommodations that helped in school and why | States own goals for education, work and living after school | Names what the student wants future schools, employers or agencies to know | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row student input 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.