Sort high school and college support rules
When to use this goal
For college-bound students who expect college to work like their IEP: teachers who check in, accommodations that start on their own and parents who are called. Present levels in reading decide whether statements are read aloud.
- Baseline
- Give 10 to 12 statements before any teaching. Note beliefs that will cause trouble, such as expecting the IEP to follow the student to college.
- Tips
- Key ideas: IEPs end at graduation, college accommodations come through Section 504 and the ADA, the student must ask, and colleges do not share grades with parents without the student's consent. Pair with tn-pse-002 and tn-pse-003.
- Limits
- Knowing the rules is not using them. Colleges differ in practice, so check local details.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pse-021.
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Goal
By the annual IEP review date, given statement cards about how supports work, such as who requests accommodations and who is told about grades, and a high school and college sorting chart, the student will sort each statement into high school, college or both and explain one difference independently with at least 85% accuracy on statements and scenario questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly during the college readiness unit.
Baseline: 40% 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
- 40% accuracy.
- Annual goal490 characters
- By the annual IEP review date, given statement cards about how supports work, such as who requests accommodations and who is told about grades, and a high school and college sorting chart, the student will sort each statement into high school, college or both and explain one difference independently with at least 85% accuracy on statements and scenario questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly during the college readiness unit.
- Timeframe
- By the annual IEP review date
- Condition
- Given statement cards about how supports work, such as who requests accommodations and who is told about grades, and a high school and college sorting chart
- Behavior
- The student will sort each statement into high school, college or both and explain one difference independently
- Criteria
- With at least 85% accuracy on statements and scenario questions, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly during the college readiness unit
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 85% accuracy on statements and scenario questions
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly during the college readiness unit
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given statement cards about how supports work, such as who requests accommodations and who is told about grades, and a high school and college sorting chart, the student will sort each statement into high school, college or both and explain one difference independently with at least 85% accuracy on statements and scenario questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly during the college readiness unit.
| 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.