Use the tutoring or writing center
When to use this goal
For students in dual enrollment or college courses who struggle quietly and do not use free campus help. Present levels in self-monitoring and comfort with new adults decide whether the first visits are planned with staff.
- Baseline
- Track low grades and hard assignments for 4 to 6 weeks and count each as an opportunity. Record whether a tutoring visit followed within a week.
- Tips
- Visit the center with the student early in the term, before help is needed. Online tutoring counts. Pair with tn-pse-013 for instructor office hours.
- Limits
- Depends on the student noticing the need. The goal counts use, not whether grades rise.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pse-024.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when a grade drops or an assignment is confusing in a dual enrollment or college course with a tutoring or writing center, the student will book or drop in to a tutoring session, bring the assignment and note what to do next independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected weekly, from grades and the tutoring log.
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 goal440 characters
- By the annual IEP review date, when a grade drops or an assignment is confusing in a dual enrollment or college course with a tutoring or writing center, the student will book or drop in to a tutoring session, bring the assignment and note what to do next independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected weekly, from grades and the tutoring log.
- Timeframe
- By the annual IEP review date
- Condition
- When a grade drops or an assignment is confusing in a dual enrollment or college course with a tutoring or writing center
- Behavior
- The student will book or drop in to a tutoring session, bring the assignment and note what to do next independently
- Criteria
- In at least 4 of 5 opportunities, across 2 consecutive grading periods
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly, from grades and the tutoring log
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 grading periods
- Collection schedule:
- weekly, from grades and the tutoring log
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a grade drops or an assignment is confusing in a dual enrollment or college course with a tutoring or writing center, the student will book or drop in to a tutoring session, bring the assignment and note what to do next independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected weekly, from grades and the tutoring log.
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.