Explain ways to pay for college or training
When to use this goal
For students planning on college or training who mix up grants, loans, scholarships and work-study, or who assume college is out of reach. Present levels in reading and money concepts decide whether scenarios are read aloud.
- Baseline
- Give 8 to 10 items before teaching. Note whether the student treats loans as free money; that misunderstanding has the largest cost later.
- Tips
- Use sample offer letters from local colleges. Vocational rehabilitation may help pay for training for eligible students; the transition coordinator can explain options. Staff give general information, not financial advice.
- Limits
- Knowing terms does not mean the student and family can compare real offers; that needs a family conversation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pse-028.
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Goal
By the annual IEP review date, given short scenarios about students paying for college or training and a list of aid types, the student will identify the type of aid in each scenario and whether it must be paid back independently with at least 85% accuracy on aid scenarios and offer letter questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly during the college finance unit.
Baseline: 35% 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
- 35% accuracy.
- Annual goal424 characters
- By the annual IEP review date, given short scenarios about students paying for college or training and a list of aid types, the student will identify the type of aid in each scenario and whether it must be paid back independently with at least 85% accuracy on aid scenarios and offer letter questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly during the college finance unit.
- Timeframe
- By the annual IEP review date
- Condition
- Given short scenarios about students paying for college or training and a list of aid types
- Behavior
- The student will identify the type of aid in each scenario and whether it must be paid back independently
- Criteria
- With at least 85% accuracy on aid scenarios and offer letter questions, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly during the college finance 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 aid scenarios and offer letter questions
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly during the college finance unit
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given short scenarios about students paying for college or training and a list of aid types, the student will identify the type of aid in each scenario and whether it must be paid back independently with at least 85% accuracy on aid scenarios and offer letter questions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly during the college finance 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.