Match campus problems to the right office
When to use this goal
For students preparing for college or a campus-based transition program who do not know where to go for help with a lost ID, a sick day, a schedule problem or a roommate issue. Present levels in reading decide whether scenarios are read aloud and offices shown with logos.
- Baseline
- Use 8 to 10 scenarios with offices from a real local campus. Accept any office that would really help; some problems have two right answers.
- Tips
- Use the campus the student plans to attend when known. Include counseling and health services; students who know where they are use them sooner.
- Limits
- Knowing the office is not going there. Campus office names differ.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-pse-030.
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Goal
By the annual IEP review date, given short campus problem scenarios and a directory of campus offices, the student will name the campus office that would help with each problem and one way to contact it independently with at least 85% accuracy on campus problem scenarios, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly during the college readiness 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 goal397 characters
- By the annual IEP review date, given short campus problem scenarios and a directory of campus offices, the student will name the campus office that would help with each problem and one way to contact it independently with at least 85% accuracy on campus problem scenarios, 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 short campus problem scenarios and a directory of campus offices
- Behavior
- The student will name the campus office that would help with each problem and one way to contact it independently
- Criteria
- With at least 85% accuracy on campus problem scenarios, 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 campus problem scenarios
- 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 short campus problem scenarios and a directory of campus offices, the student will name the campus office that would help with each problem and one way to contact it independently with at least 85% accuracy on campus problem scenarios, 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.