Map a long-term goal into dated milestones
When to use this goal
For high school students who have a long-term goal, such as a job, a training program or a living plan, but cannot say what has to happen first. Present levels in planning and time concepts, not grade, decide how far ahead the map reaches (one semester or several years).
- Baseline
- Observe the student building one map with no example and mark each step. Note whether the milestones are real steps (apply, enroll, save) or restatements of the goal; restatements score as not completed.
- Tips
- Use goals from the student's transition assessment and stated postsecondary plans so the map is worth keeping. Revisit the same map each month and check off milestones; new maps for new goals give more scoring opportunities.
- Limits
- A tidy map does not mean the milestones are realistic; the transition coordinator should check them against program requirements. The checklist scores the planning routine, not progress toward the goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-002.
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Goal
By the annual IEP review date, given a long-term goal the student chose, such as a job, a training program or a living goal, and a blank goal map, the student will build a goal map that runs from the long-term goal back to a first action for this month, performing at least 7 of 8 steps independently, on 3 consecutive goal maps, as measured by a task-analysis checklist collected monthly.
Baseline: 2 of 8 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 Self-Determination.
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 - Self-Determination
- Baseline
- 2 of 8 steps independently.
- Annual goal389 characters
- By the annual IEP review date, given a long-term goal the student chose, such as a job, a training program or a living goal, and a blank goal map, the student will build a goal map that runs from the long-term goal back to a first action for this month, performing at least 7 of 8 steps independently, on 3 consecutive goal maps, as measured by a task-analysis checklist collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a long-term goal the student chose, such as a job, a training program or a living goal, and a blank goal map
- Behavior
- The student will build a goal map that runs from the long-term goal back to a first action for this month
- Criteria
- Performing at least 7 of 8 steps independently, on 3 consecutive goal maps
- Evaluation method
- A task-analysis checklist
- Schedule
- Monthly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 7 of 8 steps independently
- Mastery rule:
- on 3 consecutive goal maps
- Collection schedule:
- monthly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a long-term goal the student chose, such as a job, a training program or a living goal, and a blank goal map, the student will build a goal map that runs from the long-term goal back to a first action for this month, performing at least 7 of 8 steps independently, on 3 consecutive goal maps, as measured by a task-analysis checklist collected monthly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Writes the long-term goal at the top of the map | ||||||||
| 2. Names a target date for the long-term goal | ||||||||
| 3. Lists milestones that lead to the goal | ||||||||
| 4. Puts the milestones in order with a month or term for each | ||||||||
| 5. Writes the first action to take this month | ||||||||
| 6. Names a person who can help with each milestone | ||||||||
| 7. Sets a date to review the map | ||||||||
| 8. Shares the map with a chosen adult | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 7 of 8).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.