Gather facts before a big decision
When to use this goal
For students who make large decisions (a work site, a summer class, a program) on a guess or on a friend's choice. Present levels in reading, phone or email skills and web search decide which sources are realistic.
- Baseline
- Observe one real decision with only the sheet and mark the steps. Many students skip straight from the decision to the answer; note which steps are missed so the routine can be taught in order.
- Tips
- Pick decisions that matter to the student, and leave the decision to them once the facts are in. Pair with fn-tr-011 when the decision is about a job or program, and with tn-sd-005 when there are several options.
- Limits
- Real decisions come up unevenly, so plan decision projects to keep data regular. The checklist does not judge the quality of the sources.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-007.
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Goal
By the annual IEP review date, when facing a real decision, such as which work-based learning site to request or whether to take a summer class, given a fact-finding sheet, the student will complete the fact-finding routine and state the decision and the fact that mattered most, performing at least 6 of 7 steps independently, on 3 consecutive decisions, as measured by a task-analysis checklist collected at each decision project, about twice monthly.
Baseline: 2 of 7 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 7 steps independently.
- Annual goal453 characters
- By the annual IEP review date, when facing a real decision, such as which work-based learning site to request or whether to take a summer class, given a fact-finding sheet, the student will complete the fact-finding routine and state the decision and the fact that mattered most, performing at least 6 of 7 steps independently, on 3 consecutive decisions, as measured by a task-analysis checklist collected at each decision project, about twice monthly.
- Timeframe
- By the annual IEP review date
- Condition
- When facing a real decision, such as which work-based learning site to request or whether to take a summer class, given a fact-finding sheet
- Behavior
- The student will complete the fact-finding routine and state the decision and the fact that mattered most
- Criteria
- Performing at least 6 of 7 steps independently, on 3 consecutive decisions
- Evaluation method
- A task-analysis checklist
- Schedule
- At each decision project, about twice 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 6 of 7 steps independently
- Mastery rule:
- on 3 consecutive decisions
- Collection schedule:
- at each decision project, about twice monthly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when facing a real decision, such as which work-based learning site to request or whether to take a summer class, given a fact-finding sheet, the student will complete the fact-finding routine and state the decision and the fact that mattered most, performing at least 6 of 7 steps independently, on 3 consecutive decisions, as measured by a task-analysis checklist collected at each decision project, about twice 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. Names the decision to be made and the deadline | ||||||||
| 2. Writes questions that need answers before deciding | ||||||||
| 3. Picks at least two sources, such as a person, a website or a visit | ||||||||
| 4. Asks or looks up each question | ||||||||
| 5. Records the answers on the fact sheet | ||||||||
| 6. Reviews the answers before deciding | ||||||||
| 7. States the decision and the fact that mattered most | ||||||||
| 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: 6 of 7).
- 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.