Weigh the risks of a community choice
When to use this goal
For students 16 to 21 who want more freedom in the community, such as going somewhere without an adult, and whose team and family want a way to plan it together. Present levels in safety skills (community-safety) and judgment decide which choices are discussed.
- Baseline
- Score one real choice and one scenario. Some students name no risks; others name so many that they decide against anything. Both patterns show up on the risk row.
- Tips
- Adults with disabilities have a right to make choices that carry some risk; this routine helps the student and family plan for it instead of saying no by default. Agree with the family on which real choices are on the table before starting.
- Limits
- Does not teach or replace safety skills such as street crossing or stranger awareness; use community-safety goals for those. A good plan on paper still needs practice in the community with fading supervision.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-012.
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Goal
By the annual IEP review date, given a real community choice the student is considering, such as walking to a nearby store alone or trying a new bus route, and a risk planning sheet, the student will complete the risk planning sheet and state a decision with a safety step independently, earning a score of at least 7 out of 8 on a 4-row risk planning rubric (0 to 2 per row), on 3 consecutive risk plans, as measured by a defined scoring rubric collected every two weeks.
Baseline: 2 out of 8 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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 out of 8 rubric points.
- Annual goal472 characters
- By the annual IEP review date, given a real community choice the student is considering, such as walking to a nearby store alone or trying a new bus route, and a risk planning sheet, the student will complete the risk planning sheet and state a decision with a safety step independently, earning a score of at least 7 out of 8 on a 4-row risk planning rubric (0 to 2 per row), on 3 consecutive risk plans, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a real community choice the student is considering, such as walking to a nearby store alone or trying a new bus route, and a risk planning sheet
- Behavior
- The student will complete the risk planning sheet and state a decision with a safety step independently
- Criteria
- Earning a score of at least 7 out of 8 on a 4-row risk planning rubric (0 to 2 per row), on 3 consecutive risk plans
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 7 out of 8 on a 4-row risk planning rubric (0 to 2 per row)
- Mastery rule:
- on 3 consecutive risk plans
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a real community choice the student is considering, such as walking to a nearby store alone or trying a new bus route, and a risk planning sheet, the student will complete the risk planning sheet and state a decision with a safety step independently, earning a score of at least 7 out of 8 on a 4-row risk planning rubric (0 to 2 per row), on 3 consecutive risk plans, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Names what the student wants to do and why it matters to them | Names at least one real risk | Names a safety step that lowers the risk, such as a check-in text or a set route | States a decision and who will be told about the plan | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row risk planning rubric (0 to 2 per row). Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.