Invite team members to own IEP meeting
When to use this goal
For students who are ready to take on a visible role in their meeting and can write or dictate a short message. Present levels in written expression and email use decide whether invitations are written, typed or recorded.
- Baseline
- Mark the steps for the first invitation round with only the template. Meetings are rare, so a practice meeting with staff counts as an opportunity.
- Tips
- The school still sends the required prior written notice to parents; the student's invitation is in addition to it. Students may invite people who matter to them, such as a coach or job supervisor, with family agreement.
- Limits
- Few opportunities per year. Does not measure what the student does at the meeting itself.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-038.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, two to three weeks before own IEP meeting, given an invitation template and the meeting details, the student will write and send an invitation to each team member and record who will attend, performing at least 6 of 7 steps independently, on 2 consecutive meetings, including practice meetings, as measured by a task-analysis checklist collected before each IEP, practice or transition planning meeting.
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 goal434 characters
- By the annual IEP review date, two to three weeks before own IEP meeting, given an invitation template and the meeting details, the student will write and send an invitation to each team member and record who will attend, performing at least 6 of 7 steps independently, on 2 consecutive meetings, including practice meetings, as measured by a task-analysis checklist collected before each IEP, practice or transition planning meeting.
- Timeframe
- By the annual IEP review date
- Condition
- Two to three weeks before own IEP meeting, given an invitation template and the meeting details
- Behavior
- The student will write and send an invitation to each team member and record who will attend
- Criteria
- Performing at least 6 of 7 steps independently, on 2 consecutive meetings, including practice meetings
- Evaluation method
- A task-analysis checklist
- Schedule
- Before each IEP, practice or transition planning meeting
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 2 consecutive meetings, including practice meetings
- Collection schedule:
- before each IEP, practice or transition planning meeting
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, two to three weeks before own IEP meeting, given an invitation template and the meeting details, the student will write and send an invitation to each team member and record who will attend, performing at least 6 of 7 steps independently, on 2 consecutive meetings, including practice meetings, as measured by a task-analysis checklist collected before each IEP, practice or transition planning meeting.
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. Checks the meeting date, time and place with the case manager | ||||||||
| 2. Lists the people to invite, including anyone the student chooses | ||||||||
| 3. Writes an invitation with the date, time, place and purpose | ||||||||
| 4. Proofreads the invitation | ||||||||
| 5. Sends or hands the invitation to each person | ||||||||
| 6. Records who said yes | ||||||||
| 7. Sends a reminder the day before | ||||||||
| 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.