Postsecondary Goals: Independent Living

EXAMPLES (1.4a – 1.4n, 1.5c & 1.5d)

1.4a: This is an example of a measurable postsecondary goal in the domain of independent living.
Example:

  • Upon completion of high school, Lissette will learn to utilize public transportation, including the public bus and uptown trolley.
    • This goal meets I-13 standards for Item #1 for the following reasons:
      1. Participation in independent living skill development, specifically community participation, is the focus of this goal.
      2. Use of the bus can be measured, as in Lissette performs the necessary activities or does not perform the activities.
      3. The expectation, or behavior, is explicit, as in Lissette performs the required activities or she does not.
      4. It is stated in this goal that the instruction will occur after graduation.

1.4b: Nonexample:

  • Lissette will learn to use the bus system.
    • This goal does not meet I-13 standards for item #1 for the following reasons:
      1. Participation in independent living, specifically community participation, is the focus of this goal.
      2. The expectation for learning, or behavior, is not explicitly stated.
      3. It is not stated that the goal will occur after high school.

1.4c: This is an example of a measurable postsecondary goal in the domain of independent living.
Example:

  • Upon completion of high school, Jeremy will independently prepare for work each day, including dressing, making his bed, making his lunch, and accessing transportation.
    • This goal meets I-13 standards for item #1 for the following reasons:
      1. Participation in independent living skill development, specifically residential skills, is the focus of this goal.
      2. Independently preparing for work each day is observable, as in Jeremy performs the necessary activities or does not successfully perform the activities necessary.
      3. The expectation, or behavior, is explicit.
      4. It is stated in this goal that the goal will occur after graduation.

1.4e: This is an example of a measurable post-secondary goal in the domain of independent living.
Example:

  • Upon completion of high school, Paulo will play soccer in a recreational soccer league at the YMCA.
    • This goal meets I-13 standards for item #1 for the following reasons:
      1. Participation in independent living skill development, specifically community recreational activities, is the focus of this goal.
      2. Joining a team is observable, as in Paulo joins the team or he does not, as in Paulo either performs the required activities or he does not.
      3. The expectation, or behavior, is explicit, as in Paulo performs the required activities or he does not.
      4. It is stated that the goal will occur after graduation.

1.4g – 1.4i: These examples effectively reflect item #1 on the NSTTAC Indicator 13 Checklist, illustrating measurable postsecondary goals in the domain of independent living.
Example:

  • 1.4g: After graduation Rolanda will live at home and participate to the maximum extent possible in her daily routines (e.g. feeding, dressing, bathing, activating small appliances/media devices, choice making, etc.) and environment through the use of technology.
  • 1.4h: After graduation Rolanda will participate in community-integrated recreational/leisure activities related to music, movies, and art at movie theaters, concerts at the local community college, art and craft museums downtown, and the entertainment store at the mall.
  • 1.4i: After graduation Rolanda will effectively utilize an augmentative communication device at home and in the community that allows familiar and non-familiar individuals to communicate with her regarding needs, wants, and desires.
  • The above goals meet I-13 standards for Item #1 for the following reasons:
    • Each goal is focused on Rolanda’s independent living (residential, self-care, community participation, communication skills).
      1. Each goal is stated in a manner that can be observed (i.e., “will live”, “participate”, “effectively utilize”.
      2. There are criteria for performing the postsecondary goals that make them explicit and observable.
      3. The goals are stated as outcomes for Rolanda after high school, not activities or processes toward outcomes.

1.4j: Nonexample:

  • Rolanda should continue to use her facial expressions as a reliable mode to communicate her preferences as well as practice increasing her communication skills via eye gaze at concrete objects.
    • This goal does not meet I-13 standards for Item #1 on for the following reasons:
      1. While “using facial expressions” is measurable, it is not a postsecondary outcome, because Rolanda has already developed this skill.
      2. “Practice increasing” is an activity toward an outcome of effective communication skills.

1.4k – 1.4m: These examples effectively reflect item #1 on the NSTTAC Indicator 13 Checklist, illustrating measurable postsecondary goals in the domain of independent living.

Example:

  • 1.4k: After graduation, Kevin will continue to live with his parents and will participate in his daily care routines to the maximum extent possible.
  • 1.4l: Immediately following graduation, Kevin will participate in 1- 2 age-appropriate community and individual community-based activities per week related to horticulture, socialization with young adults, animals, and music.
  • 1.4m: After graduation Kevin will effectively utilize an augmentative communication device at home and in the community that allows familiar and non-familiar individuals to communicate with his regarding needs, wants, and desires.
    • The above goals meet I-13 standards for Item #1 for the following reasons:
      1. Each goal is focused on Kevin’s independent living (residential, self-care, community participation, communication skills).
      2. Each goal is stated in a manner that can be observed (i.e., “will live”, “participate”, “effectively utilize”).
      3. There are criteria for performing the postsecondary goals that make them explicit and observable.
      4. The goals are stated as outcomes for Kevin after high school, not activities or processes toward outcomes.

1.4n: Nonexample:

  • Kevin enjoys watching DVD’s, looking at books, listening to his IPod, watching his younger sister play video games, sitting with family for meals, and making music on his electronic keyboard.
    • This goal does not meet I-13 standards for Item #1 on for the following reasons:
      1. While this information includes a consideration for Kevin’s preferences and interests, he has already developed this skill.
      2. No timeframe or date is stated for this goal. It is stated as an activity that is currently happening rather than a goal for the future.
      3. “Enjoys” is neither observable nor measurable.
      4. This is a statement of Kevin’s preferences, not what he will do after exiting secondary education.

1.5: It is possible to include the postsecondary areas of education/training, employment, and, if applicable, independent living in one postsecondary goal statement. The following examples illustrate goals that meet the criteria for measurable postsecondary goals for item #1 of the NSTTAC Indicator 13 Checklist in more than one domain.

1.5c: This is an example of a measurable post-secondary goal in the domains of education/training, employment, and independent living.
Example:

  • The summer after leaving high school, Stephanie will independently ride the bus each work day to her job with Marriot Food Services, where she will participate in classes each year, as offered by her employer, to advance industrial kitchen skills.
    • This goal meets I-13 standards for Item #1 for the following reasons:
      1. Development of an independent living skill, specifically transportation independence, and participation in on-the job training (employment implied), are the focuses of this goal.
      2. Independently riding the bus is observable, as in Stephanie demonstrates the skill or she does not.
      3. Reporting to her job with Marriot Food Services is also a skill that can be observed.
      4. Participating in employer-offered job skill training will occur in conjunction with Stephanie’s employment with Marriot Foods (as she does not need additional job training after high school) and participating in these courses is also observable.
      5. It is stated that the goal will occur after Stephanie exits high school.

1.5d: Nonexample:

  • Stephanie wants to get a job in food services and will develop skills to access the county’s public transportation system
    • This goal does not meet I-13 standards for Item #1 for the following reasons:
      1. The goal is not measurable as stated.
      2. Part of the goal as stated (i.e., developing transportation skills) would likely occur while the student was in school.

This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H326J050004. Marlene Simon-Burroughs served as the project officer. The views expressed herein do not necessarily represent the positions or polices of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: National Secondary Transition Technical Assistance Center (2007) Indicator 13 Training Materials, Charlotte, NC, NSTTAC.

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