Annual IEP Goals: Education Training

EXAMPLES (7.2a – 7.2t, 7.5a - 7.5d)

7.2a: Example for “upon completion of high school, John will enroll in courses at Ocean County Community College (1.2a).”

Given Ocean County Community College information, John will demonstrate knowledge of the college’s admission requirements by verbally describing these requirements and identifying admission deadlines with 90% accuracy by November, 2007.
- This annual goal meets I-13 standards for Item #2 for the following reasons:
  1. Participation in education is the primary focus of this objective.
  2. Learning about the college’s admission requirements is a step that will help John meet his goal of attending Ocean County Community College.

7.2b: Nonexample:

Given an Ocean County Community College Undergraduate Handbook, John will choose and participate in two intramural sports that interest him.
- This annual goal does not meet I-13 standards for Item #2 for the following reasons:
  1. The behavior of choosing and participating in two intramural sports is not considered a step in helping John reach his post-secondary goal of attending Ocean County Community College.
  2. This nonexample is also considered to be a short-term objective because the behavior described in this annual goal will not take a year for the student to accomplish.

7.2c: Examples for “Allison will obtain a four-year degree from a liberal arts college with major in Child Development” (1.2c) and “after college, Allison will have a career in the field of early childhood education.” (1.3c)

Allison will develop algebra skills, as measured by her homework completion and quiz scores, by using a planner to record assignments, prepare questions for class, and record formulas for study in the Algebra II course during her senior year.
- This goal meets I-13 standards for item #2 for the following reasons:
  1. Developing algebra skills in her Algebra II course is consistent with Allison’s post-secondary goal of attending a four-year liberal arts university.
  2. Allison’s employment goal is contingent upon her completion of college, therefore, annual goals that support her college completion, also support her employment goal.
Allison will demonstrate the organizational skills of using a planner to record her homework assignments for all classes every day and prepare questions for her teachers in English, Spanish, U.S. History, and Chemistry at least once each week for the duration of this IEP.
- This goal meets I-13 standards for item #2 for the following reasons:
  1. Improving organizational skills through use of a planner to organize materials for her classes is linked to organizational skills that will also assist Allison at a college.
  2. Use of a planner to prepare questions for her teachers is also logically linked to Allison’s success in planning for meetings with professors to advocate for her needs in the college environment.
  3. Criteria, conditions, and a timeframe for the goal are provided.

7.2d: Nonexample for Allison’s postsecondary education/training goal:

Allison will set up an appointment with the guidance counselor to be sure that she is taking the correct courses for admission to a four-year college.
- This annual goal does not meet I-13 standards for Item #2 for the following reasons:
  1. While the above non-example is an important activity for Allison to complete in preparation for college attendance, it does not represent her acquisition of knowledge or skills and is better documented as a transition service activity, rather than an annual goal.
  2. Setting up an appointment is likely an activity that Allison can complete one time, not a goal that she would work toward all year.

7.2e: Example for “upon graduation from high school, Jamarreo will successfully complete welding courses at Central Piedmont Community College to attain the Entry Level Welding Certificate” (1.2e) and “Jamarreo will be a self-employed welder” (1.3e).

Given transportation to Central Piedmont Community College, Jamarreo will achieve mastery (95% or better accuracy) of welding safety skills by completing an orientation course on welding safety by March 15, 2007.

This annual goal meets I-13 standards for Item #2 for the following reason:
1. The annual goal will be accomplished by Jamarreo while in high school to prepare him for successfully completing welding courses at Central Piedmont Community College.
2. This annual goal focuses on skills and knowledge to be mastered, that are measurable.

7.2f: Nonexample:

Given completion of welding coursework, Jamarreo will obtain a full-time job at a welding company by December 2010.
- This annual goal does not meet I-13 standards for Item #2 for the following reason:
  1. The annual goal occurs after graduation.

7.2g: Example for “after graduation, Rolanda will participate in an in-home or center-based program designed to provide habilitative and vocational training with medical and therapeutic supports” (1.2g) and “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.” (1.4h)and “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.” (1.4i)

Given a board displaying four choices of classroom and community topics (e.g., instructional activities, work-based instruction activities, locations in the school, movies, music, locations in the community, people), Rolanda will use a pointer, affixed to a head-piece to select the activity or item in which she wants to engage with 80% accuracy.
- This example meets I-13 standards for Item #2 for the following reasons:
  1. Rolanda is not able to use a communication board effectively and learning to do so is a skill that will prepare her to participate in a habilitative and vocational training program after high school.
  2. Similarly, communicating choices will prepare Rolanda for the goal of participating in leisure activities that interest her.
  3. Finally, learning to use technology to select from 4 choices is a step toward preparing Rolanda communicating more effectively with familiar and non-familiar individuals in various settings.

7.2h: Nonexample:

Rolanda will participate in speech therapy two times each week for 30 minutes per session for the duration of the IEP.
- This goal statement does not meet I-13 standards for Item #2 for the following reason:
  1. Participation in speech therapy does not indicate what knowledge or skill Rolanda is expected to gain during the upcoming year.
  2. While it is likely that participation in speech therapy logically supports her postsecondary education/training goal, because there is no skill noted, it is unclear that there is a link.

7.2i: Example for Jodi’s postsecondary education/training goal of “the fall after high school, Jodi will enroll in courses (non-degree) at Gaston Community College”. (1.2i)

Jodi will improve her reading comprehension scores by one grade level through daily instruction using high-interest reading materials such as the newspaper, teen magazines, and young adult women’s magazines, school-approved websites, and short stories for adults by April 1, 2007
- This example meets I-13 standards for Item #2 for the following reasons:
  1. The goal is clearly linked to Jodi’s postsecondary education/training goal because improved reading comprehension skills will better prepare her for continued coursework as an adult.
  2. Improved reading comprehension scores indicate Jodi’s acquisition of a new skill.
  3. The goal is measurable, based on the criteria provided.

7.2j: Nonexample:

Jodi will participate in the coursework for Occupational Course of Study (OCS) English 11.
- This goal does not meet I-13 standards for Item #2 for the following reason:
  1. While this goal would likely support Jodi’s postsecondary goal, participating in the curriculum is an activity, not a measurable annual goal regarding the student’s acquisition of skills.

7.2k: Example for the postsecondary education/training goal: “after graduation, Alex will enroll in a business math course at Kings College (a technical school)”. (1.2k)

Given instruction in the high school Business Math course, Alex will learn to use (a) use an adding machine, (b) create spreadsheets using money management software, and (c) complete long-term projects for class with an average of 85% accuracy throughout the Spring semester of this IEP.
- This goal statement meets I-13 standards for Item #2 for the following reasons:
  1. The goal is focused on Alex’s acquisition of math skills that will support his enrollment in a postsecondary level business math course.
  2. The goal includes a measurable behavior, criteria, and a timeframe.

7.2l: Nonexample:

Given instruction in the high school Business Math course, Alex will participate in class assignments throughout the semester.
- This goal statement does not meet I-13 standards for Item #2 for the following reasons:
  1. There are no criteria stated for the adequacy by which Alex should participate assignments in the course.
  2. “Participation” does not indicate a skill that Alex will develop that will prepare him for his postsecondary goal of taking a Business Math course at the technical college.

7.2m & 7.3m: Example for the education/training and employment postsecondary goals of “after graduation from high school, Lissette will complete the non-degree program at Montgomery County College” (1.2m) and “after graduation, through the assistance of VR and the staff of the non-degree program, Lissette will obtain part-time employment on campus at MCC, that does not interfere with the schedule for her program there.” (1.3m)

Lissette will learn to accurately record her personal information including first and last name, date of birth, social security number, street address, city, state, zip code, age, and 10-digit telephone number with 100% accuracy by April, 2007.
- This annual goal meets I-13 standards for Item #2 for both education/training and employment for the following reasons:
  1. The annual goal will be accomplished by Lissette while in high school to prepare her as a student at Montgomery County Community College, to independently complete applications and forms.
  2. This annual goal also supports Lissette’s ability to independently complete a job application and important forms at work (e.g., tax forms, emergency information)
  3. The goal indicates conditions, a timeframe, and a behavior with criterion that are measurable.

7.2n: Nonexample:

Lissette will visit a number of community colleges and universities before enrolling at Montgomery County Community College.
- This annual goal does not meet I-13 standards for Item #2 for the following reason:
  1. No timeframe is provided for this activity.
  2. While this action is observable, it is an activity that supports a skill of choice-making.
  3. The goal does not indicate the number of post-secondary educational environments that will be visited or what activities Lissette will participate in once there.

7.2o: Example for “After high school, Jeremy will improve his social, self-advocacy, and self-care skills by attending instruction at a center-based adult program.” (1.3o)

Given school transportation and parent consent, Jeremy will demonstrate positive and appropriate (e.g., greeting one time, hand shaking upon arrival and departure, smiling/ nodding to acknowledge another person) social interactions with others at the adult program while observing or participating in activities and instruction for one hour four times each month during each month for the duration of this IEP.
- This annual goal meets I-13 standards for Item #2 for the following reasons:
  1. Acquiring the developed through this goal logically supports Jeremy’s postsecondary goal of attending instruction at a center-based program.
  2. This annual goal will be accomplished by Jeremy while in high school to prepare him for success at a center-based adult program within a given timeframe.
  3. The conditions for the goal, “given school transportation and parent consent”, are stated.
  4. The goal focuses on the behavior of interacting appropriately at the center-based adult program, which can be directly measured.

d) The criterion, “for one hour four times each month during each month during activities or instruction for the duration of this IEP”, is stated.

7.2p: Nonexample:

Jeremy will join a social group such as Teens on the Town and attend at least one activity sponsored by the group in the community each month for the duration of this IEP.
- This annual goal does not meet I-13 standards for Item #2 for the following reasons:
  1. This annual goal is not related to Jeremy’s postsecondary goals in education or training.
  2. The goal does not indicate a skill or knowledge that Jeremy will develop, but suggests a community participation or independent living activity.

7.2q: Example for “After graduation, Paulo will participate in training to improve his work skills in his job at a grocery store.” (1.2q)

Given a list of Paulo’s strengths and needs, Paulo will identify the work skills in which he needs to improve upon by circling his work-related needs 2 out of 3 times by January 23, 2007.
- This annual goal meets I-13 standards for Item #2 for the following reasons:
  1. The annual goal is a step that will be completed during high school to help Paulo prepare for his training to improve his work skills at a grocery store after graduation.
  2. The behavior of identifying work skills by circling work-related needs is measurable.

7.2r: Nonexample:

Given a list of jobs at a grocery store, Paulo will choose which job interests him the most 2 out of 3 times by January 23, 2007.
- This annual goal does not meet I-13 standards for Item #2 for the following reason:
  1. Having Paulo choose a job at a grocery store that interests him is not related to his postsecondary goal of improving his work skills.

7.2s: Example for “immediately after graduation, Kevin will participate in habilitative and functional skill training through CAP services and will attend Compensatory Education classes 2 times per week at the community college” (1.2s) and “within three months of graduation, Kevin will obtain a supported employment position that allows him to work to his maximum stamina and incorporates the use of assistive technology” (1.3s) and “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” (1.4l) and “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” (1.4m).

Given the GoTalk20+ augmentative communication device and weekly community practice, Kevin will independently and accurately use the device to communicate single words to communicate a desire for an item in community settings, including restaurants and ticket counters.
- This example meets I-13 standards for Item #2 for the following reasons:
  1. Kevin is not able to use a GoTalk20+ effectively and learning to do so is a skill that will prepare him to participate in a habilitative and vocational training program, recreational opportunities, and educational opportunities after high school.
  2. Learning to use a GoTalk20+ effectively will prepare Kevin to incorporate assistive technology use in future employment
  3. Similarly, communicating choices will prepare Kevin for the goal of participating in leisure activities that interest him.
  4. Finally, learning to use the GoTalk20+ is a step toward preparing Kevin to communicate more effectively with familiar and non-familiar individuals in various settings.

7.2t: Nonexample:

Kevin will participate in occupational therapy two times each week for 30 minutes each session for the duration of the IEP.
- This goal statement does not meet I-13 standards for Item #2 for the following reason:
  1. Participation in occupational therapy does not indicate what knowledge or skill Kevin is expected to gain during the upcoming year.
  2. While it is likely that participation in speech therapy logically supports his postsecondary education/training goal, because there is no skill noted, it is unclear that there is a link.

7.5a: Example for “after graduating from high school, Jason will enroll in a four-year college to obtain his undergraduate degree in history and education to become a high school social studies teacher.” (1.5a)

Through participation in the district’s teacher mentor program, Jason will write an essay about his expectations for his future career, including statements of (a) a goal (b) 3 or more negative aspects of teaching, (c) 3 or more positive aspects of teaching and (d) a summary statement of the mentor program experience with 80% or better accuracy in grammar and spelling by March 2008.
- This annual goal meets I-13 standards for Item #2 for the following reasons:
  1. This annual goal supports Jason’s postsecondary goal of becoming a high school teacher.
  2. Writing well and synthesizing information are district standards and align with his postsecondary goal of attending college.
  3. This is a step toward that postsecondary goal that can be completed while in high school.
  4. The annual goal includes a condition, criteria, timeframe, and an observable behavior.

7.5b: Nonexample:

Jason will complete a work study with a local retailer, demonstrating mastery of the job skills and work behaviors, at 90% accuracy by May 2008.
- This annual goal does not meet I-13 standards for Item #2 for the following reason:
  1. This annual goal does not support any part of Jason’s goal to attend college or to become a teacher.

7.5c: Example for “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 her industrial kitchen skills.” (1.5c)

Given a bus schedule adapted with pictures, Stephanie will select the correct time and stop for five scenarios of activities presented to her with 95% or better accuracy.
- This annual goal meets I-13 standards for Item #2 for the following reasons:
  1. The annual goal logically supports her postsecondary goal with regard to independent use of public transportation.
  2. The goal is measurable.
  3. It is appropriate that Stephanie will learn this skill during high school, in preparation for her postsecondary goal of employment (with training) and employment.

7.5d: Nonexample:

Given a web-based phone book, Stephanie will call movie theaters to determine show times.
- This annual goal does not meet I-13 standards for Item #2 for the following reasons:
  1. The annual goal is not associated with Stephanie’s postschool employment, training, or independent living goals.
  2. The annual focuses on an activity, not an explicit skill or behavior.
  3. No criteria or timeframe are provided.
  4. Given a choice of 3 job training centers in the community, Stephanie will select a center for job training after graduation, based on her interests and needs.
  5. This annual goal does not meet I-13 standards for Item #2 for the following reasons:
  6. It does not seem to logically support Stephanie’s postsecondary goal, in which Stephanie has already identified (and has presumably gained employment) a specific job*.
  7. This goal, as written, is an activity, rather than a learned or mastered skill**.

* Choosing a job training center could be a very appropriate annual goal for a student that might need such services after graduation.

** If this were an appropriate annual goal, it should indicate what Stephanie will learn or master and in a measurable manner (e.g., will accurately identify the center that best matches her interests and needs for employment training, using site visits, staff interviews, and pictures to organize the information and make a decision).

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.