Annual IEP Goals: Independent Living
EXAMPLES (7.4a – 7.4n, 7.5c & 7.5d)
7.4a: Example for “upon
completion of high school, Lissette will learn to utilize public transportation,
including the public bus and uptown trolley.” (1.4a)
- Given travel training situations, Lissette will demonstrate sitting quietly and
refraining from talking to strangers while utilizing public transportation at least
two times across three opportunities.
- This annual goal meets I-13 standards for Item #2 for the following reasons:
- The annual goal describes a skill Lissette would need to have in her repertoire
of skills in order to travel using public transportation.
- The annual goal is a skill that will be worked on during high school.
7.4b: Nonexample:
- Given several coins, Lissette will match the coin with its amount six out of eight
times by November 3, 2007.
- This annual goal does not meet I-13 standards for Item #2 for the following reasons:
- According to Lissette’s present level of performance, Lissette already knows the
value of coins; therefore, it is not necessary to include this as a goal to help
her meet her post-secondary goal of using public transportation.
7.4c: Example for “upon
completion of high school, Jeremy will independently prepare for work each day,
including dressing, making his bed, making his lunch, and accessing transportation.”
(1.4c)
- Given the ingredients for a sandwich and task analysis, Jeremy will follow the steps
to make a sandwich with 90% accuracy by June 2007.
- This annual goal meets I-13 standards for Item #2 for the following reason:
- This annual goal is one of several skills Jeremy will need in order to learn how
to prepare a complete meal for his lunch.
7.4d: Nonexample:
- Jeremy will participate in field-trips to the grocery store monthly for the duration
of this IEP.
- This annual goal does not meet I-13 standards for item #2 for the following reasons:
- This annual goal is not related to the post-secondary goal of independently preparing
for work each day.
- This goal statement does not indicate acquisition of a new skill.
- This goal statement does not include conditions or criteria to be measurable.
7.4e: Example for “upon
completion of high school, Paulo will play soccer in a recreational soccer league
at the YMCA.” (1.4e)
- Given the phone number for the YMCA and a YMCA application, Paulo will call to request
an application and complete the application by writing his personal information
in the spaces provided with 90% accuracy by January 2008.
- This annual goal meets I-13 standards for Item #2 for the following reasons:
- This annual goal is a step that Paulo will take in achieving his post-secondary
goal of playing in a soccer league.
- This annual goal focuses on a skill that will be developed during high school.
7.4f: Nonexample:
- Given written directions, Paulo will put the steps in making a sandwich in the correct
order with 95% accuracy by January 2008.
- This annual goal does not meet I-13 standards for item #2 for the following reason:
- This annual goal is not related to Paulo’s post-secondary goal of joining a soccer
league.
7.4g: Example for “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.”
(1.4g)
- Given daily classroom routines for practice and a verbal prompt, Rolanda will raise
her arms to assist in lifting, dressing, and hand washing on 80% of occasions for
the duration of the IEP.
- This annual goal statement meets I-13 standards for Item #2 for the following reasons:
- Developing the physical skills necessary to meet this goal will prepare Rolanda
for her postsecondary goal of maximum participation in her daily routine.
- The goal statement provides conditions, criteria, and a timeframe, so that it is
measurable.
7.4h: Nonexample:
- Rolanda will receive physical therapy services 3x/ week.
- This goal statement does not meet I-13 standards for Item #2 for the following reasons:
- The goal statement does not indicate any skills that Rolanda will be gaining.
- This is a related service, not a statement of an annual goal.
7.4i & 7.4j: 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:
- 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.
- Similarly, communicating choices will prepare Rolanda for the goal of participating
in leisure activities that interest her.
- Finally, learning to use technology to select from four choices is a step toward
preparing Rolanda to communicate more effectively with familiar and non-familiar
individuals in various settings.
7.4l & 7.4m: 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:
- 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.
- Learning to use a GoTalk20+ effectively will prepare Kevin to incorporate assistive
technology use in future employment
- Similarly, communicating choices will prepare Kevin for the goal of participating
in leisure activities that interest him.
- 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.
7.4n: 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:
- Participation in occupational therapy does not indicate what knowledge or skill
Kevin is expected to gain during the upcoming year.
- 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.
7.4k: Example for “After graduation, Kevin will continue to live with his parents
and will participate in his daily care routines to the maximum extent possible.”
(1.4k)
- Given picture symbols with Velcro adhesive and a wall mountable daily planner, Kevin
will utilize a schedule to plan self-care (e.g., showering and eating), employment,
educational, and recreational activities, five days each week for the duration of
the IEP with a maximum of one physical prompt per activity to place the picture
symbol on the schedule.
- This annual goal statement meets I-13 standards for Item #2 for the following reasons:
- Developing the skills to plan necessary to meet this goal will prepare Kevin for
his postsecondary goal of maximum participation in his daily routine.
- The goal statement provides conditions, criteria, and a timeframe, so that it is
measurable.
Nonexample:
- Kevin will receive occupational therapy services 3x/ week.
- This goal statement does not meet I-13 standards for Item #2 for the following reasons:
- The goal statement does not indicate any skills that Kevin will be gaining.
- This is a related service, not a statement of an annual goal.
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:
- The annual goal logically supports her postsecondary goal with regard to independent
use of public transportation.
- The goal is measurable.
- 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:
- The annual goal is not associated with Stephanie’s postschool employment, training,
or independent living goals.
- The annual focuses on an activity, not an explicit skill or behavior.
- No criteria or timeframe are provided.
- 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.
- This annual goal does not meet I-13 standards for Item #2 for the following reasons:
- 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*.
- 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.
