Explain what changes at the age of majority
When to use this goal
For students within two years of the age of majority in their state who will be informed that rights transfer to them, and who cannot yet explain what that means. Present levels in communication and the family's plans (including any supported decision-making or guardianship discussion) decide the depth of the answer expected.
- Baseline
- Ask the question in 2 or 3 sessions before instruction and record what the student can say. Write the three required elements on the data sheet so each answer is scored the same way.
- Tips
- Federal rules require that, beginning at least one year before the student reaches the age of majority under state law, the IEP include a statement that the student has been informed of the rights that will transfer (34 CFR §300.320(c)). The age and the rules on guardianship and supported decision-making differ by state; use the state's parent-rights document as the source for the rights card. Families should be part of the conversation.
- Limits
- Reciting rights is not the same as exercising them; pair with self-advocacy goals. This template gives no legal advice; state law and the family's decisions govern what actually happens.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-tr-017.
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Goal
By the annual IEP review date, when asked by the case manager what happens to IEP rights at the age of majority, using a plain-language rights summary, the student will state own age of majority, two rights that transfer, and one person who can help with decisions independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice monthly during planned conversations.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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 Transition-Related Skills.
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 - Transition-Related Skills
- Baseline
- 1 of 5 opportunities.
- Annual goal460 characters
- By the annual IEP review date, when asked by the case manager what happens to IEP rights at the age of majority, using a plain-language rights summary, the student will state own age of majority, two rights that transfer, and one person who can help with decisions independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice monthly during planned conversations.
- Timeframe
- By the annual IEP review date
- Condition
- When asked by the case manager what happens to IEP rights at the age of majority, using a plain-language rights summary
- Behavior
- The student will state own age of majority, two rights that transfer, and one person who can help with decisions independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice monthly during planned conversations
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection sessions
- Collection schedule:
- twice monthly during planned conversations
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when asked by the case manager what happens to IEP rights at the age of majority, using a plain-language rights summary, the student will state own age of majority, two rights that transfer, and one person who can help with decisions independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice monthly during planned conversations.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.