Use supported decision-making with a trusted person
When to use this goal
For students 17 to 21 who will make adult decisions with help from trusted people, including students with significant support needs who decide with pictures or a device. Present levels in communication and the family's plans decide which decisions are practiced first.
- Baseline
- Observe 2 or 3 decisions in the program and mark each step. Record who actually made the final choice; if the supporter decided, the last two steps score as not completed.
- Tips
- The student makes the decision; the supporter offers information and questions, not the answer. Supported decision-making agreements and guardianship are set by state law and the family, and this goal gives no legal advice. Pair with fn-tr-017 when rights will transfer soon.
- Limits
- Supporters vary in how much they steer, which affects scores; brief supporters on their role. The routine fits everyday and medium decisions; legal, medical and financial decisions involve the family and outside professionals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-008.
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Goal
By the annual IEP review date, when a real personal decision comes up in the transition program, such as choosing a work site, a weekend activity or how to spend a paycheck, with a chosen supporter available, the student will work through the decision with a chosen supporter and tell the people affected what was decided, performing at least 6 of 7 steps independently, on 3 consecutive real decisions, as measured by a task-analysis checklist collected at each real decision, at least twice monthly.
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 goal501 characters
- By the annual IEP review date, when a real personal decision comes up in the transition program, such as choosing a work site, a weekend activity or how to spend a paycheck, with a chosen supporter available, the student will work through the decision with a chosen supporter and tell the people affected what was decided, performing at least 6 of 7 steps independently, on 3 consecutive real decisions, as measured by a task-analysis checklist collected at each real decision, at least twice monthly.
- Timeframe
- By the annual IEP review date
- Condition
- When a real personal decision comes up in the transition program, such as choosing a work site, a weekend activity or how to spend a paycheck, with a chosen supporter available
- Behavior
- The student will work through the decision with a chosen supporter and tell the people affected what was decided
- Criteria
- Performing at least 6 of 7 steps independently, on 3 consecutive real decisions
- Evaluation method
- A task-analysis checklist
- Schedule
- At each real decision, at least twice monthly
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 3 consecutive real decisions
- Collection schedule:
- at each real decision, at least twice monthly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when a real personal decision comes up in the transition program, such as choosing a work site, a weekend activity or how to spend a paycheck, with a chosen supporter available, the student will work through the decision with a chosen supporter and tell the people affected what was decided, performing at least 6 of 7 steps independently, on 3 consecutive real decisions, as measured by a task-analysis checklist collected at each real decision, at least twice monthly.
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. Names the decision and when it needs to be made | ||||||||
| 2. Chooses a trusted supporter to talk with | ||||||||
| 3. Shares the decision with the supporter and asks for information or advice | ||||||||
| 4. Lists the options that were talked about | ||||||||
| 5. Says which option the student prefers and why | ||||||||
| 6. Makes the decision | ||||||||
| 7. Tells the supporter or the people affected what was decided | ||||||||
| 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.