Compare decision support options with family
When to use this goal
For transition-age students whose families are starting to talk about decision support after the age of majority, and who want a say. Present levels in reading and communication decide the format. This goal prepares the student for the conversation; it does not recommend any option.
- Baseline
- Talk with the family before starting so the student's preparation fits their plans. Mark each step at a first session without teaching and note any option the student has never heard of.
- Tips
- Rules about these options differ by state; say so to the student and use only official plain-language material. The staff role is to help the student prepare questions, never to steer the family. Pair with tn-sd-053 and tn-sd-009.
- Limits
- The template gives no legal advice and does not measure which option the family chooses. Some families will not want school involved; respect that and keep the goal on the student's own questions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-054.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a plain-language summary from the district or a state agency of decision support options, such as supported decision-making, power of attorney and guardianship, the student will describe each option in their own words, name decisions they want to make themselves, and write questions to bring to their family, performing at least 5 of 6 steps independently, on 2 consecutive planning sessions, as measured by a task-analysis checklist collected at each planning session, at least monthly.
Baseline: 1 of 6 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
- 1 of 6 steps independently.
- Annual goal525 characters
- By the annual IEP review date, given a plain-language summary from the district or a state agency of decision support options, such as supported decision-making, power of attorney and guardianship, the student will describe each option in their own words, name decisions they want to make themselves, and write questions to bring to their family, performing at least 5 of 6 steps independently, on 2 consecutive planning sessions, as measured by a task-analysis checklist collected at each planning session, at least monthly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a plain-language summary from the district or a state agency of decision support options, such as supported decision-making, power of attorney and guardianship
- Behavior
- The student will describe each option in their own words, name decisions they want to make themselves, and write questions to bring to their family
- Criteria
- Performing at least 5 of 6 steps independently, on 2 consecutive planning sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- At each planning session, at least 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 5 of 6 steps independently
- Mastery rule:
- on 2 consecutive planning sessions
- Collection schedule:
- at each planning session, at least monthly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a plain-language summary from the district or a state agency of decision support options, such as supported decision-making, power of attorney and guardianship, the student will describe each option in their own words, name decisions they want to make themselves, and write questions to bring to their family, performing at least 5 of 6 steps independently, on 2 consecutive planning sessions, as measured by a task-analysis checklist collected at each planning session, at least 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. Reads or listens to the plain-language summary of each option | ||||||||
| 2. Tells in their own words what the summary says about each option | ||||||||
| 3. Names two kinds of decisions they want to make themselves | ||||||||
| 4. Names a person they would want as a supporter | ||||||||
| 5. Writes or records at least two questions for their family or team | ||||||||
| 6. Shares the questions with a family member | ||||||||
| 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: 5 of 6).
- 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.