Share decision-making wishes at a planning meeting
When to use this goal
For students whose IEP or family meeting includes the age of majority discussion and who sit quietly while adults talk about them. Includes students who communicate with a device or pictures. Present levels in communication and in meeting participation decide supports.
- Baseline
- Plan three moments in a rehearsal (a wish, a supporter, a question) and record which the student shares without an adult speaking for them.
- Tips
- Prepare the team to wait for the student's turn and to respond to what they say. Prepared notes from tn-sd-054 work well. This goal pairs with IEP participation goals (tn-sd-040).
- Limits
- Real meetings are rare, so rehearsals carry most of the data. Stating a wish does not decide anything legal; rules differ by state and the family and team decide together.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-055.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during an IEP or transition planning meeting where the age of majority or decision support is discussed, the student will state how they want to get help with decisions, name a trusted supporter, and ask a question about what happens next independently in 3 of 3 opportunities, across 2 consecutive meetings or rehearsals, as measured by direct observation collected at each rehearsal and planning meeting.
Baseline: 0 of 3 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. Direct observation 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 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
- 0 of 3 opportunities.
- Annual goal437 characters
- By the annual IEP review date, during an IEP or transition planning meeting where the age of majority or decision support is discussed, the student will state how they want to get help with decisions, name a trusted supporter, and ask a question about what happens next independently in 3 of 3 opportunities, across 2 consecutive meetings or rehearsals, as measured by direct observation collected at each rehearsal and planning meeting.
- Timeframe
- By the annual IEP review date
- Condition
- During an IEP or transition planning meeting where the age of majority or decision support is discussed
- Behavior
- The student will state how they want to get help with decisions, name a trusted supporter, and ask a question about what happens next independently
- Criteria
- In 3 of 3 opportunities, across 2 consecutive meetings or rehearsals
- Evaluation method
- Direct observation
- Schedule
- At each rehearsal and planning meeting
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 3 of 3 opportunities
- Mastery rule:
- across 2 consecutive meetings or rehearsals
- Collection schedule:
- at each rehearsal and planning meeting
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during an IEP or transition planning meeting where the age of majority or decision support is discussed, the student will state how they want to get help with decisions, name a trusted supporter, and ask a question about what happens next independently in 3 of 3 opportunities, across 2 consecutive meetings or rehearsals, as measured by direct observation collected at each rehearsal and planning meeting.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | # + (of 3) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 3 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.