Self-Determination IEP goals

Sample self-determination goals

Numbers are illustrative; set targets from the student's own baseline (how templates are made).

• 9-12, 6-8Rubric score

  Set a personal goal with an action plan

  Setting a personal goal and action plan

  By the annual IEP review date, during a goal-planning conference with the case manager, using a blank goal plan sheet, the student will write a personal goal with an action plan that lists steps, dates and a way to check progress independently, earning a score of at least 8 out of 10 on a 5-row goal plan rubric (0 to 2 per row), on 3 consecutive goal plans, as measured by a defined scoring rubric collected monthly, at each new goal plan.

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• 9-12Task-analysis steps

  Map a long-term goal into dated milestones

  Breaking a long-term goal into steps

  By the annual IEP review date, given a long-term goal the student chose, such as a job, a training program or a living goal, and a blank goal map, the student will build a goal map that runs from the long-term goal back to a first action for this month, performing at least 7 of 8 steps independently, on 3 consecutive goal maps, as measured by a task-analysis checklist collected monthly.

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• 6-8, 9-12Task-analysis steps

  Graph own progress data each week

  Tracking progress on own goal

  By the annual IEP review date, during a weekly data check-in, given own goal graph and the week's score or count, the student will record the week's score on own goal graph and say what the trend shows, performing at least 6 of 7 steps independently, across 3 consecutive weekly check-ins, as measured by a task-analysis checklist collected weekly.

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• 9-12Opportunities

  Revise the plan when a goal stalls

  Adjusting an action plan

  By the annual IEP review date, at a planned goal review where the student's own data show the goal is behind schedule, the student will name one barrier and change one step, date or support in the action plan independently in at least 4 of 5 opportunities, across 2 consecutive grading periods, as measured by opportunity-by-opportunity data collected at each goal review, at least twice monthly.

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• 9-12, 6-8Rubric score

  Weigh options with a decision chart

  Weighing options to make a decision

  By the annual IEP review date, given a real decision with three or more options, such as an elective, a summer job or a volunteer site, and a blank decision chart, the student will complete a decision chart and state the choice made with a reason independently, earning a score of at least 10 out of 12 on a 4-row decision chart rubric (0 to 3 per row), on 3 of 4 consecutive decision charts, as measured by a defined scoring rubric collected every two weeks.

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• 6-8, 9-12Opportunities

  Predict the result of each option before choosing

  Thinking through consequences

  By the annual IEP review date, given short scenarios about school, home or community choices, read aloud or in print, the student will state one likely result of each option before choosing independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected weekly.

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• 9-12Task-analysis steps

  Gather facts before a big decision

  Gathering information before deciding

  By the annual IEP review date, when facing a real decision, such as which work-based learning site to request or whether to take a summer class, given a fact-finding sheet, the student will complete the fact-finding routine and state the decision and the fact that mattered most, performing at least 6 of 7 steps independently, on 3 consecutive decisions, as measured by a task-analysis checklist collected at each decision project, about twice monthly.

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• 9-12Task-analysis steps

  Use supported decision-making with a trusted person

  Supported decision-making

  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.

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• 9-12Rubric score

  Name trusted supporters for each life area

  Circle of support

  By the annual IEP review date, given a circle of support map with four life areas, such as money, health, work and home, the student will complete the circle of support map with a supporter, what they help with and how to reach them for each life area independently, earning a score of at least 7 out of 8 on a 4-row circle of support rubric (0 to 2 per row), on 2 consecutive updates of the map, as measured by a defined scoring rubric collected monthly.

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• 6-8, 9-12Latency

  Make a choice within a set time

  Making timely decisions

  By the annual IEP review date, when offered two or three real options by a staff member, such as which task to do first or where to sit for a work session, the student will respond with a choice by speaking, pointing, signing or using a device independently within 15 seconds, on 4 of 5 consecutive observed choices, as measured by latency recording collected daily at two planned choice points.

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• 9-12Opportunities

  Review a past decision and name a change

  Learning from own decisions

  By the annual IEP review date, a week after making a real decision, such as choosing a class, a work task or how to spend money, during a check-in with the case manager, the student will state how the decision turned out, one thing to keep doing and one thing to change next time independently in at least 4 of 5 opportunities, across 3 consecutive monthly check-ins, as measured by opportunity-by-opportunity data collected at each decision review, about weekly.

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• 9-12Rubric score

  Weigh the risks of a community choice

  Weighing risk in personal choices

  By the annual IEP review date, given a real community choice the student is considering, such as walking to a nearby store alone or trying a new bus route, and a risk planning sheet, the student will complete the risk planning sheet and state a decision with a safety step independently, earning a score of at least 7 out of 8 on a 4-row risk planning rubric (0 to 2 per row), on 3 consecutive risk plans, as measured by a defined scoring rubric collected every two weeks.

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