Self-advocacy IEP goals

By the annual review date, when asked about themselves as a learner, [Student] will name 4 strengths and give an example of each, as measured by a student interview recorded on a data sheet each quarter.

By the annual review date, when asked what makes school hard, [Student] will name 3 areas of difficulty in their own words and say what each looks like in class, as measured by a student interview recorded on a data sheet each quarter.

By the annual review date, when asked what supports are written into their plan, [Student] will name 5 accommodations and say which class each one is for, as measured by a quarterly student interview recorded on a data sheet.

By the annual review date, when a class activity calls for one of their accommodations, [Student] will ask the teacher for it and name it, in 4 of 5 opportunities, as measured by weekly teacher observation records.

By the annual review date, when [Student] notices they need to step away, they will request a break using their taught signal rather than leaving or shutting down, in 4 of 5 observed opportunities, as measured by staff observation records noting break requests.

By the annual review date, when [Student] has been unable to start or continue a task, they will raise a hand or approach the teacher and ask for help, in 4 of 5 observed opportunities, as measured by weekly teacher observation records.

By the annual review date, when [Student] has not understood a direction, they will ask for it to be repeated or said another way, in 4 of 5 observed opportunities, as measured by weekly teacher observation records.

By the annual review date, when [Student] does not want to do something as it has been set up, they will say so and offer an alternative rather than refusing or complying silently, in 4 of 5 observed opportunities, as measured by weekly staff observation records.

By the annual review date, when something goes wrong that [Student] cannot fix alone, they will tell an adult what happened and what they need, in 4 of 5 observed opportunities, as measured by staff observation records.

By the annual review date, when meeting a new teacher or supervisor, [Student] will describe 3 supports that help them and say when each one is needed, as measured by a start-of-term introduction task recorded on a data sheet.

By the annual review date, when asked to explain how they learn best, [Student] will give a description covering strengths, difficulties and supports, meeting 85% of the points on a teacher-made checklist, as measured by a quarterly student interview scored with a checklist.

By the annual review date, before an annual review, [Student] will complete a one-page profile of their strengths, needs, supports and goals with 90% of its sections filled in independently, as measured by the completed profile scored against its own sections.

By the annual review date, at each meeting or check-in about their plan, [Student] will present at least one prepared point about their own goals or supports, in 2 of 3 meetings, as measured by meeting records kept by the case manager.

By the annual review date, at a scheduled check-in, [Student] will rate their own progress on a goal and match the teacher’s rating within one point with 85% accuracy, as measured by paired student and teacher rating sheets kept weekly.

By the annual review date, when a support or strategy is not helping, [Student] will say so and ask to try a different one, in 3 of 5 observed opportunities, as measured by case manager check-in records.

By the annual review date, when [Student] needs help, a break or a material, they will use their taught sentence frame to ask an adult with no adult prompting, as measured by a prompting-level data sheet kept during the school day.

By the annual review date, during a class discussion, [Student] will state their own view or disagree with a point using a respectful phrase, in 4 of 5 discussions, as measured by weekly teacher observation records.

By the annual review date, when [Student] is missing a material or tool they are entitled to use, they will ask for it before the task begins, in 4 of 5 observed opportunities, as measured by daily classroom records kept by staff.

By the annual review date, when given a school situation and asked who could help, [Student] will name the right person or place with 90% accuracy, as measured by a scenario probe scored with a key each month.

By the annual review date, when [Student] is treated unfairly or unkindly by a peer or an adult, they will report it to a named trusted adult, in 4 of 5 observed opportunities, as measured by staff observation and incident records.

By the annual review date, at the start of a lesson that calls for it, [Student] will get out and set up their assistive technology, asking for it where it is not available, with no adult prompting, as measured by a prompting-level data sheet kept during the school day.

By the annual review date, when [Student] needs to raise something outside class time, they will write a short message that states the situation, the request and a thank you, meeting 90% of the points on a teacher-made checklist, as measured by sent messages scored against a checklist.

By the annual review date, when a first request is refused or unanswered, [Student] will follow it up once — with the same adult or the next one up — rather than dropping it, in 3 of 5 observed opportunities, as measured by case manager check-in records.

By the annual review date, in a setting or with an adult they have not worked with before, [Student] will state a need and ask for the support they use elsewhere, in 3 of 5 observed opportunities, as measured by records kept across settings by staff.