Sample Goals for Secondary Transition Self-Advocacy

Updated as of May 27, 2024.

Measurable Annual IEP Compliance Self-Advocacy Goal

When given the opportunity to self-advocate with his classroom teachers regarding specific accommodations and/or modifications relevant to materials (documents, videos, posters, etc.) provided to non-disabled peers, STUDENT will communicate with the classroom teacher instances where his IEP-required accessibility-related accommodations and/or modifications were not provided to him before or at the time the materials were provided to his non-disabled peers. STUDENT will document this communication (through verbal or written recordation) and will provide this documentation with both the classroom teacher and the Teacher of Students with Blindness/Visual Impairments within 24 hours of becoming aware of that he did not receive his IEP-required accessibility-related accommodations and/or modifications with 90% accuracy and timeliness in three out of four consecutive bi-weekly running records, as measured by the Teacher of Students with Blindness/Visual Impairments.

Baseline: None.

Measurable Annual Accessibility Reporting Self-Advocacy Goal

When communicating at least one per week via verbal discussion or written communication (email, document, etc.) to the accessible assistive technology teacher, STUDENT will highlight at least 1 (one) accessibility obstacle he has encountered with regard to school (classwork, homework, materials, instruction, lack of provision of materials, etc.) and score a minimum of “2” in each category AND a total of “15” or more for each documented difficulty (on the rubric set forth below) in a minimum of 5 out of six consecutive weekly trials.

Baseline: None.

Rubric for Accessibility Reporting Self-advocacy Goal

1. Describe the accessibility problem
   1. “3” Exceeds Expectations: Thorough explanation of each accessibility obstacle faced
   1. “2” Meets Expectations: Adequate explanation of each accessibility obstacle faced
   1. “1” Needs Improvement: Minimal or no explanation of each accessibility obstacle faced
2. Identify accommodations or strategies
   1. “3” Exceeds Expectations: Identifies 2 or more accommodations or strategies used to independently overcome each identified accessibility obstacle.
   1. “2” Meets Expectations: Identifies only one accommodation or strategy used to independently overcome each identified accessibility obstacle.
   1. “1” Needs Improvement: Unable to identify any accommodations or strategies.
3. Explanation of STUDENT’s use of the accommodation(s)/strategy(ies)
   1. “3” Exceeds Expectations: Thoroughly describes how STUDENT used accommodations or strategies to independently overcome each identified accessibility obstacle.
   1. “2” Meets Expectations: Adequately describes how STUDENT used accommodations or strategies to independently overcome each identified accessibility obstacle.
   1. “1” Needs Improvement: Somewhat describes or fails to describe how STUDENT used accommodations or strategies to independently overcome each identified accessibility obstacle.
4. Explanation of the RESULT of STUDENT’s use of the accommodation(s)/strategy(ies)
   1. “3” Exceeds Expectations: Thoroughly describes the results (success or non-success) of STUDENT’s use of the chosen accommodations or strategies to independently overcome each identified accessibility obstacle.
   1. “2” Meets Expectations: Adequately describes the results (success or non-success) of STUDENT’s use of the chosen accommodations or strategies to independently overcome each identified accessibility obstacle.
   1. “1” Needs Improvement: Somewhat describes or fails to describe the results (success or non-success) of STUDENT’s use of the chosen accommodations or strategies to independently overcome each identified accessibility obstacle.
5. Evaluate the results of choices made
   1. “3” Exceeds Expectations: Thorough evaluation of STUDENT’s success in overcoming the accessibility obstacle(s) faced
   1. “2” Meets Expectations: Adequate evaluation of STUDENT’s success in overcoming the accessibility obstacle(s) faced
   1. “1” Needs Improvement: Minimal or no explanation of evaluation of STUDENT’s success in overcoming the accessibility obstacle(s) faced
6. Request for assistance
   1. “3” Exceeds Expectations: Using information documented above, clearly outlines request for assistance in overcoming identified accessibility obstacles OR indicates level of confidence in being able to independently address the accessibility obstacle in the future.
   1. “2” Meets Expectations: Using information documented above, makes a request for assistance in overcoming general accessibility obstacles in the future
   1. “1” Needs Improvement: Fails to use information documented above or fails to make a request for assistance in overcoming accessibility obstacles in the future

Contact the Bridges Helpdesk for More Information

• Our Accessible web form
• Email: Helpdesk@imagemd.org 
• Text: Send to: (410) 357-1546
• Voice mail: Call (410) 357-1546, leave a voice mail message, and we will return your call

This unique project is being coordinated through The IMAGE Center of Maryland, a center for independent living in Towson, and it is funded by a grant from the Maryland Department of Education Division of Special Education/Early Intervention Services.