Sample Goals for Secondary Transition Self-Advocacy

Updated as of May 27, 2024.

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 MADISON’s use of the accommodation(s)/strategy(ies)
   1. “3” Exceeds Expectations: Thoroughly describes how MADISON used accommodations or strategies to independently overcome each identified accessibility obstacle.
   1. “2” Meets Expectations: Adequately describes how MADISON used accommodations or strategies to independently overcome each identified accessibility obstacle.
   1. “1” Needs Improvement: Somewhat describes or fails to describe how MADISON used accommodations or strategies to independently overcome each identified accessibility obstacle.
4. Explanation of the RESULT of MADISON’s use of the accommodation(s)/strategy(ies)
   1. “3” Exceeds Expectations: Thoroughly describes the results (success or non-success) of MADISON’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 MADISON’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 MADISON’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 MADISON’s success in overcoming the accessibility obstacle(s) faced
   1. “2” Meets Expectations: Adequate evaluation of MADISON’s success in overcoming the accessibility obstacle(s) faced
   1. “1” Needs Improvement: Minimal or no explanation of evaluation of MADISON’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.