There are sample IEP Annual Goals and Objectives in the How to Guide Power point for the Transition IEP. In addition to those, here we are attaching more sample Annual goals and objectives across the four instructional domains.
Transition IEP Assignment ---Questions & Answers
Q: Are my objectives specific enough?
A: If the 4 components are there and the target behavior is operationalized, the answer is yes. Your objectives should be able to pass what we call the ‘stranger test’. Someone else should be able to read your objective and have a clear understanding of what behavior is being targeted, under what conditions, and how to measure whether or not they achieved that target behavior. When you operationalize something you take it from something that is difficult to measure to measurable.
Objective with all 4 components but target behavior not operationalized: When he arrives at school, Hugo will show appropriate behaviors in 4 out of 5 opportunities.
Why is this difficult? You, the teacher, may have a clear idea of what you would consider appropriate, but someone else who might collect data on this objective (a paraeducator) may consider behaviors appropriate that you would not accept. This would create a "Houston we have a problem" situation when determining if the child met the objective or not. Being specific about what appropriate behaviors are most important for your student and stating them eliminates any gray area between evaluators.
Same objective, operationalized: When he arrives at school, Hugo will choose at least 1 person to say hello to, put away his book bag and homework folder, and sit in his seat before the bell rings in 4 out of 5 opportunities.
Q: What are some good examples of criterion?
A: Criterion is good if it can be counted or timed and it makes sense. Examples: in 4 out of 5 opportunities, with no more than 1 error, 1 time per week for 12 weeks. When we say ‘makes sense’ you need to judge what is best based on your target behavior:
For example, if you have a target behavior of attending X number of extracurricular activity meetings it makes more sense for the criterion to be related to how often or how long compared to errors.
For a target behavior of filling out a job application, you are probably more concerned with how well they fill it out so criterion related to number of errors compared to how many they can crank out in a certain time frame.
Q: What if my student does not need related transportation to and from school from home, but needs it for vocational program to and from the job site?
A: For the transportation statement: The transportation needs are the same as peers without disabilities from home to school and vice versa...(or something similar). Then put transportation as a related service in the table and in location put "to and from job site" and indicated frequency corresponding to how often s/he participates in vocational program at the job site.
Q: What should we put in the blank that says "Other" at the very top of the page where the general information such as name, address, phone numbers is located?
A: You don't have to have anything there for the assignment. We keep saying "don't leave anything blank", but in this section you already have a bunch of other information you have provided so it is okay if you don't have anything to put here.
In real life, it could be anything related to something 'out of the norm' for contact information. For example, "call dad first if before 9am and mom first after 9am". It could be a note indicating student attends school in different time zone compared to where s/he lives (my IEPs had this on there and it made a difference on when I called parents of a child who lived in central time zone when the school and myself were in eastern time zone). Many other possible situations...
Q: How many goals and objectives do we need for our IEP Transition Plan?
A: We would like to see one annual goal under each of the 4 domains (so at least 4 annual goals). We want 2 objectives linked to each annual goal.
*If you choose a case with a student who will attend post secondary education you can put post-secondary in the instructional area and the annual goal and 2 objectives for this area can replace the vocational annual goal. Or you can still call this instructional area 'vocational' and have goal and objectives that are for post-secondary education.
Q: I have chosen to use Brian for my IEP/transition plan assignment because ASD interests me. On the form, I realized it says if the student is not going to be 16 or older during the year then delete section 3. Is that the case or do I still need to fill out section 3?
A: Fill out section 3 for all cases. In the how to guide power point we state that this section will be completed for all scenarios, even our Brian who is 14.
Q: Under Parent Contacts, what goes in the response section? I wasn't sure if it was just "Answered", etc. Would the "other" contact be something like a Conference, or e-mail.
A: The result: could be a variety of things such as: "both parents will come to IEP meeting", "mom will attend meeting". Other would be email or other form of communication. As a teacher I always followed up with a phone call or email couple days before the meeting as a reminder as well, but that is not necessary for this assignment.
Q: Is it the parent who 'signs' the Procedural Safeguard?
Q: For the date of the IEP, should it be the beginning of the year? Or can we have one for, say, April? I was trying to figure out if the IEP was one that has already been in place and the goals would have been established, or if the goals are totally new and we need to make dates that are after the day of the meeting. (e.g. Date of IEP is August 2013, all annual goals or new, or date is April 5, goals are already in place?) I remember you saying we needed to put somewhere in the IEP the meeting dates from age 14/16, but I didn't see that...should I add that?
A: Whenever you want to have it during the year, make up any date for page 1 (e.g., April 10, 2014)... then when you get to the page in section IV where you put dates in....she is 17 years old so you need to "make up" a date 3 years earlier that an initial meeting would have happened. For dates the IEP was reviewed...just make sure there is at least one date for every year between the initial date and the meeting for the student whose IEP you are writing.
Q: Is it possible to leave the Special Education Services section blank if the student has a Vision Impairment?
A: Yes that's fine (or maybe you "convinced" the parents to let her have some consultation services with special education teacher to work on self-advocacy skills this coming year)....it's up to you. Carly's family has always declined services and she has been successful in a job without special education services. Make sure you put what is needed in the related services for students if applicable according to the scenario.
Q: If the parents do not want AT for the student but it is evident she needs it, do we need to abide by the parents wishes or can we still write in meeting with an AT Specialist? I'm not sure about the legal issues for that one.
A: It's up to you. The best situation would be that you "convinced the family" to allow her to try something and you put "whatever you decide might be good for her" in the IEP (there is not a section on this IEP assignment for you to discuss this conversation you had with the family, but in real life you would put some information of this conversation in the IEP meeting notes). If you make up that "parents declined AT again"...I would still recommend putting AT in as a "need" for Carly in the Needs sections, but follow it up with a statement, "Parents refused all AT services 4/10/14" (or whatever IEP meeting date is). This way it is documented that you indicated it's a need and the reason she won't have it in her services.