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Transition Grid Sample Goals

Transition Grid Sample Goals. Indicator 13 Highlights. What is Transition?. “ a coordinated set of activities for a child with a disability that is designed within a result-oriented process , that is focused on improving the academic and functional

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Transition Grid Sample Goals

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  1. Transition Grid Sample Goals Indicator 13 Highlights

  2. What is Transition? “a coordinated set of activities for a child with a disability that is designed within a result-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.” (IDEA 2004) Adapted from PaTTAN’s Ensuring Effective Secondary Programs and Post-Secondary outcomes: Pennsylvania’s Indicator 13 Process

  3. State Performance Plan: Indicator 13 Transition is addressed in the year in which the student turns 14 years of age BUT it can begin before that. • The percent of students, age 14 and above, with IEP’s • that meet transition requirements should have: • coordinated, measurable, annual IEP goals, and • transition services that will lead to post-secondary goals This data is collected through BSE cyclical monitoring. Target is 100% compliance! Adapted from PaTTAN’s Ensuring Effective Secondary Programs and Post-Secondary outcomes: Pennsylvania’s Indicator 13 Process

  4. Post-Secondary Goals Should be based on: • Information gathered on interests & preferences • Addresses: • Post-Secondary Education/Training • Employment • Independent Living • Identifies where the student will be AFTER high school • NOT intended to describe events that happen IN high school • NOT the same as the IEP measurable, annual goal • Needs to be updated annually Adapted from PaTTAN’s Ensuring Effective Secondary Programs and Post-Secondary outcomes: Pennsylvania’s Indicator 13 Process

  5. Sample Post-Secondary Education and Training Goal Adapted from PaTTAN’s Ensuring Effective Secondary Programs and Post-Secondary outcomes: Pennsylvania’s Indicator 13 Process

  6. Additional Post-Secondary Education and Training Sample Statements • IF a student is attending a career and technical school, the statement must • directly relate to what they’re studying! • Caroline has a goal of enrolling in post-secondary training in the area of • cosmetology or related field. • John has a goal of beginning a carpenter’s apprentice program. • Maria’s goal is to attend a nurse aid training program. • Emma has a goal of joining a branch of the United States military. • Or, the IEP team has documented that a goal and related services/activities for this area is not needed at this time. Adapted from PaTTAN’s Ensuring Effective Secondary Programs and Post-Secondary outcomes: Pennsylvania’s Indicator 13 Process

  7. Sample Employment Goal Adapted from PaTTAN’s Ensuring Effective Secondary Programs and Post-Secondary outcomes: Pennsylvania’s Indicator 13 Process

  8. Additional Employment Sample Statements • Phillip has a goal of working in an auto repair shop after high school. • John has a goal of working for a local home builder. • Maria’s goal is to work at an assisted living facility in her neighborhood. • Emma has a goal of working with border security in the military. • Or, the IEP team has documented that, given her intense medical and cognitive challenges, a goal and related services/activities for employment are not appropriate for Megan at this time. Adapted from PaTTAN’s Ensuring Effective Secondary Programs and Post-Secondary outcomes: Pennsylvania’s Indicator 13 Process

  9. Sample Independent Living Goal NOTE: If a goal area is NOT selected, leave the rest of the grid BLANK! Adapted from PaTTAN’s Ensuring Effective Secondary Programs and Post-Secondary outcomes: Pennsylvania’s Indicator 13 Process

  10. Additional Employment Sample Statements • Caroline’s goal is to live independently at some point after graduation. • John’s goal is to live with his family. He will need supports to access community resources • Maria’s goal is to live in an apartment in the community and access community resources and programs with supports. • Emma has a goal of living with friends in a supervised community setting. • Or, the IEP team has documented that, given his high level of independence, an independent living goal and related services/activities are not needed for Phillip at this time. Adapted from PaTTAN’s Ensuring Effective Secondary Programs and Post-Secondary outcomes: Pennsylvania’s Indicator 13 Process

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