Creating High-Quality Transition Plans for High School Students with Disabilities: Writing Measurable Postsecondary Goals. Today’s Goals:. Understand the components of a Transition Plan
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Creating High-Quality Transition Plans for High School Students with Disabilities:
Writing Measurable Postsecondary Goals
When a student has a disability, it’s especially helpful to plan ahead for his/her transition. In fact, IDEA requires it.
The data collected under Indicator 13 targets this turning point in life and the extent to which students with disabilities have IEPs that establish postsecondary goals and include transition services designed to prepare them to meet those goals.
"Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student's transition services needs.
There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority."
(20 U.S.C. 1416(a)(3)(B))
Indicator 13 requires IEPs to:
Step 1 – Conduct Assessments
New assessments done annually in Education, Training, Employment and Independent Living and any other areas of need. Examples: career cruising, PCP
Step 5 Identify Services
Personnel/programs that will support Post Secondary and Annual Goals
Step 2 – Develop Post Secondary Goals
Based on Assessment. Must have minimum 2 post secondary goals: 1 in Training or Education &
1 in Employment
Step 3 – Develop Annual Goals
Annual goals developed to support Post Secondary Goals
Step 4 –List Activities
Activities that will support Post Secondary Goals and Annual Goals
Assessment should be:
Must include at least two
one in Education or Training
one in Employment
If needed, one in Independent Living
After high school,
Upon completion of high school,
Prepare annually for postsecondary goals
Directly relate to education, employment and independent living goal statements
How do we know the goals are reasonable and relevant?
One way is to utilize state standards, common core standards, and identify the expectations of the “next environment”
Postsecondary Goal – Employment
After finishing high school, Student (name) will
obtain a part-time position in a community retail
Date/Time frame, Student will demonstrate the
planning and communication skills needed so
that he is provided with accommodations for
his disability and supports necessary for
completion of assigned tasks at school and on
Education and Training Instruction
This goal meets 1-13 standards for the following reasons:
Transition services may be:
(Agencies are not mandated to provide services while students are still in school but it is recommended that there is a coordination between student and agencies prior to exiting school)
IDEA 2004 mandates that all students with disabilities who are leaving secondary school due to graduation with a high school diploma or have reached the maximum age for special education services must be given a summary of their academic achievement and functional performance including recommendations on how to assist them in meeting their post-secondary goals.
Tag your it!
Nope…I’m not it!!
Yes you are!!!
No I am NOT!!!!
…OK I am it.
Let’s think about Allison…
Allison is a very social 16-year-old junior. She is eligible for
special education under specific learning disability. She
maintains a “B” average, taking courses this semester in Art,
Collaboration in Algebra 2 and US History, and co-taught English
with a lot of special education support. She would like to
become a Early childhood teacher. Her interests are in sports,
school extracurricular activities, and church.
Assessments: Interest Surveys, Interviews,
She wants to work part-time her last year in high school.
Measurable Postsecondary Goal
Measurable Postsecondary Goal
Annual IEP Goal: