Measurable  Postsecondary Goals

Measurable Postsecondary Goals PowerPoint PPT Presentation


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Measurable Postsecondary Goals

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1. Measurable Postsecondary Goals

2. The Student’s Measurable Post Secondary Goal (s) must be the Focus of Transition Planning/Services

3. Two Criteria Based upon age appropriate transition assessments Based on strengths, preferences and interests

4. In What Areas Must Measurable Postsecondary Goals be Developed? Training/Education Employment Independent Living Skills (where appropriate)

5. Who Needs Measurable Postsecondary Goals? Any student who will turn 16 during the timeframe of their IEP, or younger, if determined appropriate by the IEP team as required under IDEA 2004.

6. Training – specific vocational or career field, independent living skill training, vocational training program, apprenticeship, OJT, military, Job Corps, etc. Education - 4 year college or university, technical college, 2 year college, military, etc. Employment - paid (competitive, supported, sheltered), unpaid, volunteering etc. Independent living skills – adult living, daily living, independent living, financial, transportation, etc.

7. What language do I use to write Measurable Postsecondary Goals? Use results-oriented terms such as “enrolled in”, “work as a”, “live independently” Use descriptors such as “full time” and “part-time” O’Leary, E.

8. The Measurable Postsecondary Goals should be stated in such a way that we can measure… the extent to which the student has been able to achieve what they set out to do and the extent to which the transition services provided prepared the student for taking the next step. O’Leary, E.

9. Measurable Postsecondary Goal Examples Training Goal I/John will attend in an Emergency Medical Technician training program after graduation. Education Goal After graduation I/John will enroll full time at the Kellogg Community College and obtain an associates degree in computer networking. Employment Goal After graduation I/John will work as computer technician repairing computers or developing and maintaining computer networks. Independent living skills Goal I/John will live independently in an apartment or home after graduation.

10. Education 4 year college or university, technical college, 2 year college, etc. After graduation I/Walter will be enrolled full time at UW-Eau Claire in the teacher education program. After graduation I/Robyn will be enrolled full-time at CVTC in the supervisory management program. O’Leary, E.

11. Training Specific vocational or career field, independent living skills training, vocational training program, apprenticeship, OJT, job corps, etc. I/David will get on the job training while working fulltime as a farmer after graduating After graduation I/Jason will be enrolled full time in a plumbing apprenticeship program. Ed suggested that these be written in “I” statements – per coordinator preference I kept these so they match the way the IEP goals are written. David’s goal could also be split into two postsecondary goal areas: training and employment.Ed suggested that these be written in “I” statements – per coordinator preference I kept these so they match the way the IEP goals are written. David’s goal could also be split into two postsecondary goal areas: training and employment.

12. Employment Paid (competitive, supported, sheltered); unpaid employment (volunteer, in a training capacity); military; etc. I/Riley will work full time as a general laborer for a construction company after graduation. After graduation I/Anna will enroll in an EMT training program and volunteer part time for a hospital or ambulance service. O’Leary, E. Ana could fit under two postsecondary goal areas: training and employment.Ana could fit under two postsecondary goal areas: training and employment.

13. Independent Living Adult living, daily living, independent living, financial, transportation, etc I/Betsey will live with a roommate in an apartment after graduation. After completion of High School, I/Eric will live with others in a group home. O’Leary, E.

15. Moderate to Severe Disabilities #1

16. Moderate to Severe Disabilities #2

17. Moderate to Severe Disabilities #2

18. Moderate to Severe Disabilities #3

19. Moderate to Severe Disabilities #3

20. Case Example: Severe Disabilities

21. Case Example: Severe Disabilities

22. Case Example: Severe Disabilities

23. Case Example: Severe Disabilities

24. Case Example: Severe Disabilities

25. The term “transition services” means a coordinated set of activities for a child with a disability that … are based on the child’s strengths, preferences, interests and are designed to reasonably enable them to meet their Measurable Postsecondary Goals and a course of study

26. Questions? Rene Donavan [email protected] Mary Neale [email protected] (909-0753) Darleen Sithole [email protected]

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