Transition IEP Goals

IDEA says that post-secondary goals must be:

• Appropriate
• Measurable
• Based on an age-appropriate transition assessment related to: training, education, employment, independent living skills (toolkit
• Include a Transition Courses of study- when possible
• Include Transition services to assist in reaching individualized goals related to academics,
employment and life skills

The IEP should include:
• Graduation Requirements and
• A Transition Checklist

 

TRANSITION GOALS FOR AN IEP

National Secondary Transition Technical Assistance Center, NSTTAC IEP Goals in:

EDUCATION/TRAINING

Steve will enroll in courses (non-degree) at Gaston Community College.
• Instruction related to word processing / keyboarding skills
• Tutoring (peer or teacher) in reading comprehension strategies
• Self-monitoring instruction related to on-task behavior
• Self-advocacy training

EMPLOYMENT

Employment is defined as (a) competitive, (b) supported, or (c) sheltered.

Competitive employment means work- (i) In the competitive labor market that is performed on a full-time or part-time basis in an integrated setting; and (ii) For which an individual is compensated at or above the minimum wage, but not less than the customary wage and level of benefits paid by the employer for the same or similar work performed by individuals who are not disabled.

For Indicator 14 competitive employment also means employed for at least an average of 20 hours/week for 90 consecutive days. Supported employment is competitive work in integrated work settings, or employment in integrated work settings in which individuals are working toward competitive work, consistent with the strengths, resources, priorities, concerns, abilities, capabilities, interests, and informed choice of the individuals, for individuals with the most significant disabilities for whom competitive employment has not traditionally occurred; or for whom competitive employment has been interrupted or intermittent as a result of a significant disability; and who, because of the nature and severity of their disability, need intensive supported employment services.

Sheltered employment refers to “an accredited occupationally-oriented facility, including a work activities center, operated by a private nonprofit agency, which, except for its administrative and support staff, employs disabled persons certified under special provisions of federal minimum wage laws by the Wage and Hour Division, U.S. Department of Labor” (65 Del. Laws, c. 74, § 1.).

Ralph will attain a part-time position in a community retail environment independently.

• Travel instruction
• Instruction related to hygiene
• Instruction related to functional math skills
• Personal banking instruction
• Community based instruction at Wal-Mart to introduce to retail employment skills
• Instruction related to social skills in school and work settings

INDEPENDENT LIVING

Independent Living or life skills are defined as “those skills or tasks that contribute to the successful independent functioning of an individual in adulthood” (Cronin, 1996) in the following domains: leisure / recreation, home maintenance and personal care, and community participation.
Source: Cronin, M. E. (1996). Life skills curricula for students with learning disabilities: A review of the literature. Journal of Learning Disabilities, 29, 5368.

Upon completion of high school, Susan will successfully utilize public transportation,
including the public bus and uptown trolley.

• Instruction on community safety skills
• Travel instruction
• Math instruction related to money usage
• Literacy instruction related to sight word identification
• Instruction related to community safety and self defense at the YMCA
• Math instruction related to telling time on a variety of watches and clocks