Done SPD-300-T5-RS-Transition Goals Template (1) (Auto Recovered) PDF

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Transition Goals Template...

Description

Transition Goals Template Transition Goal (Measurable goal)

Transition-Related Service (Related to and supports transition goal)

Activity (Related to and supports transition goal)

Education/Trainin g (i.e., vocational, post-secondary education, on-thejob training, apprenticeship, etc)

After high school, Gabriel will participate in basic employment skills training courses provided by an occupational skills education program.

Gabriel will acquire a list of community-based programs that provides pre-vocational training.

Gabriel will explore a variety of volunteer opportunities to build career interests, gain work experience, in multiple community environments.

Employment (i.e., sheltered, volunteer, competitive, etc)

Following high school, Gabriel will work part-time in a community setting with limited customer traffic doing jobs of his interest and skill with necessary daily supports.

Gabriel will receive job development services from vocational rehabilitation (VR) or a community rehabilitation program to create opportunities of employment.

Gabriel will participate in a job shadowing experience to help identify his job interests.

Independent Living (i.e., daily living skills, leisure, transportation, access to adult services, etc)

Immediately following high school, while continuing to live with family, Gabriel while participating independently in society.

Gabriel will, with support from an agency service provider or independent living coordinator explore different leisure experiences that are chosen for intrinsic reasons.

Gabriel will participate in meaningful academic and community experiences while applying academic and daily living skills to authentic settings

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Rationale: Rationale:

IEP Transition planning is an important required portion of the special education process. Students from the age of 16 and earlier in some states. Transitional planning, goals, and services must be "individualized," which means each student has their own unique plan, goals, and services. Transition services include teaching, community experiences, employment skills, setting goals for adult life after school, and, if necessary, training in daily life and functional vocational evaluations. These services must be provided in a sensitive way to a student's cultural background and language. Transitional services are based on a student's strengths, needs, preferences, and interests. Activities that are part of the transitional services must be results-oriented. That means they are focused on building certain skills. Daniel, following high school, will work part-time in a community setting with support in an area of interest and skill. He will receive on-the-job training for his employment and instruction in daily living skills. He plans to move from the family home to a supported residential home when the appropriate supported and individualized setting is available during planning, and the team determined the need for more information related to how well Daniel could use his skills in the community and potential supports or accommodations he could use in adult life. Transition services are designed in a results-oriented process that promotes the transition from school to postsecondary activities, including postsecondary education, vocational training, integrated employment, adult education and services, independent © 2019. Grand Canyon University. All Rights Reserved

living, or community involvement (Transition Planning for Students with Disabilities | Special Education, 2021). Transition services are developed based on the individual student's needs—specifically, the student's strengths, weaknesses, preferences, and interests. Annual measurable goals and short-term objectives/benchmarks must be related to an identifiable postsecondary outcome for students needing specially designed instruction, including community exposure, the development of employment and other postsecondary adult living objectives, and attainment of daily living skills.

References Independent Living – VCU Center on Transition Innovations. (2011). Centerontransition.org. https://centerontransition.org/transition/independentLiving/index.html Transition Planning for Students with Disabilities | Special Education. (2021). K12.Wi.us. https://specialed.madison.k12.wi.us/transition-planning-students-disabilities Tips to Maximize the Parent Role in Transition. (n.d.). https://www.pacer.org/transition/resource-library/publications/NPC-11.pdf

© 2019. Grand Canyon University. All Rights Reserved

© 2019. Grand Canyon University. All Rights Reserved...