Postsecondary Goals - Region 10 Website
Postsecondary GoalsSecondaryTransition/Post-SchoolResults Network
The Transition ts,Preferences,Needs, StrengthsIEP Present Levelsof Achievementand raining,Employment,Independent LivingIEP AnnualGoalsCourses ofStudyInstruction,Related Services,CommunityExperiencesCoordinated Setof ActivitiesSummary ofPerformanceAgency LinkagesSecondary Transition/Post-School Results Network20112
What is a postsecondary goal?A postsecondarygoal is generallyunderstood to referto those goals thata child hopes toachieve afterleaving secondaryschool.Secondary Transition/Post-School Results Network20113
Postsecondary GoalsBeginning not later than the first IEP to bein effect when the child is 16, andupdated annually thereafter— appropriate measurable postsecondary goalsbased upon age appropriate transitionassessments related to training, education,employment, and, where appropriate,independent living skillsIDEA § 300.320(b)Secondary Transition/Post-School Results Network20114
Postsecondary goals guide thestudent’s desired outcomes Student demonstrates self-determination bysharing their vision with the IEP team IEP includes measurable annual goals that willlead to the attainment of postsecondary goals Course of study is aligned to postsecondarygoals Transition assessment and evaluation data iscontinually revisited to affirm postsecondarygoals Student attains postsecondary goalsSecondary Transition/Post-School Results Network20115
Measurable Postsecondary Goals Must be written inmeasurable terms but donot require the same fourelements as annual goalsin the IEP Should be written so thatthey can be measured oneyear after exitingSecondary Transition/Post-School Results Network20116
Measurable Postsecondary Goals Based on needs, strengths, interests andpreferences Based on age-appropriate transitionassessments Student identified goals in the followingareas: Education/training Employment Independent living, where appropriateSecondary Transition/Post-School Results Network20117
SPP Indicator 13 Checklist#1. The IEP includesmeasurable postsecondarygoals.Yes / NoSecondary Transition/Post-School Results Network20118
Measurable Postsecondary GoalsGuiding Questions Is the goal meaningful to the student? Does the goal reflect the student’s interestsand preferences? Was information from age-appropriatetransition assessments used to determine thegoal?Secondary Transition/Post-School Results Network20119
Measurable Postsecondary GoalsGuiding Questions Is the goal observable and measurable? Is the goal challenging yet attainable? Is the goal based on the student’s strengths? Does the goal require the student to applyknowledge and skills gained during highschool?Secondary Transition/Post-School Results Network201110
Measurable Postsecondary GoalsGuiding Questions Is the goal focused on future results andoutcomes? Are there goals for each of the required areas:education/training, employment, independentliving? Does the goal occur after high school? Can the goal be measured one year after thestudent exits high school?Secondary Transition/Post-School Results Network201111
MEASURABLEPOSTSECONDARYGOALSEducationand TrainingSecondary Transition/Post-School Results Network201112
Education and TrainingDefinition Enrollment in one or more of the following: Community or technical college (2-year program) College/University (4-year program) College Preparatory Program A high school completion document or certificateclass (e.g. Adult Basic Education, GED) Short-term education or employment trainingprogram (e.g. Job Corps, VocationalRehabilitation, military) Vocational technical school, which is less than a2-year programNSTTAC http://www.nsttac.org/Secondary Transition/Post-School Results Network201113
Postsecondary GoalsEducation/TrainingAfter high school,YES , because Jeremy will improve Focused on traininghis social, self Improving skills isadvocacy, and selfan explicit outcomecare skills by ‘Attending program’attending instruction and ‘improvingat a center-basedskills’ areobservableadult program.Secondary Transition/Post-School Results Network201114
Postsecondary GoalsEducation/TrainingAfter high school,Jeremy will need tocontinue to work onhis self-care skills.Secondary Transition/Post-School Results NetworkNO , because Not a goal, but aneed that shouldprobably beaddressed Does not explicitlyaddress education ortraining201115
Postsecondary GoalsEducation/TrainingUpon completion ofhigh school, Pamwill enroll in coursesat Tarrant CountyCollege.Secondary Transition/Post-School Results NetworkYES, because Education is a focus Enrollment can beobserved Expectation isexplicit Will occur aftergraduation201116
Postsecondary GoalsEducation/TrainingUpon graduation,Pam will continueto develop heracademic skills.Secondary Transition/Post-School Results NetworkNO , because Participation inlearning is the focus No specific place orprogram is specified Expectation forlearning notexplicitly stated201117
Postsecondary GoalsEducation/TrainingAfter graduation,Cindy will participatein a center-basedprogram designed toprovide rehabilitativeand vocationaltraining with medicaland therapeuticsupports.Secondary Transition/Post-School Results NetworkYES, because Participating intraining is the goal “Participation” is anobservable behavior201118
Postsecondary GoalsEducation/TrainingAfter leaving highschool, Cindy’s familyplans for her to receiverehabilitative trainingthrough the MedicaidCommunity ServicesProgram.Secondary Transition/Post-School Results NetworkNO , because “ Plans” does notindicate an explicitbehavior Cannot observe“plans”201119
Postsecondary GoalsEducation/TrainingAfter graduation,Joe will participatein on-the-job (OJT)training to improvehis work skills andadvance in his jobat Wal-Mart.Secondary Transition/Post-School Results NetworkYES, because OJT in apostsecondaryenvironment is thefocus Participating intraining ismeasurable An explicit outcomeis stated201120
Postsecondary GoalsEducation/TrainingAfter graduation,Joe will get a job atWal-Mart.Secondary Transition/Post-School Results NetworkNO , because There is no trainingand educationcomponent to thejob201121
MEASURABLEPOSTSECONDARYGOALSEmploymentSecondary Transition/Post-School Results Network201122
Employment DefinitionsCompetitive Employment Work in the competitive labor marketthat is performed on a full-time or parttime basis in an integrated setting; at or above the minimum wage not less than the customary wage and level ofbenefits paid by the employer for the same orsimilar work performed by individuals who arenot disabled.NSTTAC http://www.nsttac.org/Secondary Transition/Post-School Results Network201123
Employment DefinitionsSupported Employment Competitive work in integrated worksettings, or employment in integratedwork settings in which individuals are working towardcompetitive work consistent with the strengths, resources,priorities, concerns, abilities, capabilities,interests, and informed choice of theindividuals,NSTTAC http://www.nsttac.org/Secondary Transition/Post-School Results Network201124
Employment DefinitionsSupported Employment (cont.) For individuals with the most significantdisabilities for whom competitive employment has nottraditionally occurred; or for whom competitive employment has beeninterrupted or intermittent as a result of asignificant disability; and who, because of the nature and severity oftheir disability, need intensive supportedemployment services.NSTTAC http://www.nsttac.org/Secondary Transition/Post-School Results Network201125
Postsecondary GoalsEmploymentAfter high school,Jason will enroll in afour-year college toobtain hisundergraduate degreein history andeducation, to becomea high school socialstudies teacherSecondary Transition/Post-School Results NetworkYES , because Enrolling is observable Obtaining a degree ismeasurable Becoming teacher isobservable Jason’s expectationsfor employment areexplicit Occurs after highschool201126
Postsecondary GoalsEmploymentJason will meet thecriteria for passingSpanish II, so thathe can apply tocollege where hewants to major ineducation.Secondary Transition/Post-School Results NetworkNO , because Activity occursduring high school “Apply” is an activityor process, not anoutcome Does not addressemployment201127
Postsecondary GoalsEmploymentUpon completion ofhigh school, Pablowill be a selfemployed welder.Secondary Transition/Post-School Results NetworkYES, because Action occurs afterhigh school Observable – will orwill not be selfemployed201128
Postsecondary GoalsEmploymentPablo wants tobe a welder.Secondary Transition/Post-School Results NetworkNO , because Want is not anoutcome Not measurable No timeline201129
Postsecondary GoalsEmploymentImmediately aftergraduation, Cindy willreceive jobdevelopment servicesfrom vocational rehabor a communityrehabilitation programand will participate intechnologicallysupported selfemployment orvolunteer work withinone year of graduation.Secondary Transition/Post-School Results NetworkYES, because Goal will occur afterhigh school Stated measurably –can both receiveservices andparticipate can beobserved as occurringor not occurring201130
Postsecondary GoalsEmploymentUpon completion ofhigh school, Cindy willapply for servicesthrough vocationalrehabilitation tosupport herparticipation in avocational centerprogram.Secondary Transition/Post-School Results NetworkNO , because Applying is anactivity not anoutcome Activity should havebeen completedduring school Does not reflectpostsecondary goalfor employment201131
Postsecondary GoalsEmploymentAfter high school,Sally willparticipate in thehiring and firing ofher personalattendants.Secondary Transition/Post-School Results NetworkYES , because Focuses onemployment Is observable Occurs after highschool201132
dary Transition/Post-School Results Network201133
Independent Living SkillsDefinition Those skills or tasks that contribute tothe successful independent functioningof an individual in adulthood (Cronin,1996) in the following domains:leisure/recreation, home maintenanceand personal care, and communityparticipation.NSTTAC http://www.nsttac.org/Secondary Transition/Post-School Results Network201134
Postsecondary GoalsIndependent LivingAfter high school,Paulo will assumeresponsibility for ashare of livingexpenses by savingmoney earned atwork and following abudget set by Pauloand his parents.Secondary Transition/Post-School Results NetworkYES, because Focuses onapplication ofindependent livingskills Is observable Occurs after highschool201135
Postsecondary GoalsIndependent LivingPaulo will write abudget for livingexpenses.Secondary Transition/Post-School Results NetworkNO , because The expectation forapplication ofindependent skills isnot explicitly stated Activity occursduring high school201136
Postsecondary GoalsIndependent LivingAfter high school,Cindy will playbasketball in therecreational leagueat the YMCA.Secondary Transition/Post-School Results NetworkYES, because Lists a specificcommunity activity Joining the team isobservable Goal is aftergraduation201137
Postsecondary GoalsIndependent LivingCindy wants tolearn to playbasketball.Secondary Transition/Post-School Results NetworkNO , because Wants is notmeasurable Doesn’t state whenthe action will occur Not a specificcommunity activity201138
Postsecondary GoalsIndependent LivingAfter high school, Tomwill independentlyprepare for work eachday, includingdressing, making hisbed, making his lunchand accessingtransportation.Secondary Transition/Post-School Results NetworkYES, because Participation inindependent livingskill developmentand specificresidential skills Will occur after highschool Expectation isexplicit201139
Postsecondary GoalsIndependent LivingAfter high school,Tom will learnindependent livingskills such asdressing himself.Secondary Transition/Post-School Results NetworkNO , because Learning is aprocess, not ameasurableoutcome Not a defined goal201140
Postsecondary GoalsIndependent LivingAfter graduation,Carla will live withher sister in anapartment.Secondary Transition/Post-School Results NetworkYES, because It is explicit whereshe will live It is observable Stated aftergraduation201141
Postsecondary GoalsIndependent LivingCarla wants tolive with hersister in anapartment.Secondary Transition/Post-School Results NetworkNO , because Wants is notmeasurable Wants is notobservable Wants is not anoutcome201142
PostsecondaryGoalsCombinationGoalsSecondary Transition/Post-School Results Network201143
Postsecondary GoalsCombinedThe summer aftercompleting high schoolStephanie willindependently ride thebus each work day toher job with MarriottFood Services, whereshe will participate inclasses each year, asoffered by heremployer, to advanceher industrial kitchenskills.Secondary Transition/Post-School Results NetworkYES, because States when it willoccur Is observable Specifically stated Is measurable201144
Postsecondary GoalsCombinedAfter graduation,Stephanie wants toride the bus andhopes to go tocollege whileworking.Secondary Transition/Post-School Results NetworkNO , because “Wants and hopes”are not measurable “Wants and hopes”are not outcomeoriented “Wants and hopes”are not observable201145
Postsecondary GoalsCombinedAfter graduation fromhigh school, Jason willenroll in a 4 yearcollege to obtain hisundergraduate degreein history andeducation to becomea high school socialstudies teacher.Secondary Transition/Post-School Results NetworkYES, because It is observable Timeline is in place Specificexpectations arestated It is measurable201146
Postsecondary GoalsCombinedJason will meet thecriteria for passingSpanish II so thathe can apply tocollege where hewants to major ineducation.Secondary Transition/Post-School Results NetworkNO , because Action occurs beforeexiting high school “Applies” is aprocess not anoutcome201147
PostsecondaryGoalsStudents withSevereDisabilitiesSecondary Transition/Post-School Results Network201148
Post Secondary GoalsStudents with Severe Disabilities Should reflect high but realisticexpectations Should reflect a “forward movement”instead of a “dead-end” approach Can incorporate external supports Can be “mixed” considering the student’sstamina, endurance and ability levelOklahoma University Zarrow Center; NSTTAC http://www.nsttac.org/Secondary Transition/Post-School Results Network201149
Post Secondary GoalsStudents with Severe Disabilities May change from year to year,sometimes slightly, sometimesdrastically May initially be less specific, increasingin detail as the student approachesgraduationOklahoma University Zarrow Center; NSTTAC http://www.nsttac.org/Secondary Transition/Post-School Results Network201150
Post Secondary GoalsStudents with Severe DisabilitiesDebbie – 16 years old, cerebral palsy,seizures, depressionEducation/TrainingImmediately after graduation,Debbie will participate inrehabilitative and functional skilltraining through Medicaid-waiverfunded services.EmploymentAfter graduation, Debbie willobtain a supported employmentposition that allows her to workto her maximum stamina andincorporates the use of assistivetechnology.NSTTAC http://www.nsttac.org/Secondary Transition/Post-School Results Network201151
Post Secondary GoalsStudents with Severe DisabilitiesAdrian – 18 years old, asthma, uses a 1-23 Speak, mild hemiplegiaEducation/TrainingFollowing graduation Adrianwill participate inemployability training at thecommunity rehabilitationprogram through onsitecommunity college jobreadiness classes.EmploymentAfter graduation, Adrian willwork with support at thecommunity rehabilitationprogram in an assembly andpackaging position to preparehim for future communitybased employment.NSTTAC http://www.nsttac.org/Secondary Transition/Post-School Results Network201152
Guiding QuestionsSecondary Transition Planningfor Youth with Significant Disabilities Can the young adult express interests? If no, get information from parents andcaregivers to develop transition plan What are the special health care needs? What are needs/challenges preventingthe young adult from working outside thehome?Oklahoma University Zarrow Center; NSTTAC http://www.nsttac.org/Secondary Transition/Post-School Results Network201153
Guiding QuestionsSecondary Transition Planning forYouth with Significant Disabilities Who can provide education/training toassist the young adult? What can the young adult accomplishwithout assistance? What else could the young adultaccomplish if assistance were providedby a job coach, habilitation trainingspecialist, or other caregiver?Oklahoma University Zarrow Center; NSTTAC http://www.nsttac.org/Secondary Transition/Post-School Results Network201154
PostSecondaryGoalsScenario 1JaneJane has cerebral palsy, poor finemotor skills, uses a power chair,and requires full-time assistancefor daily personal needs. She isverbal and others understand hereasily. Jane enjoys interactingwith children, especially babies.She wants to get married andhave a family. Through interviewsand other types of transitionassessment, Jane expressed herdesire to work with children.Oklahoma University Zarrow Center; NSTTAC http://www.nsttac.org/Secondary Transition/Post-School Results Network201155
JanePostSecondaryGoalsEducation/TrainingJane will audit childcare/earlychildhood classes at the localCareer Tech Center with full-timesupport.Scenario 1JaneEmploymentWith the help of full-time support,Jane will job shadow in 3childcare/daycare programs.IndependentLivingShort-termJane will live in a group home andutilize public transportation toparticipate in her classes and jobshadowing experiences.IndependentLivingLong-termJane will get married, have children,and live in Oklahoma.Oklahoma University Zarrow Center; NSTTAC http://www.nsttac.org/Secondary Transition/Post-School Results Network201156
PostSecondaryGoalsScenario 2JohnJohn is a 21-year-old who has a severeintellectual disability, is blind, and exhibitsself-stimulatory behavior. John loves balloonsand the squeaking sounds they make whenthey are inflated and touched, or rubbed.Due to John’s significant health care needs,he lives with his parents and has a part -timeassistant who comes to his home to help withdaily personal needs.John likes traveling in a vehicle. He wants toearn his own money so he does not have torely so heavily on his parents.John’s expressive verbal skills are low, so it isdif ficult to get information from John.Therefore, discussions with his parentsrevealed John’s love of balloons, car travel,and desire to earn money.Oklahoma University Zarrow Center; NSTTAC http://www.nsttac.org/Secondary Transition/Post-School Results Network201157
PostSecondaryGoalsScenario 2JohnJohnEducation/TrainingJohn will participate in on-the-jobtraining at flower shops or PartyGalaxy to learn how to properlyinflate balloons.EmploymentWith the help of a job coach, Johnwill develop a home-based balloonbusiness.IndependentLivingShort-termWhile living at home with hisparents, John will maintain acheckbook and pay for hispurchases with the assistance ofhis parent(s) or assistant.Oklahoma University Zarrow Center; NSTTAC http://www.nsttac.org/Secondary Transition/Post-School Results Network201158
Annual IEP GoalsPostsecondary goalscannot stand alone!Secondary Transition/Post-School Results Network201159
Annual IEP goalsAnnual goals are "statements thatdescribe what a child with a disability canreasonably be expected to accomplish(e.g., master some skill or knowledge [notan activity]) within a twelve month periodin the child's special education program.“CalSTAT June, 2006http://www.calstat.org/iep/6 reading.shtmlSecondary Transition/Post-School Results Network201160
Annual IEP goals A statement of measurable annual goals,including academic and functional goalsdesigned to— Meet the child’s needs that result from the child’sdisability to enable the child to be involved in andmake progress in the general educationcurriculum; and Meet each of the child’s other educational needsthat result from the child’s disabilityIDEA 2004 §300.320Secondary Transition/Post-School Results Network201161
Annual IEP Goals Facilitatemovement towardpostsecondarygoals May be academicand/or functionalgoalsSecondary Transition/Post-School Results Network Must contain fourelements Timelines Conditions Behavior CriterionIndividualized Education Program (IEP) Annual GoalDevelopment Question & Answer Leadership201162
SPP Indicator 13 Checklist#2. The IEP includes coordinatedmeasurable annual IEP goals.Yes / No#6. Annual IEP goals facilitatemovement toward postsecondarygoals.Yes / NoSecondary Transition/Post-School Results Network201163
Postsecondary Goals andAnnual IEP GoalsEducation/TrainingAnnual IEP GoalUpon completionof high school,Pam will enroll incourses at TarrantCounty College.Given Tarrant County College information,Pam will demonstrate knowledge of thecollege’s admission requirements byverbally describing these requirementsand identifying admission deadlines with90% accuracy by November 2011.Why is this a good example? Participation in education is the primary focus. Learning about the college’s admission requirements is astep that will help Pam meet her goal of attendingTarrant County College.Secondary Transition/Post-School Results Network201164
Postsecondary Goals andAnnual IEP GoalsEmploymentUpon completionof high school,Pablo will be aself-employedwelder.Annual IEP GoalGiven transportation to Texas StateTechnical College, Pablo will achievemastery (95%or better accuracy) ofwelding safety skills by completing anorientation course on welding safety byMarch 15, 2012.Why is this a good example? The annual goal will be accomplished by Pablo while in highschool to prepare him for successfully completing weldingcourses at Texas State Technical College. This annual goal focuses on skills and knowledge to bemastered, that are measurable.Secondary Transition/Post-School Results Network201165
Postsecondary Goals andAnnual IEP GoalsIndependent LivingAfter high school, Tom willindependently prepare forwork each day, includingdressing, making his bed,making his lunch andaccessing transportation.Annual IEP GoalGiven the ingredients for asandwich and task analysis,Tom will follow the steps tomake a sandwich with 90%accuracy by June 2007.Why is this a good example? This annual goal is one of several skills Tom willneed in order to learn how to prepare a completemeal for his lunch.Secondary Transition/Post-School Results Network201166
Postsecondary Goals andAnnual IEP GoalsCombo GoalAnnual IEP GoalThe summer after leaving highschool Stephanie will independentlyride the bus each work day to her jobwith Marriot Food Services, whereshe will participate in classes eachyear, as offered by her employer, toadvance her industrial kitchen skills.Given a bus schedule adapted withpictures, Stephanie will select thecorrect time and stop for fivescenarios of activities presented toher with 95% or better accuracy.Why is this a good example? The annual goal logically suppor ts her postsecondar y goal withregard to independent use of public transpor tation. The goal is measurable. It is appropriate that Stephanie will learn this skill during highschool, in preparation for her postsecondar y goal of employment(with training) and employment.Combined goalSecondary Transition/Post-School Results Network201167
Postsecondary Goals By beginning with the end in mind,students Have the opportunity to create highschool plans/IEPs that are relevant Have the opportunity to gain knowledgeand skills that form the foundation forpostsecondary activitiesSecondary Transition/Post-School Results Network201168
REMEMBER at the secondary levelTransition drivesthe development ofthe IEP.The student’spostsecondarygoals provide thedirection.Secondary Transition/Post-School Results Network201169
For more information, visit theTransition in Texas websitewww.transitionintexas.orgTexas Education A gencyDivision of Federal and StateEducation PolicyAustin, Texaswww.tea.state.tx.usSecondary Transition/Post-School Results NetworkESC Region XIStatewide LeadershipFort Worth, Texaswww.esc11.net201170
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Notes for local district training These slides are provided by TEA andthe Secondary Transition/Post-SchoolResults Network for training of localdistrict personnel If any slide is amended or revised foruse in local trainings, please removethe Secondary Transition/Post-SchoolResults Network footer at the bottom ofthe slideSecondary Transition/Post-School Results Network201172
Beginning not later than the first IEP to be in effect when the child is 16, and updated annually thereafter— appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills IDEA § 300.320(b) Postsecondary Goals
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About the California Bureau for Private Postsecondary Education Beginning January 1, 1998, regulation of private postsecondary educational institutions was carried out by the Bureau for Private Postsecondary and Vocational Education (BPPVE), within the Department of Consumer Affairs (Department or DCA). On June 30,
dents with an IEP with postsecondary planning (Trainor, Morningstar, & Murray, 2016). Postsecondary transition planning might also benefit other groups of students who are such, the need for postsecondary education has dramatically increased over the last thirty years. Specifically, Carnevale
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." 6
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research goals into discrete and measurable evaluation criteria for use in the DSR processes. This position paper proposes an inclusive approach for articulating DSR goals and then identi- fying project evaluation criteria for these goals. The goals are organized hierarchically as utilitarian goals, safety goals, interaction and communication goals, cognitive and aesthetic goals, innovation .
motivating weeks of the academic year, and the possibilities are endless! We hope to support you in your efforts to expand and promote early postsecondary opportunities for your students. With proper planning, event promotion, and out-of-the box ideas, your EPSO Week will properly prepare students for postsecondary, career, and beyond.
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