Writing Measurable Post-Secondary

Transition Goals & Activities

“How to” Examples Measurable Post-Secondary Goals/Outcomes-Employment

Higher Education/Professional:

Examples of Compliant Goals:

 After completing a college program to obtain a degree in ______, student will be employed as a ______.

o Example After completing a college program to obtain a degree in history and education, student will be employed as a high school social studies teacher.

 After college, student will be employed in the field of ______. o Education o Business o Health care o Food Services o Sports o Recreation o ETC……..

Examples of Non-Compliant Goals:

 Student will attend a job fair on campus (this is an activity, not a goal)

 Student hopes to work with young children some day. (“hopes” is not a measurable outcome)

 Student would like to get a job as a carpenter. (“would like to” is not a measurable outcome)

Activity Details Examples: (these activities will steer you in the direction to meet the above goals)

 Will meet annually with guidance counselor to discuss courses as related to career pathway  Will meet annually with guidance counselor to review graduation requirements and graduation status  Will interview individual employees in chosen profession  Will investigate job opportunities in area(s) of interest  Participate in summer employment opportunities for chosen profession  Identify people and agencies who can assist in job searches  Investigate requirements for career interests  Will use disability specific technology needed to access career requirements  Attend college nights provided by the school system  Complete resume  Participate in mock interviews  Will use Internet to find information about career outlooks ***Special Note: Be aware of wording when writing activities-don’t make too specific-i.e. don’t say “will visit University of Maryland” because then the school system is responsible for providing the activity**

Measurable Post-Secondary Goals/Outcomes-Employment

Business/Trade/Professional:

 Student will be employed as a ______. o Welder o Plumber o Electrician o ETC……

 Student will be self-employed as a ______. o Welder o Plumber o Electrician o ETC……

 Student will obtain a part-time position in a community retail business, such as ______. o Grocery store o Department store o Sales o Pet store

 Student will continue employment at ______.

 Student will be employed in the field of ______. o Health care o Food Services o Sports o Recreation o Construction o Manufacturing o Maintenance o ETC……..

 Student wants to work as a welder (“wants” is not an outcome)

 Upon graduation from high school, student hopes to improve vocational skills through work experiences (“hopes” is not an observable behavior)

 Student plans to be employed as a carpenter after completing an apprenticeship program. (“plans to” is not a measurable outcome)

Activity Details Examples:  Will interview individual employee in chosen trade to learn about the job  Will investigate job opportunities that are of interest  Will explore summer employment opportunities  Identify people and agencies who can assist in job searches  Investigate requirements for jobs of interest  Shadow CTC programs of interest  Will use disability specific technology needed to access employment requirements  Complete resume  Participate in mock interviews  Will use Internet to find information about career outlooks

***Special Note: Be aware of wording when writing activities-don’t make too specific-i.e. don’t say “will visit University of Maryland” because then the school system is responsible for providing the activity*** Measurable Post-Secondary Goals/Outcomes-Employment

Supported Employment:

 Student will increase work hours at current place of employment with supports from adult service agencies.

 Student will be employed in the community in the field of ______, with support.

 The student will attend a medical day program funded by DDA that will provide ongoing activities of daily living training and contains vocational activities and employment opportunities.

 Student hopes to work at a store near his home part-time after high school (‘”hopes” is not observable)

 Student will work with DORS to ensure community employment (working with DORS is not measurable as stated, “ensure” suggests a process not an outcome)

Activity Details Examples:  Participate in work responsibilities (chores) at home  Investigate job opportunities and interests  Participate in summer employment opportunities  Identify people and agencies who can assist in job searches  Investigate requirements for jobs of interest  Receive vocational training within the community  Identify and apply for day training and habilitation services  Identify and arrange for transportation to and from work  Will participate in vocational training on a job site or internship  Will use disability specific technology needed  Complete resume  Participate in mock interviews  Complete practice job applications  Participate in vocational training within the community  Will use Internet to find information about career outlooks Measurable Post-Secondary Goals/Outcomes-Education/Training

Higher Education Bound Students:

 Student will enroll in a two or four year college.

 Student will attend college and complete requirements for a ______degree with a major in ______. o 2 year degree o 4 year degree o Associates degree o Bachelors

 Student will enroll in courses (non-degree) at a community college to become certified in ______..

 Student will complete a non-degree program at a community college.

 Student will take ______courses at a post-secondary school. o Courses should reflect student’s strength-i.e. student will take math courses if strength is in math.

 Upon graduation , student will continue to learn about life skills and reading. (participation is the main focus of this goal-no specific program or place is identified)

 The fall after graduation from high school, student plans to enroll in a four year university In the Southeast. (“plans” does not indicate this will occur)

 Student thinks they’ll major in math in college (written as a process and not something that can be demonstrated)

Transition Activity Details Examples: (these activities will steer you in the direction to meet the above goals-make specific to your individual students)

 Will meet annually with guidance counselor to discuss courses as related to career pathway  Will meet annually with guidance counselor to review graduation requirements and graduation status  Will attend the annual Transition Fair that is held at Frederick Community College  Will complete a career interest inventory  Will contact support services for students with disabilities at colleges of his/her interest  Will complete a DORS application (must be completed during junior year-unless specified earlier)  Will research available scholarships, grants, or financial aid  Will use Internet to find information about career outlooks  Meet with guidance counselor to discuss college entrance exams (accommodations, etc)  Will use disability specific technology needed to access educational requirements  Attend college nights provided by the school system  Complete a resume  Investigate opportunities to take college courses at local colleges  Participate in school sponsored field trips to local community college

***Special Note: Be aware of wording when writing activities-don’t make too specific-i.e. don’t say “will visit University of Maryland” because then the school system is responsible for providing the activity*** Measurable Post-Secondary Goals/Outcomes-Education/Training

Business/Trade/Professional Students

 Student will enroll at a trade, professional or technical school with a focus in the area of ______. o Electricity o Construction o HVAC o Plumbing o Landscaping o Cosmetology o ETC…..

 Student will complete an apprentice or internship program at trade, professional or technical school with a focus in the area of ______. o Electricity o Construction o HVAC o Plumbing o Landscaping o Cosmetology o ETC…..

 Student will participate in employer sponsored training to maintain or continue employment.

 The student will participate in training programs provided by the employer that will lead to professional/job advancement.

 The student will enroll in an auto-tech training program to advance his certification.

 Upon completion of high school, student will enroll at a local community college to obtain certification as ______.

Examples of Non-Compliant Goals:  After leaving high school, student wants to take some classes (“wants” does not indicate explicit behavior by the student)

 Student thinks he will major in math in college (goal is written as a process rather than outcome)

 Student plans to go to college (does not indicate goal will occur) Transition Activity Detail Examples: (these activities will steer you in the direction to meet the above goals)

 Will meet annually with guidance counselor to discuss courses as related to career pathway  Will meet annually with guidance counselor to review graduation requirements and graduation status  Will shadow at the Career and Technology Center (CTC)  Will complete DORS application (must be completed during junior year unless otherwise specified)  Will investigate career opportunities from job advertisements and computer search  Will research technical schools and available programs  Will use Internet to find information about career outlooks  Will gather information about apprenticeships and unions  Will use disability specific technology needed to access and complete job requirements  Complete a resume  Attend a college night provided by the school system

***Special Note: Be aware of wording when writing activities-don’t make too specific-i.e. don’t say “will visit University of Maryland” because then the school system is responsible for providing the activity*** Measurable Post-Secondary Goals/Outcomes-Education/Training

Adult Programs/Supported Employment

 Student will improve social, self advocacy, and self care skills by attending instruction at a  center based adult program  local community college

 Student will participate in training to improve work skills at ______(job of choice).

 Student will participate in rehabilitation and functional skill training through DORS services and will attend courses designed to provide specialized academic, functional, and occupational preparation for individuals with disabilities.

 Upon completion of high school, student will enroll in courses of interest at a local community college.

 Student will attend a medical day program that will provide on-going activities of daily living training and contains a vocational component that student will access and participate in.

Examples of Non-Compliant Goals:  After high school, student will need to continue to work on his care skills (this is a “need” not a goal)

 After graduation, student will get a job at the grocery store (obtaining employment is not a postsecondary education/training goal)

 After leaving high school, student plans to attend courses at the local community college (does not state purpose of attending community college)

Transition Activity Details Examples: these activities will steer you in the direction to meet the above goals)  Will meet annually with guidance counselor to discuss courses as related to career pathway  Will meet annually with guidance counselor to review graduation requirements and graduation status  Will participate in Transit training  Will use Internet to find information about career outlooks  Will complete a DORS application (must be done for all junior year)  Will practice literacy skills to be a better student and employee  Will practice math skills related to career interest  Will use disability specific technology needed to access and complete job requirements  Complete a resume

***Special Note: Be aware of wording when writing activities-don’t make too specific-i.e. don’t say “will visit University of Maryland” because then the school system is responsible for providing the activity*** Measurable Post-Secondary Goals/Outcomes -Independent Living

Fully Independent:

 After post high school training through an adult service agency, student will obtain appropriate housing and live independently within the community.

 The student will continue to live/reside at home and participate in a training program to improve/develop skills needed to live independently.

 Student hopes to find an apartment (“hopes” is not a measurable outcome)

Activity Details Examples:  Will explore/research living options  Will make detailed plans for living independently  Will make health care decisions (make appointments, fill prescriptions, etc)  Register to Vote  Will participate in transition planning for IEP/Transition meeting  Will discuss living needs and disability with appropriate people  Will discuss/research with guidance counselor transportation options  Will participate in orientation and mobility training if needed  Will register for selective services (* at 18 ALL males must register)  Will appropriately budget for monetary needs  Research disability laws that affect your rights (ADA, Rehabilitation ACT, IDEA,)  Complete application for Transit disability pass (Wheel chair, vision impaired) Measurable Post-Secondary Goals/Outcomes -Independent Living

Semi Independent:

 Student will live semi-independently in the community.

 The student will continue to live/reside at home and participate in a training program to improve/develop skills needed to live independently.

 Student hopes to live with friends (“hopes” is not measurable)

Activity Details Examples:

 Will explore/research living options  Register to Vote  Will participate in transition planning for IEP/Transition meeting  Will discuss living needs and disability with appropriate people  Will discuss/research with case manager transportation options  Will participate in orientation and mobility training if needed  Will register for selective services (* at 18 ALL males must register)  Complete applications for support services  Make a list of people and agencies who can provide support  Will appropriately budget for monetary needs with support  Will establish any income and health care support programs (SSI, Independent Living Services, Medicaid)  Will practice housekeeping and cooking skills  Practice using public transportation  Research with support disability laws that affect your rights (ADA, Rehabilitation ACT, IDEA,)  Apply for Maryland State Identification card  Complete application for Transit disability pass Measurable Post-Secondary Goals/Outcomes -Independent Living

Fully Supported/Assisted

 Student will live in a supported environment.  Student will live in supervised residential facility  Student will live with parents/guardians or relatives  The student will continue to live/reside at home and participate in a training program to improve/develop skills needed to live independently.

 Student will live in Community Living facility (DO NOT name a specific organization)

Activity Details Examples: (all activities will be made with service coordinator, case manager, support personal, family members)

 Will explore/research living options  Will make detailed plans for living  Apply for Maryland State Identification Card  Register to Vote  Will participate in transition planning for IEP/Transition meeting  Will discuss living needs and disability with appropriate people  Will discuss/research with guidance counselor transportation options  Will participate in orientation and mobility training if needed  Will register for selective services (* at 18 ALL males must register)  Will explore/research living options  Complete applications for support services (SSI, Independent Living, medical assistance, DDA, etc)  Make a list of people and agencies who can provide support  Will appropriately budget for monetary needs with support  Will practice housekeeping and cooking skills  Practice using public transportation  Apply for Maryland State Identification card  Complete application for Transit disability pass