Secondary Transition: Post-Secondary Goals

After graduation, Jamal will successfully complete the Job Corps Center’s culinary arts program to obtain a Culinary Arts Certificate. 

Jamal will obtain a part-time position at a restaurant after high school. 

After high school, Mia will work as an assistant hair stylist at a beauty salon. 

After high school, Kerry will assist his brother in his welding business, focusing on improving BMX bike frames. 

*Note: We frequently see these non-compliant mistakes on IEPs. 

Jamal is interested in pursuing a two-year degree.

Jamal plans to improve his knowledge of employment by finding three area businesses he could apply at. 

After high school, Mia is unsure of what she would like to do as a profession. 

After high school, Kerry will be a BMX bike racer, work in construction, or be an attorney.

Education and Training
Upon graduation from high school, Oscar will participate in integrated on the job retail training in order to work at a local business. 

Employment
Upon graduation, Benny will volunteer for 10 hours per week at the local hospital with support from a job coach with county employment services. 

Independent Living Skills
After graduation, Samira will use her augmentative communication device at home and in the community to communicate her wants and needs. 

Upon graduation, Luciana will live at a group home receiving total care services. 

This is a common occurrence! It is our job to help inform/teach and guide students. 

Work with the student to create compliant transition post-secondary goals while still respecting long term goals and aspirations. For example, a student may at first tell you they want to live independently or get married and live with a spouse and they want to buy their own car. This is a lovely long term goal! That said, is it their goal for right after graduation? Perhaps right after graduation they will continue to live at home with their family and use public transportation to get around. In this case, the PLAAFP could describe their desires to buy a car, live independently, get married, etc. and potential time frames they are aiming for. The transition goal could say, STUDENT will continue to live at home with family and utilize public transportation to get around within their community. 

For employment, help students understand the concept of a right now job versus a long term job. A student is usually not going to be a hair dresser right out of high school. However they could have a post-secondary goal to attend a beaty school program to learn to do hair and an employment goal to work part time in a position that supports a salon (clean, front desk, etc.) 

This is a common occurrence! It is our job to help inform/teach and guide students. 

Help the student explore areas of interest. Perhaps they should take the BCCS Special Education career explorations class. Perhaps they should apply to work with a VRS counselor. They could spend time researching careers related to their interests. Help them identify traits that would be a good fit for employment. Do they want to work inside or outside? Do they live to work at a desk and sit or do hands on work. A compliant goal may or may not identify a specific career , yet could still be compliant. For example, STUDENT will work in a hands on active part time job. Also, this goal is updated every year. It is ok to change things!