Training goals are specific outcomes that students aim to achieve through a structured training program or regimen. These goals are designed to improve skills, knowledge, or competencies in a particular area and are often aligned with broader personal or professional development goals. Training goals can vary widely depending on the context and purpose of the training, but examples may include mastering a new technical skill, enhancing communication abilities, improving leadership capabilities, or increasing proficiency in a specific job task or role.
Data provided using training measures allow IEP teams to design postsecondary goals and/or correlating transition services in potentially all arenas of adult life. Postsecondary training may be required first for students to realize postsecondary goals for integrated employment, postsecondary education, vocational education, continuing and adult education, independent living, and/or community participation. Additionally, training may be required to enable students to access adult services that will support them in post-school environments.
Training Opportunities
Apprenticeships
Hands-on learning under the supervision of a skilled professional, focusing on mastering a trade or craft.On-the-Job Training
Training provided in the workplace to develop specific skills needed for a job.Mentorships
Guidance and coaching from an experienced individual in a chosen field or career.Internships
Short-term job experiences providing practical skills and exposure to a specific industry.Practicums
Supervised, hands-on training typically associated with professional or vocational fields.Follow-Along Support
Ongoing training and guidance to help students retain and develop skills while transitioning into a work environment.Job Shadowing
Observing a professional at work to understand the roles, responsibilities, and required skills in a particular job.Supportive Training Programs
Tailored programs that offer extra support for students to gain workplace readiness or independent living skills.Military “A” School
Specialized technical training provided by the military to prepare individuals for specific roles.Community-Based Training
Real-world, hands-on training conducted in community settings, such as retail stores, offices, or public service venues, to develop transferable skills.Volunteer Programs
Structured volunteer opportunities that focus on developing job-related skills while contributing to the community.ROTC (Reserve Officers' Training Corps)
Programs that provide leadership training, discipline, and military-specific skills at the high school or college level.Entrepreneurship Training
Structured programs or workshops focused on building skills needed to start and manage a business, including marketing, budgeting, and customer service.Rehabilitation and Disability-Specific Training Programs
Training provided through agencies like Vocational Rehabilitation Services to prepare individuals with disabilities for employment or independent living.Simulated Work Environments
Training conducted in classroom-based environments designed to replicate real workplace settings (e.g., Shipyard AR training).
Training Opportunities can result in:
realization of postsecondary education goals
integrated employment
vocational education
continuing and adult education
independent living
Community participation
WARNING: Indicator 13 ALERT Non-Compliant Goals: These errors will cause the PSG to be rejected for students who will be 16 or older during the given school year
Not an approved method of training as identified above: confused with Education PSG
When the goal is not clear and a sample from above, it must include the training needed, the type of training, who will provide the training, and where it will occur.
approved goal: After high school, Megan will receive training through a day program to improve her accuracy in operating a double switch for demonstrating choice and turning on movies.
Not aligned to an employment, educational, or independent living goal.
Goal not supported by an assessment clearly defined in the "Assessment Summary"
Incorrect name or pronoun used or copied from a template.
Inappropriate for student without activites to support realistic movement toward goal attainment.
Training Postsecondary Goals
Training programs may focus on employment, social, community, or independent living skills, based on the student's goals and preferences.
Goal:
After exiting high school, student will participate in job-shadowing opportunities and hands-on training to develop the skills needed for a career as a retail sales associate.
Rationale:
Job shadowing and hands-on training provide practical experience, allowing the individual to learn the skills required for retail positions in a real-world environment.
Goal:
After exiting high school, the student will participate in online training programs and mentorships to develop skills in video production, editing, and branding to build their YouTube channel.
Rationale:
This goal equips the student with the technical and creative skills necessary to grow a YouTube channel, providing training opportunities tailored to their career aspirations.
Goal:
After exiting high school, the student will participate in an apprenticeship program to learn carpentry skills and gain hands-on experience in the construction industry.
Rationale:
This goal prepares the student for a career in construction by providing hands-on learning under the guidance of skilled professionals. Apprenticeships offer practical training that leads directly to job opportunities.
Goal:
After exiting high school, the student will engage in on-the-job training at a local retail store to develop customer service and inventory management skills.
Rationale:
On-the-job training equips the student with real-world experience in a workplace setting, building skills that are immediately applicable to a variety of retail jobs.
Goal:
After exiting high school, the student will work with a mentor in the culinary field to learn food preparation, menu planning, and kitchen safety practices.
Rationale:
Mentorship allows the student to gain personalized guidance and insider knowledge from an experienced chef, helping them build foundational skills for a career in the culinary arts.
Goal:
After exiting high school, the student will complete an internship at an animal shelter to learn skills in animal care, handling, and facility management.
Rationale:
An internship provides the student with hands-on experience and exposure to the responsibilities involved in working with animals, aligning with their career interests.
Goal:
After exiting high school, the student will complete a practicum in early childhood education to gain practical experience working with young children in a classroom setting.
Rationale:
A practicum provides supervised, real-world training that prepares the student for a future career in childcare or education.
Goal:
After exiting high school, the student will participate in follow-along support to develop workplace readiness skills and maintain employment in a community-based job.
Rationale:
Follow-along support offers consistent guidance and reinforcement of skills, helping the student transition smoothly into the workforce and achieve stability in their job.
Goal:
After exiting high school, the student will participate in job-shadowing opportunities with a graphic designer to learn about project workflows, design software, and client communication.
Rationale:
Job shadowing allows the student to observe professionals in action, gaining insights into the specific skills and processes needed for a successful career in graphic design.
Goal:
After exiting high school, the student will participate in a supportive training program to learn workplace communication, time management, and self-advocacy skills.
Rationale:
Supportive training provides a structured environment where the student can build essential skills tailored to their individual needs, ensuring success in future employment.
Goal:
After exiting high school, the student will attend Military “A” School to receive technical training for a career in aviation mechanics.
Rationale:
Military “A” School provides specialized training in a structured and disciplined setting, preparing the student for a technical career in the military.
Goal:
After exiting high school, the student will participate in community-based training to develop skills in food preparation and customer service at a local café through DARS.
Rationale:
Community-based training provides hands-on experience in a real-world setting, helping the student develop transferable skills while engaging with their community.
Goal:
After exiting high school, the student will participate in a structured volunteer program at a senior center to build interpersonal and caregiving skills through Community Knights
Rationale:
Volunteer programs provide meaningful opportunities for the student to develop skills while contributing to their community, which may lead to future employment or personal growth.
Goal:
After exiting high school, the student will enroll in ROTC to develop leadership, discipline, and teamwork skills while preparing for a career in the military while attending college.
Rationale:
ROTC programs offer structured training that builds critical skills for a military career, providing a clear pathway for the student to achieve their goals.
Goal:
After exiting high school, the student will participate in an entrepreneurship training program to learn business management, budgeting, and marketing strategies for starting their own business through the Chamber of Commerce.
Rationale:
Entrepreneurship training helps the student build the skills necessary to manage and grow their own business, aligning with their goal of becoming self-employed.
Goal:
After exiting high school, the student will participate in a rehabilitation training program to develop job-specific skills and workplace accommodations to support their employment goals.
Rationale:
Rehabilitation training programs provide targeted support to help the student overcome barriers to employment and gain the skills needed for success in the workplace.
Goal:
After exiting high school, the student will participate in a simulated work environment to develop skills in assembly line tasks and workplace collaboration in preparation for his new job at Amazon.
Rationale:
Simulated work environments provide a safe, supportive space for the student to practice and refine job-specific skills, preparing them for future employment in a similar setting.
Goal:
After graduation, student will attend the 6-week Direct Commissioning Course (Ft. Benning, GA) and the 16-week Logistics Basic Officer Leaders Course (Ft. Lee, VA) after boot camp.
Rationale:
If you know the job the student is looking for military or civilian, you can simple google what training is involved and specific details may be shared like this example.
**Professional Development can fall under training and education
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