Measurable

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• Measurable
• Postsecondary Goals

Adapted from a presentation by Lorrie Sheehy,
Maria Dragoumanos and William McQueary Exceptiona
l Student Services Arizona Department of
Education ADE/ESS Secondary Transition Home
Page http//www.ade.az.gove/ess/SpecialProjects/tr
ansition/
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The Students Measurable Post Secondary Goal (s)
must be the Focus of Transition Planning/Services
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Measurable Postsecondary Goals

• Two Criteria
• Based upon age appropriate transition assessments
• Based on strengths, preferences and interests

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In What Areas Must MeasurablePostsecondary Goals
be Developed?

• Training/Education
• Employment
• Independent Living Skills (where appropriate)

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Who Needs Measurable Postsecondary Goals?

• Any student who will turn 16 during the
  timeframe of their IEP, or younger, if determined
  appropriate by the IEP team as required under
  IDEA 2004.

Ed OLeary
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Measurable Postsecondary Goals

• Training specific vocational or career field,
  independent living skill training, vocational
  training program, apprenticeship, OJT, military,
  Job Corps, etc.
• Education - 4 year college or university,
  technical college, 2 year college, military, etc.
• Employment - paid (competitive, supported,
  sheltered), unpaid, volunteering etc.
• Independent living skills adult living, daily
  living, independent living, financial,
  transportation, etc.

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What language do I use to write Measurable
Postsecondary Goals?

• Use results-oriented terms such as enrolled in,
  work as a, live independently
• Use descriptors such as full time and
  part-time
• OLeary,
  E.

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The Measurable Postsecondary Goals

• should be stated in such a way that we can
  measure
• the extent to which the student has been able
  to achieve what they set out to do
• and
• the extent to which the transition services
  provided prepared the student for taking the next
  step. OLeary, E.

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• Measurable Postsecondary Goal Examples
• Training Goal
• I/John will attend in an Emergency Medical
  Technician training program after graduation.
• Education Goal
• After graduation I/John will enroll full
  time at the Kellogg Community College and obtain
  an associates degree in computer networking.
• Employment Goal
• After graduation I/John will work as computer
  technician repairing computers or developing and
  maintaining computer networks.
• Independent living skills Goal
• I/John will live independently in an
  apartment or home after graduation.

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Education4 year college or university, technical
college, 2 year college, etc.

• After graduation I/Walter will be enrolled full
  time at UW-Eau Claire in the teacher education
  program.
• After graduation I/Robyn will be enrolled
  full-time at CVTC in the supervisory management
  program.
• 
  OLeary, E.

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TrainingSpecific vocational or career field,
independent living skills training, vocational
training program, apprenticeship, OJT, job corps,
etc.

• I/David will get on the job training while
  working fulltime as a farmer after graduating
• After graduation I/Jason will be enrolled full
  time in a plumbing apprenticeship program.

OLeary, E.
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EmploymentPaid (competitive, supported,
sheltered)unpaid employment (volunteer, in a
training capacity) military etc.

• I/Riley will work full time as a general laborer
  for a construction company after graduation.
• After graduation I/Anna will enroll in an EMT
  training program and volunteer part time for a
  hospital or ambulance service.
• OLeary, E.

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Independent LivingAdult living, daily living,
independent living, financial, transportation, etc

• I/Betsey will live with a roommate in an
  apartment after graduation.
• After completion of High School, I/Eric will live
  with others in a group home.
• OLeary, E.

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Measurable Postsecondary Goal for Moderate to
Severe Disabilities 1

• The following are suggested Measurable
  Postsecondary Goals and share what the old IEP
  said (italics).
• Lance (20 years of age)
• MPG Could be
• Independent Living
• After completion of school, I/ Lance will live
  with my mother and will take part in community
  activities like bowling, going to church and
  visiting friends and family.
• The old IEP stated only With mom

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Moderate to Severe Disabilities 1

• Training/Education
• After completion of school, I /Lance will attend
  the XYZ Center and receive training on work
  behaviors and skills.
• The old IEP stated only Lance did not respond
• Employment
• After completion of school, I/ Lance will be
  employed in a sheltered environment at the XYZ
  Center.
• The old IEP stated only With mom

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Moderate to Severe Disabilities 2

• William (19 years of age)
• Independent Living
• After completion of school, I /William will live
  with my brother and take part in community-based
  social and recreational activities.
• The old IEP stated only With my brother

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Moderate to Severe Disabilities 2

• Training/Education
• After completion of school, I /William will
  attend ADAPT and receive vocational skills
  training.
• The old IEP stated only blank
• Employment
• After completion of school, I will work at ADAPT
  under their supported employment program.
• The old IEP stated only Wants to work
  cardboard boxes, pop machines, cleaning

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Moderate to Severe Disabilities 3

• Wayne (17 years of age)
• Independent Living
• After completion of school, I /Wayne will live at
  home.
• The old IEP stated only Seems to like living at
  his house. He smiles when asked about it
• Training/Education
• After completion of school, I/ Wayne will attend
  ADAPT and receive vocational skills training.
• The old IEP stated only Likes attending DKDC
  and would like to for a while.

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Moderate to Severe Disabilities 3

• Employment
• After completion of school, I will work at ADAPT
  under their supported employment program.
• The old IEP stated only Wayne does not want to
  talk about getting a job.

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Case Example Severe Disabilities

• Bobby (18 years of age) as stated in his IEP
• Bobby has significant limitations across all
  areas of functioning as well as being medically
  fragile.
• Training programs will not be appropriate for
  him.
• He will require full time nursing care and a
  recreational day service programs designed for
  individuals with significant medical needs will
  probably be most appropriate following high
  school.

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Case Example Severe Disabilities

• Additional information about Bobby
• Receives specially designed instruction with an
  alternate curriculum in a self-contained setting
  all day.
• Receives related services of OT, PT and nursing
• Is fed via G-tube
• Has a trach. and uses a ventilator with oxygen to
  breathe
• His Strengths
• Curious, stays alert and awake throughout the
  school day, seems to enjoy activity around him.
• Enjoys getting verbal and tactile attention from
  his peers and staff.
• Tolerant of position changes on mat table and
  allows hand-over-hand assistance to participate
  in activities.
• Likes using a switch (with assistance) to
  activate a variety of devices, including the
  radio and computer.

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Case Example Severe Disabilities

• Present Levels of Academic Achievement and
  Functional Abilities
• Benefits from sensory stimulating activities and
  activities to improve his independence.
• Uses facial gestures to communicate his pleasure
  and displeasure with his current state.
• Picture/symbol augmentative communication
  supports have not been successful.
• Will use simple one-button communication devices
  with assistance when offered during class
  activities.
• Uses a manual wheelchair dependently.
• Requires a 2-person lift or mechanical device for
  all transfers.
• Limited fine motor skills result in dependency
  for all care and hand-over-hand assistance for
  all activities.

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Case Example Severe Disabilities

• Measurable Postsecondary Goals for Bobby could
  look like
• Education/Training
• After graduation, Bobby will participate in an
  in-home or center-based program designed to
  provide habilitative and vocational training with
  medical and therapeutic supports.
• Employment
• Upon completion of high school, Bobby will work
  completing daily clearing of the table in the
  home using hand over hand assistance
• The old IEP stated only Training programs are
  not appropriate (Employment not addressed)

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Case Example Severe Disabilities

• Independent Living
• After graduation Bobby will live at home and
  participate, to the maximum extent possible, in
  his daily routines (e.g. feeding, dressing,
  bathing, choice making, etc.).
• After graduation Bobby will participate in
  community-integrated recreational/leisure
  activities at the YMCA, going to movies, going to
  church.
• After graduation Bobby will utilize an
  augmentative communication device at home and in
  the community that allows individuals to
  communicate with him regarding needs, wants, and
  desires.
• The old IEP stated only Not appropriate as he
  will live with his family

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• The term transition services means
• a coordinated set of activities for a child with
  a disability that are based on the childs
  strengths, preferences, interests and are
  designed to reasonably enable them to meet their
  Measurable Postsecondary Goals
• and a course of study

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Questions?

• Rene Donavan rene.donavan_at_tusd1.org
• Mary Neale mary.neale_at_tusd1.org
• (909-0753)
• Darleen Sithole darleen.sithole_at_tusd1.org