Transition Planning and the IEP
Element Seven: Align Annual Goals to Adult Outcomes
Transition drives the IEP! This is especially true from age 14 and beyond. Clear and meaningful connections must be established between what the student is learning in high school and what he or she will be doing after leaving high school. For example, if a student is in a clerical community work experience, align IEP goals to this work experience by considering the skills necessary to complete the desired quality and/or quantity of work. This might mean that the IEP annual goals include teaching general filing skills, phone skills and how to take and deliver a message. It might also include academic skill development related to literacy. These skills are then transferred and applied during the clerical community work experience and postsecondary employment.
Below are several examples of annual goals and the connection to post-school outcomes.
| Focus of Annual Goal | Connection to Adult Outcomes |
|---|---|
| Organizational and study skills | Postsecondary Education: Ability to organize and complete assignments in college within allotted deadlines |
| Word processing skills | Employment: Ability to use word processing required for desired employment in retail management |
| Follow a schedule to complete a task or routine | Independent Living: Ability to use a schedule to complete a routine such as dressing, cleaning, cooking, medication administration, etc. |
| Accept and use constructive criticism | Postsecondary Education and Employment: Ability to respond appropriately to and follow through with suggestions for improved performance will assist in school and on the job. |
| Independently requesting assistance to complete a task or problem solve a situation in the expected manner for the environment | All Outcome Areas: Ability to request assistance could be safety for independent living, or related to an employment environment or related to assistance in postsecondary education. |