Creating Goals for a Transition Plan
Once the assessments are complete, the student, parent and the rest of the IEP team can create measurable goals for the student’s future.
There are two types of goals that will be created during the transition meeting - post-secondary goals and annual goals.
Post-secondary goals are measurable and should detail what a student would like to do after leaving DCPS. For example, a student may want to attend a college, university or technical school, or they may want training for a specific career path.
Post-secondary goals also may be created about finding and keeping a job, volunteering and living independently. Independent living goals may include plans related to living arrangements, recreational activities and community service, financial responsibilities and transportation. These independent living plans are created on an as-needed basis.
The IEP team also will create annual goals, which state what a student will do or learn within the next year that will help him or her to achieve these post-secondary goals.
The transition plan also should include any transition services, which are a coordinated set of activities that focus on improving the academic and functional achievement of a student with special needs as related to achieving their post-secondary goals.
Finally, it's important that the transition plan identifies an appropriate course of study that is individualized for a student, listing the necessary courses necessary to ensure that a student will meet his or her post-secondary goals. The course of study must be updated annually.
This IEP meeting is crucial to a child’s success after high school, as it enables students with disabilities to take ownership of their future and set achievable goals for their future. It also is an important time for students to improve their self-advocacy skills and to prepare emotionally for life after high school.
Once the transition plan is complete, the IEP team will review it annually and revise as needed.