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The Postsecondary Transition Process: Putting it All Together

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The Postsecondary Transition Process: Putting it All Together

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This is an index of Padlets that each cover an area of the Postsecondary Transition Process (Indicator 13)

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This is an index of Padlets that each cover an area of the Postsecondary Transition Process (Indicator 13)

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Writing Compliant & Quality Transition Plans

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Writing Compliant & Quality Transition Plans

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Lavinia Gripentrog-801-538-7645
Deanna Taylor - 801-538-7775
Crystal Emery - 801-538-7824

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Beginning at age 14, the student’s IEP must have PSGs in the areas of Education/Training and Employment.  PSGs in the area of Independent Living are to be considered and are written for the student if the IEP team determines it is appropriate.

“The Big Picture”:  PSGs are:

·         Goals for the future.

·         Written as the after high school target.

·         They are goals that are based on the results of transition assessments and include the interests and vision of the student.

·         They are goals that are likely to narrow in focus and become more refined as the student gets older.

PSGs must also contain active language.  Urge your student to picture themselves, in their “mind’s eye” what they will be doing in their future. The following examples illustrate PSGs using active language:

Education/Training: After high school Juan will attend Salt Lake Community College.

Employment: Peter will work full time in the construction industry after high school.

Independent Living: After post-high school Lori is going to maintain her budget independently, paying all of her utility bills on time.

Here are some guiding questions to help better understand how to write a PSG based on the student’s age-appropriate transition assessments and input from the student and their IEP team.

As you think about these questions, apply them to a student with whom you work.

1.       Can the goals be measured?

2.       Will the goals occur after the students graduates/exits from school?

3.       Are the postsecondary goals appropriate for this student?

Remember: PSGs typically are broader with a younger student and become more focused as the student gets closer to exiting school.

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This example uses the Embrace Form Transition Plan template.

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Check mark=compliant
"X" = non-compliant - consider why these are non-compliant, based on the instruction given about PSGs.

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Page 2 of this document has the quiz. The answers are in the materials list in this padlet.

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Examples of PSG's for students with more complex needs.

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Indicator 13 Coach's Corner