Sample IEP goals related to Transition Goals in Area of Employment
by Mary Jean Balda
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These goals are adapted from the samples found at www.nsttac.org
- John will be able to report 3 possible occupations for part-time employment, based on the results of career assessments through career counseling with the guidance counselor.
- Allison will develop algebra skills, as measured by her homework completion and quiz scores, by using a planner to record assignments, prepare questions for class, and record formulas for study in the Algebra II course during her senior year.
- Allison will describe the similarities and differences of various early childhood careers in a two page essay after conducting four structured interviews of employees in the field of early childhood including (a) a professor, (b) a child care director, and (c) a preschool teacher, during the fall semester of this IEP.
- Given acceptance into the Manufacturing Program at the EHOVE CareerCenter, Jamarreo will achieve mastery (95% or better accuracy) of welding safety skills by completing an orientation course on welding safety by March 15, 2007.
- Given a microswitch properly secured to the headrest of her chair, Rolanda will select three activities that she prefers from the school’s work-based curriculum with 90% accuracy by October 15, 2007.
- Jodi will identify her likes and dislikes of retail employment options by participating in at least 3 retail job shadowing experiences and verbally describing her preferences by April 1, 2007.
- Given a list of possible scenarios at work, Alex will learn to distinguish those that require a meeting with his supervisor with 90% or better accuracy on 1 trial/ week for the duration of the IEP.
- Given a cell phone with pertinent telephone numbers programmed and weekly practice in school and community settings, Lissette will successfully call her boss to communicate important messages in 5 out of 5 role-play scenarios in school and community settings for the duration of this IEP.
- Given staff supervision and school transportation to the sites, Jeremy will rank his preference of career opportunities using a picture symbol rubric through completion of community-based instruction at four different community employment sites for three two-hour sessions every week that school is in session for the duration of this IEP.
- Given a task analysis for bagging groceries, Paulo will practice the task semi-weekly and complete it without (a) breaking items, (b) ripping bags on 90% of occasions by April 6, 2007.
- Given the GoTalk20+ augmentative communication device and weekly community practice, Kevin will independently and accurately use the device to communicate single words to communicate a desire for an item in community settings, including restaurants and ticket counters.
- Kevin will participate in yearlong on-campus vocational preparation, including the following experiences, each for a period of three months, with a frequency of a minimum of two sessions each week, and session duration of one hour per session in the following positions.
- Through participation in the district’s teacher mentor program, Jason will write an essay about his expectations for his future career, including statements of (a) a goal (b) 3 or more negative aspects of teaching, (c) 3 or more positive aspects of teaching and (d) a summary statement of the mentor program experience with 80% or better accuracy in grammar and spelling by March 2008.
- Given a bus schedule adapted with pictures, Stephanie will select the correct time and stop for five scenarios of activities presented to her with 95% or better accuracy.
