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Gabriel’s Transition Goals
Professional, Ethical and Legal Practices and Policies in Special Education (SPED-300)
Grand Canyon University
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SPD-
Instructor Smith
08/07/
Transition Goals Template
Transition Goal (Measurable goal)
Transition-Related Service (Related to and supports transition goal)
Activity (Related to and supports transition goal) Education/Trainin g (i., vocational, post-secondary education, on-the- job training, apprenticeship, etc)
After graduating high school Gabriel will further his education by attending community college. These courses will help improve his independent skills. Life skills will prepare him for the future.
Various community-based programs that offer pre-vocational training will be provided to Gabriel once he graduates.
Gabriel will volunteer in different opportunities that will allow him to discover his interests in careers.
Employment (i., sheltered, volunteer, competitive, etc)
Gabriel will continue to work and shadow at the local grocery store as a part-time worker. In addition, he will participate in training services three times a week and be provided with support through a vocational rehabilitation.
Gabriel will be given services for job development from his vocational rehabilitation. This will help create future opportunities of employment.
Gabriel will continue to shadow employees at different jobs in order to find his job interests.
Independent Living (i., daily living skills, leisure,
Gabriel is expected to live with his parents after graduation. He will share responsibility for utilities and other expenses. His parents
Gabriel will receive support from a life coach and basic life skills coach in order to help with daily living.
Gabriel will participate in community and academic events in order to apply independent life skills learned to his everyday life.
transportation, access to adult services, etc)
will set a budget that Gabriel will follow in order to save his money earned from work.
Rationale :
Gabriel’s transition goals, related services, and activities meet the needs of his IEP, which will allow his life after graduating
high school to be a smooth transition. Transition planning helps students decide what they want to do after high school in addition, it
also helps them figure out how to get there (Lee, n.). The overall purpose of transition planning is to help students be prepared to
become young adults and be independent (Lee, n.). With the process of transition planning students find programs and opportunities
based on their preferences, strengths, and career. This allows them to be prepare and have skills to pursue employment independently.
Planning the transition process must meet Gabriel’s needs as it will allow him to identify his interest. According to Indiana Secondary
Transition Resource Center (2018) the transition process is about using resources the IEP members have to help students follow their
path. Furthermore, these goals, services, and activities will help students identify what they don’t want to do as well as what they do
want (Indiana Secondary Transition Resource Center, 2018). These services provided in his plan are based on the IEP created for
Gabriel in which discuss his interests, strengths, and needs; the activities are based on the results of the services. These services allow
Gabriel to have training for his day-to-day routine. The transition plan focuses on building certain skills based on goals and activities
planned for Gabriel these demonstrate compassion, justice, and care by receiving assistance from parents, the store manager even
counselors. With this assistance Gabriel will gain experience in working and living independently.
(2018). Transition Services & Activities: Making the Connection. Indiana Secondary Transition Resource Center.
instrc.indiana/pdf/resources/TransitionServicesandAcvititiesMakingtheConnection.pdf
Gabriel’s Transition Goals
Course: Professional, Ethical and Legal Practices and Policies in Special Education (SPED-300)
University: Grand Canyon University
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