Activities & Services for
Students with Complex Support Needs
EXAMPLES of POSTSECONDARY GOALS
MOST OF THE TIME NO GOAL IS NEEDED FOR THIS AREA:
The IEP Team has documented that this postsecondary goal area is not needed for _____ at this time.*
*Present Levels of Academic Achievement and Functional Performance (PLAAFP) should provide support/documentation when this statement is used.
IF GOAL IS NEEDED FOR THIS AREA:
Student’s Name has a goal of attending a ______after graduation.
· Postsecondary vocational training program
· On the job training
· Other (please describe) ______
· EXAMPLES OF ACTIVITIES OR SERVICES
No Services or Activities are needed if there is no Post Secondary Goal in this area but if you have Goal then you MUST have at least 1 service and 1 activity (Best Practice 3-5).
Services-
(Only if you are going to progress monitor through a MAG would you have the need addressed as a service. If you are not progress monitoring the need in a goal then it is an ACTIVITY.)
10/18/12 Page 1 of 1
· Improve reading skills
· Improve math skills
· Improve writing skills
· Improve communication
· Improve social behavior
· Improve self-advocacy
· Improve self-help
· Improve work skills
· Increase independence
10/18/12 Page 1 of 1
Activities-
(Ongoing activities or once and done activities that are not progress monitored.)
Demonstrate/increase/develop XYZ
SELF-ADVOCACYProvide opportunities to use communication devices
Provide opportunities to use communication
Provide opportunities to make choices
Provide opportunities to indicate wants and needs
Attend/participate IEP meeting
COMMUNICATION
Communicate using a picture board across all settings
Provide opportunities to use Communication
Provide opportunities to indicate wants and needs
Demonstrate comfort and discomfort and pain with motor movements
Demonstrate excitement or disinterest with motor movements
DAILY LIVING
Participate in functional daily living activities
Participate in daily self care routines
Participate in daily cooking activities
ASSESSMENT
Complete a formal and/or informal Transition Assessment
Complete reinforcer survey
Participate in reinforcer survey or assessment
AGENCY
Obtain information to initiate OVR referral to determine eligibility and availability
Obtain information about contact/referral to MH/DP
Obtain information about contact/referral to Bureau of Autism Services
Obtain information about contact/referral to Blind and Visual Services
Other Activities: ______
EMPLOYMENT
EXAMPLES of POSTSECONDARY GOALS
Student’s Name has a goal of obtaining______after graduation.
· Supported Employment
· Volunteer Work
· Adult Center Program (Adult Day Program)*
· Adult Training Facility*
· Adult in-home program
· Other (please describe) ______
On the extremely rare occasion a supervisor can approve the following statement to be added when the IEP team agrees the Post Secondary Goal for Employment is not needed at this time (must have prior approval): The IEP team has documented that because of her extensive medical needs, Student will not need a goal in this area at this time.
*Adult Training Facility applies to employment because adults have work opportunities and usually continue to work there indefinitely. Adult Day Programs provide work experiences and adults usually continue to participate in these programs indefinitely.
EXAMPLES OF ACTIVITIES OR SERVICES
At least 1 Service and 1 Activity(Best Practice 3-5) must be listed to support the Post Secondary Goal
Services-
(Only if you are going to progress monitor through a MAG would you have the need addressed as a service. If you are not progress monitoring the need in a goal then it is an ACTIVITY.)
10/18/12 Page 1 of 1
· Improve reading skills
· Improve math skills
· Improve writing skills
· Improve communication
· Improve social behavior
· Improve self-help
· Improve work skills
· Increase independence
10/18/12 Page 1 of 1
Activities-
(Ongoing activities or once and done activities that are not progress monitored.)
Demonstrate/increase/develop XYZ
EMPLOYMENTInvestigate post-secondary programming in relation to job opportunities
Investigate/provide information about transportation to training program
Obtain contact information on Adult Center Programs and/or Adult Training Facility
Schedule an appointment to visit an Adult Center Program with family member/guardian
Obtain contact information about Adult Center Program and/or Adult Training Facility
Schedule an appointment to visit an Adult Center Based Program/Training Facility with parent
EMPLOYMENT SKILLS
Utilize/improve/develop work related social skills
Participate in vocational activities
Participate in Pre-vocational activities
Participate in community-based instruction within school
Investigate career/job options
Investigate activities of interest
Practice/increase mobility/travel training skills
WORK EXPERIENCE
Participate in community service/service learning
Participate in functional skills training for specialized academic, functional, occupational preparation
Participate in training to strengthen work skills at a job (supported employment)
Investigate summer job opportunities
Obtain information about work experience opportunities
Participate in vocational activities
Volunteer for a non-profit organization
DAILY LIVING- SELF-ADVOCACY
Participate in functional daily living activities
Participate in activities to strengthen social, self-advocacy and/or self-care skills
Use a picture board to communicate across all settings
VOCATIONAL ASSESSMENT
Develop vision for possible employment options
Investigate and assess interests
Complete a formal and/or informal Transition or Vocational Assessment
AGENCY
Investigate information about legislation and employee rights under ADA
Obtain contact information about service providers for possible job supports after high school
Obtain information about contact/referral to Career Link
Obtain contact information on the vocational training program
Other: ______
INDEPENDENT LIVING
EXAMPLES of POSTSECONDARY GOALS
At least 1 Service and 1 Activity(Best Practice 3-5) must be listed to support the Post Secondary Goal
Student’s Name has a goal of living ____(1)_____ after graduation. _Name_ will access the community and resources with___(2)___ support after graduation.
10/18/12 Page 1 of 1
(1)RESIDENTIAL
§ In supervised apartment with family/Agency
§ At home with Family
§ In foster home with Family
§ In group home with Family/Agency
§ In group home with access to nursing care involving Family/Agency
§ In medical facility with Family/Agency
(2) TRANSPORTATION
§ family and/or agency support
§ group home or medical facility support
§ public transportation
10/18/12 Page 1 of 1
*Considerations when deciding an Independent Living Goal:
Residential – where will the student live after high school?
Participation – how will the student access the community?
Recreation/Leisure – how will the student participate in community programs
EXAMPLES OF ACTIVITIES OR SERVICES
Be sure to consider residential, access and recreation and leisure activities.
Services-
(Only if you are going to progress monitor through a MAG would you have the need addressed as a service. If you are not progress monitoring the need in a goal then it is an ACTIVITY.)
10/18/12 Page 1 of 1
· Improve reading skills
· Improve math skills
· Improve writing skills
· Improve communication
· Improve social behavior
· Improve self-help
· Improve work skills
· Increase independence
10/18/12 Page 1 of 1
Activities-
(Ongoing activities or once and done activities that are not progress monitored.)
Demonstrate/increase/develop XYZ
DAILY LIVING ASSOCIATED WITH HOUSINGApply functional reading skills (reading a recipe, following directions, etc.)
Apply functional writing skills (sign name, mark choice)
Apply functional math skills (more and less, chore chart, time/schedule, money)
Participate in daily living skills such as cooking, laundry, etc.
Participate in basic food preparation
Investigate/schedule appointment to visit residential options
DAILY LIVING ASSOCIATED WITH TRANSPORTATION
Participate in community-based instruction within school and within walking distance for social interaction and to increase daily living skills
Participate in activities to increase mobility and/or travel training skills
Investigate public transportation options
Investigate specialized transportation options
Investigate natural supports in the community (family friends, carpools)
Obtain information about travelling with a group Volunteer for a non-profit organization
RECREATION AND LEISURE
Investigate local clubs, social activities, service organizations, church groups, sports and recreation activities for opportunities to participate
Volunteer for a non-profit organization
Participate in productive activities in a community setting
SELF-ADVOCACY AND ASSESSMENT
Participate in person-centered planning
Attend/participate in own IEP meeting
Utilize social/communication skills
Use a picture board to communicate across all settings
AGENCY
Obtain information about contact/referral process to MH/DP
Obtain information about contact/referral process to Bureau of Autism Services
Obtain information about contact/referral process to Blindness and Visual Services
Provide family with information to research for supports coordination, community living arrangements, respite care, life sharing and/or companionship/social groups
Obtain contact information about Adult Center Programs and/or Adult Training Facility
Schedule an appointment to visit an Adult Center Based Program/Adult Training Facility with parent
GOVERNMENT AND PAPERWORK
Obtain information about registering for selective service (males, turning 18 or older)
Obtain information about getting a state issued photo identification card
Provide contact information about specialized wills/trusts for students with special needs to family member/guardian
Other: ______
EXAMPLES OF COURSES OF STUDY
Functional Life Skills/Multiple Disabilities Curriculum which includes both current and projected courses of study in ______for the school years of ___-___ and ____-____.
· Modified Reading, Writing, and Math
· Prevocational Curriculum
· Volunteer Work Experience
· Community-based Instruction within the school or walking distance of the school
EXAMPLES OF ITEMS TO BE WRITTEN INTO GRID
In the LOCATION column, identify where each service or activity will take place. (Be specific as to the site where the activity will occur.)
Examples:
General education classroom
Special education classroom
Community site
Community work site
Other ______
In the FREQUENCY column, identify how often each service or activity will take
place. Examples:
Daily
Weekly
Monthly Fall Semester
Spring Semester
1st Marking Period, 2nd, 3rd, 4th or combinations
Once in the fall semester
Once a week during the fall semester
Weekly during the spring semester
Minimum of once a week until completed
Weekly until completed
Four times during the ____ period
Whenever tests are administered
Upon implementation of the IEP
When ______demonstrates frustration
In the PROJECTED BEGINNING DATE column, identify when each service or activity will begin. Examples:
Implementation date of the IEP
An actual date
Fall Semester 20_?
In the ANTICIPATED DURATION column, identify when each service or activity will end. Examples:
Anticipated duration date of the IEP
An actual date
End of the 3rd marking period – March __, 20_?
No later than a specific date
In the PERSON/AGENCY RESPONSIBLE column, identify the person’s title or
agency that will ensure each activity/service is completed.
Examples:
LEA
Administration
Special Education Teacher
Related Service Staff
MAGs are not developed for activities; activities are ongoing or “once and done,”
e.g., obtain information about…, visit an Adult Center Program, complete a vocational assessment.
At least one Activity is required for each specifically defined Postsecondary Goal.
______
MEASURABLE ANNUAL GOAL (MAG): Yes/No
In the MEASURABLE ANNUAL GOAL block, indicate whether a measurable annual goal will be written in the next section of the IEP. At least 1 Measurable Annual Goal is required for each Service identified within a specifically defined postsecondary goal.
A Measurable Annual Goal is to be developed for any service. A Service addresses a skill deficit, requires instruction, and leads to a MAG and Progress Monitoring, e.g. reading, writing, behavior, organization, travel training, community based instruction, social skills, functional math (budgeting, measuring) daily living (cooking, laundry, personal hygiene), communication, self-advocacy, etc. In the Grid, precede the Service with an asterisk(*), to indicate that a MAG is connected to that Service, or use BOLD type or colored text.
You can use existing Measurable Annual Goals (MAGs):
Academic Measurable Annual Goals may be appropriately linked to transition services.
It may also be appropriate to have one Measurable Annual Goal that relates to Services within each of the three (3) Postsecondary Goal areas.
Consider using an asterisk, BOLD type or color-coordinated text to indicate the relationship between transition postsecondary goals and MAGs.
Examples: (Can apply to Post-Secondary Education/Training, Employment, and/or Independent Living)
• Service: *Improve math skills
MAG: Given various amounts of money not exceeding $10.00, the student will purchase items from the school store without going over the given amount with 100% accuracy 1 time per week for 8 consecutive weeks. (Baseline: went over allotment 6 out of 10 times)
• Service: *Improve reading skills
MAG: Given explicit comprehension instruction, the student will apply reading strategies to answer detail and summarization questions with 80% accuracy on 4 out of 5 consecutive weekly assignments. (Baseline: 60% accuracy)
).
10/18/12 Page 1 of 1