5 Transition IEP Goals from the AFLS
Transition IEP goals are goals that focus on preparing the student for life after they leave the education system.
An Individualized Education Program (IEP) is a document that outlines the specific educational goals and accommodations for a student with a disability. The purpose of an IEP is to ensure that the student has access to an appropriate education that meets their individual needs.
Transition goals based on the Assessment of Functional Living Skills (AFLS) are a key part of an IEP for many students with disabilities. The AFLS is a comprehensive assessment tool that helps to identify the functional skills that a student needs in order to live independently and participate in their community.
Based on the results of the assessment, transition goals can be developed to help the student acquire the skills and knowledge they need to achieve their long-term goals.
Make S.M.A.R.T. Transition IEP Goals
Transition goals should be specific, measurable, achievable, relevant, and time-bound (SMART goals). They should also be based on the student’s strengths, interests, and preferences, and should involve input from the student, their family, and other important stakeholders.
In order to achieve transition IEP goals, students may need a variety of supports and accommodations, such as assistive technology, adaptive equipment, and modifications to the learning environment.
It’s important that these supports and accommodations are included in the IEP and that they are reviewed and updated on a regular basis to ensure that the student is making progress towards their goals.
Overall, transition IEP goals based on AFLS are an important part of an IEP for many students with disabilities. They help to ensure that students are prepared for life after they leave the education system and are able to live as independently as possible.
By working with a team of educators, parents, and other stakeholders, students can achieve their transition goals and achieve their long-term goals for the future.
5 Transition IEP Goals from the AFLS
- By the end of this IEP period, [student] will receptively identify 20 classroom objects on 90% of trials across 4 consecutive school days.
- By the end of this IEP period, with the supports of a visual model, [student] will use a keyboard to type his/her personal information including his/her full name, street address, and phone number with 80% accuracy over 3 consecutive school days.
- By the end of this IEP period, when given real coins, [student] will identify 4 coins by name on 100% of trials across 4 consecutive school days.
- By the end of this IEP period, when given real coins, [student] will receptively identify the values of 4 coins on 100% of trials across 4 consecutive school days.
- By the end of this IEP period, when given an income and expenses list, [student] will calculate and plan for savings on 80% of trials across 4 consecutive school days.
