Postsecondary Goals: Empoyment

EXAMPLES (1.3a – 1.3t, 1.5a – 1.5d)

1.3a: This is an example of a measurable postsecondary goal in the domain of employment.
Example:

  • John will work in an on-campus part-time job while in college.
    • This goal meets I-13 standards for Item #1 for the following reasons:
      1. Obtaining employment is the focus of the statement.
      2. Working part-time is an explicit outcome that can be observed.
      3. The phrase “while in college” indicates that the goal will occur after John has graduated from high school.

1.3b: Nonexample:

  • John will attend a job fair on the college campus.
    • This goal statement does not meet I-13 standards for item #1 for the following reasons:
      1. While “attending a job fair” is measurable, this statement suggests an activity toward a postsecondary goal.
      2. This activity could occur while John is still in high school.

1.3c: This is an example of a measurable postsecondary goal in the domain of employment.
Example:

  • After college, Allison will have a career in the field of early childhood education.
    • This goal meets I-13 standards for Item #1 for the following reasons:
      1. The focus of the goal statement is Allison’s postsecondary employment.
      2. While this a long-term goal statement, it does indicate an outcome (having a career in a particular field) that can be observed as occurring or not.
      3. The outcome must occur after high school.
      4. The goal is supported by Allison’s postsecondary education/training goal.

1.3d: Nonexample:

  • Allison hopes to work with young children someday.
    • This goal does not meet I-13 requirements for Item #1 for the following reasons:
      1. “Hopes” is not a measurable outcome.
      2. “Work with young children” does not necessarily indicate an employment goal.

1.3e: This is an example of a measurable postsecondary goal in the domain of employment.
Example:

  • In the future Jamarreo will be a self-employed welder.
    • This goal meets I-13 standards for Item #1 for the following reasons:
      1. The action will occur after high school.
      2. The result of this goal is observable (i.e., Jamarreo will or will not be a self-employed welder).

1.3f: Nonexample:

  • Jamarreo wants to work as a welder.
    • This goal does not meet I-13 standards for Item #1 for the following reasons:
      1. “Want” is not an outcome.
      2. This goal statement is not measurable.

1.3g: This is an example of a measurable postsecondary goal in the domain of employment.
Example:

  • Immediately after graduation, Rolanda will receive job development services from vocational rehabilitation or a community rehabilitation program and will participate in technologically supported self-employment or volunteer work within 1 year of graduation.
    • This goal meets I-13 standards for Item #1 for the following reasons:
      1. It is stated that the goal will occur after graduation from high school.
      2. The goal is stated measurably: “receive services” and “participate” can be observed as occurring or not, within 1 year of graduation.

1.3h: Nonexample:

  • Upon completion of high school, Rolanda will apply for services through vocational rehabilitation to support her participation in a vocational center program.
    • This goal does not meet I-13 standards for Item #1 for the following reasons:
      1. Applying to vocational rehabilitative services is an activity not an outcome.
      2. This goal is an activity that should be achieved while Rolanda is still in school and does not reflect a postsecondary goal for her employment.

1.3i: This is an example of a measurable postsecondary goal in the domain of employment.
Example:

  • The summer after leaving high school, Jodi will obtain a part-time position in a community retail environment.
    • This goal meets I-13 standards for Item #1 for the following reasons:
      1. Participation in employment is the focus of this goal.
      2. Attaining a part-time position in a retail environment can be observed, as in Jodi is hired or she is not.
      3. The expectation, or behavior, is explicit, as in Jodi either attains the identified position or does not.
      4. It is stated in this goal that community employment will be sought after graduation.


1.3j: Nonexample:

  • Upon graduation from high school, Jodi hopes to improve her vocational skills through work experiences.
    • This goal does not meet I-13 standards for Item #1 for the following reasons:
      1. “Hopes” is not an observable behavior.
      2. The expectation for learning, or behavior, is not explicitly stated.

1.3k: This is an example of a measurable postsecondary goal in the domain of employment.
Example:

  • After finishing high school Alex will increase his work hours in the business department of a local office supply store, contacting XYZ Adult Agency for employment support services.
    • This goal meets I-13 standards for Item #1 for the following reasons:
      1. Participation in employment is the focus of this goal.
      2. Increasing work hours is measurable.
      3. The expectation, or behavior, is explicit, as in Alex continues employment, or does not and Alex accesses adult agency services monthly (or does not).
      4. It is stated in this goal that increased employment and use of adult services will occur after Alex leaves high school.

1.3l: Nonexample:

  • Alex will work with vocational rehabilitative services to ensure community employment.
    • This goal does not meet I-13 standards for Item #1 for the following reasons:
      1. Working with VR is not measurable as stated.
      2. The expectation for learning, or behavior, is not explicitly stated.
      3. “Ensure community employment” suggests a process, not an outcome.
      4. It is not clear that the activities will continue to occur, or will occur after high school.

1.3m: This is an example of a measurable postsecondary goal in the domain of employment.
Example:

  • After graduation, through the assistance of VR and the staff of the non-degree program, Lissette will obtain part-time employment on campus at MCC that does not interfere with the schedule for her program there.
    • This goal meets I-13 standards for Item #1 for the following reasons:
      1. Obtaining part-time employment is observable.
      2. This employment goal is also consistent with both of Lissette’s postsecondary education and independent living.
      3. The action will occur after graduation.

1.3n: Nonexample:

  • Lissette will get a job.
    • This goal does not meet I-13 standards for Item #1 for the following reason:
      1. While “getting a job” is measurable it is unclear that this needs to occur after graduation from high school. Further, Lissette is in her final year of school (i.e., 20 years old), she should have a clearer awareness of her employment future than simply “getting a job”.

1.3o: This is an example of a measurable postsecondary goal in the domain of employment.
Example:

  • After graduation, Jeremy will be employed part-time in the community with supports.
    • This goal meets I-13 standards for Item #1 for the following reasons:
      1. The goal statement includes an observable behavior.
      2. The criterion “with supports” is unnecessary for this to meet the standards for I‑13, but provide additional information that may assist in planning and linking Jeremy with services that will support his postsecondary employment goal.

1.3p: Nonexample:

  • Jeremy hopes to work at a store near his home part-time after high school.
    • This goal statement does not meet I-13 standards for Item #1 for the following reason:
      1. “Hopes” is not observable.

1.3q: This is an example of a measurable postsecondary goal in the domain of employment.
Example:

  • After graduation, Paulo will get a job at a grocery store, where he enjoyed a job-shadowing experience during school.
    • This goal meets I-13 standards for Item #1 for the following reasons:
      1. The action in the statement is observable.
      2. The goal statement is focused on postsecondary employment.
      3. While not required, this postsecondary employment goal statement corresponds to Paulo’s postsecondary education/training goal and is founded on Paulo’s interests (i.e., job-shadowing experience he enjoyed).

1.3r: Nonexample:

  • After graduation, Paulo will be referred to Vocational Rehabilitation for assistance with job placement through assessments and temporary supports
    • This goal does not meet I-13 standards for Item #1 for the following reasons:
      1. A referral to vocational rehabilitation is an activity, not a goal.
      2. A referral to vocational rehabilitation is a transition service that should occur to support a postsecondary employment goal while Paulo is still in school.

1.3s: This is an example of a measurable postsecondary goal in the domain of employment.
Example:

  • Within three months of graduation, Kevin will obtain a supported employment position that allows him to work to his maximum stamina and incorporates the use of assistive technology.
    • This goal meets I-13 standards for Item #1 for the following reasons:
      1. It is stated that the goal will occur after graduation from high school.
      2. The goal is stated measurably: “obtain” and “work” can be observed as occurring or not, within three months of graduation.

1.3t: Nonexample:

  • Upon completion of high school, Kevin will express his preferences related to his postsecondary employment options, given picture symbols and the iTalk2, an augmentative communication device.
    • This goal does not meet I-13 standards for Item #1 for the following reasons:
      1. Expressing preference about employment preferences is an activity. Expressing preference about employment is not an outcome.
      2. This goal is an activity that should be engaged in with Kevin prior to and throughout secondary transition. It does not reflect a postsecondary goal for his employment.

1.5: It is possible to include the postsecondary areas of education/training, employment, and, if applicable, independent living in one postsecondary goal statement. The following examples illustrate goals that meet the criteria for measurable postsecondary goals for item #1 of the NSTTAC Indicator 13 Checklist in more than one domain.

1.5a: This is an example of a measurable post-secondary goal in the domains of education and employment.
Example:

  • After graduating from high school, Jason will enroll in a four-year college to obtain his undergraduate degree in history and education, to become a high school social studies teacher
    • This goal meets I-13 standards for Item #1 for the following reasons:
      1. Enrolling in a four-year college is observable.
      2. Obtaining an undergraduate degree in history and education is measurable.
      3. Becoming a high school social studies teacher is also observable.
      4. The expectation, or behavior, is explicit, as in Jason performs the required activities or he does not, after graduating from high school.
      5. These goals logically must occur after high school (and it is stated that the goal will occur after graduation).

1.5b: Nonexample:

  • Jason will meet the criteria for passing Spanish II, so that he can apply to college where he wants to major in education
    • This goal does not meet I-13 standards for Item #1 for the following reasons:
      1. It occurs before Jason will have left high school.
      2. “Apply” is an activity or process, not an outcome.

1.5c: This is an example of a measurable post-secondary goal in the domains of education/training, employment, and independent living.
Example:

  • The summer after leaving high school, Stephanie will independently ride the bus each work day to her job with Marriot Food Services, where she will participate in classes each year, as offered by her employer, to advance industrial kitchen skills.
    • This goal meets I-13 standards for Item #1 for the following reasons:
      1. Development of an independent living skill, specifically transportation independence, and participation in on-the job training (employment implied), are the focuses of this goal.
      2. Independently riding the bus is observable, as in Stephanie demonstrates the skill or she does not.
      3. Reporting to her job with Marriot Food Services is also a skill that can be observed.
      4. Participating in employer-offered job skill training will occur in conjunction with Stephanie’s employment with Marriot Foods (as she does not need additional job training after high school) and participating in these courses is also observable.
      5. It is stated that the goal will occur after Stephanie exits high school.

1.5d: Nonexample:

  • Stephanie wants to get a job in food services and will develop skills to access the county’s public transportation system
    • This goal does not meet I-13 standards for Item #1 for the following reasons:
      1. The goal is not measurable as stated.
      2. Part of the goal as stated (i.e., developing transportation skills) would likely occur while the student was in school.

This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H326J050004. Marlene Simon-Burroughs served as the project officer. The views expressed herein do not necessarily represent the positions or polices of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: National Secondary Transition Technical Assistance Center (2007) Indicator 13 Training Materials, Charlotte, NC, NSTTAC.

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