Write a 300-500 words, write a rationale explaining the goals and activities you planned for Gabriel and how they demonstrate compassion, justice, and care. Support your findings w

Transition Goal

(Measurable goal)

Transition-Related Service

(Related to and supports transition goal)

Activity

(Related to and supports transition goal)

Education/Training

(i.e., vocational, post-secondary education, on-the-job training, apprenticeship, etc)

When provided the opportunity to speak with a professional from one of his careers of choice, given a script to follow, and verbal prompts by the teacher (e.g. "It is your turn to ask the first question", "It is your turn to respond now"), Gabriel will select (e.g. point, use eye gaze) pictures from a visual choice board with pre-recorded questions and responses to ask (3) questions about his/her career for (1) interview with a professional.

Create a choice board with visual representations of possible jobs allows students to visually recognize jobs they may encounter in their lives and choose from those. Visually representing the positions allows access for readers and non-readers alike.

Gabriel will continue working on bagging skills and ask his mentor questions to ensure he is doing it correctly.

Employment

(i.e., sheltered, volunteer, competitive, etc)

After being given a task (e.g. sorting recyclable items, picking up refuse) by his teacher to complete during a school-wide community service opportunity (e.g. recycling initiative, beach clean up), Gabriel will complete (3) hours of service.

In order to monitor the progress being made towards transition requirement. The teacher will continue to have weekly check in to monitor how he is doing with his job shadowing at the local grocery store.

Gabriel will continue to collect carts in the parking lot and put them in the cart rack for customers.

Independent Living

(i.e., daily living skills, leisure, transportation, access to adult services, etc)

Given a teacher made list of (3) adult service providers (e.g. Department of Rehabilitation, Center for Independent Living, Regional Center, Vocational Rehabilitation and Workforce Investment Act Partners) and given service provider information with teacher highlighting of the eligibility requirements and services provided for each provider, Gabriel will follow along when text is read aloud (e.g. text to speech reading software, adult/peer read aloud), and select (e.g. by writing a list, pointing to, orally stating) at least (2 local services providers in his/her community.

Teacher provided reference materials for adult service providers that fit the student's needs for adult living enable to student to limit what he is focusing on in order to maximize comprehension of the pertinent information.

Gabriel will continue to participate in track and field for Special Olympics. He will also continue to assist with chores at home.