What are Measurable Postsecondary Goals (MPGs)?
The links above offer examples with explanations of each type of goal.
Below is an overview of measurable postsecondary goals...
MPGs answer the following questions:
Where is the student going to work or engage in productive activities after exiting high school?
Where will the student continue to learn
How will the student continue to develop skills after high school?
Where is the student going to live and how will he or she access adult services, participate in the community, and have fun after exiting high school?
MPGs allow for backward planning:
Start with proposed outcomes.
Develop transition services, activities, and annual IEP goals that will support the student in meeting those outcomes.
MPGs are written for ALL students with special education needs, regardless of the disability in the following areas:
Employment
Education
Training
Independent Living (when appropriate and determined by assessment and IEP team)
How do I write postsecondary goals (MPGs)?
MPGs must be based upon age-appropriate transition assessments that identify:
Strengths (what student skills/activities the student can do well to support the goal)
Preferences (what the student will do to achieve the goal) AND
Interests (what the student is wants to do)
Needs (underdeveloped career-related skills that may require accommodations)
A helpful formula from the National Technical Assistance Center on Transition (NTACT) (transitionta.org):
“___________________________, student will ___________ ____________________”
Examples:
After high school, student will enroll in an automotive repair program.
After graduation, student will attend Virginia Community Community College and study media arts.
Upon completion of high school, student will be employed as a cosmetologist.
The Process....Where do I start?
First, consider:
1.) In what type of work is the student interested?
2.) Considering the nature and severity of the student's disability and the nature of his or
her job interests, is it more appropriate for the student to be involved in competitive
employment or some level of supported employment?
3.) If the student has chosen a particular occupational field, does he or she have the skills
and abilities needed to succeed in that field? What specific work skills is the student
missing?
4.) Does the student know what employee behaviors are considered important to
successful employment, and does he or she demonstrate these behaviors?
5.) What school activities are needed in order for the student to acquire these work-related
skills and behaviors?
6.) What type of academic, social, and/or vocational program is needed to help the student
acquire relevant work skills and behaviors before he or she exits high school? Is there
such a program available within the school system or community? If not, what
individuals and organizations (school, businesses, paraprofessionals, and job coaches)
can collaborate to develop a personalized program to address the student's needs?
7.) What types of accommodations might the student need on the job? Is the student
informed as to his or her rights under federal law to receive accommodations? Does he
or she have the self-advocacy skills necessary to request and obtain these
accommodations?
Employment MPG (required)
Start with the employment goal.
This is the LONG-TERM career goal.
This can be a short-term employment if the student has not developed his end goal yet.
The employment goal will determine the appropriate education and training goal.
The employment goal is based on the information from the age-appropriate transition assessment and, depending on the severity of the disability, can be:
Full-time
Part-time
Paid – competitive
Paid – supported
Unpaid – supporting the living environment
Volunteer
Education MPG (required)
Any form of education that meets the employment goal's certification/degree/job requirements.
Some employment or volunteer service education requirements may be less defined.
Included is the type and location of the education that will lead to the employment goal:
4-year college or university to earn an undergraduate or professional degree
Technical/Apprenticeship/Community College earning a certificate or associate degree
Short-term Community Certificate Program
Continuing adult education program/course
Non-Credit College Course/Program
Military School/Programs of Study
Online and/or Self-directed Learning
Tutor/Counselor/Home-driven based on need
Day support program (teaches vocational, community, and independent living skills)
Training MPG (required)
• Any form of training that supports the employment goal's certification, degree, or job requirements.
• Included is the type and location of the training that will lead to the employment goal:
On-the-job training
Military Training or ROTC
Apprenticeship (hands-on/mentorship portion- includes EDU as a part of the overall program)
Job Corps (vocational training portion- includes EDU as part of the overall program)
Mentorship
Internship/Practicum
Follow-along/ Job Coaching/ Supportive
Job Shadow
Rehabilitative training
In-home supported training
Community/Program-Based Training (Day Support-Edu)
Simulated Work Environments
Hand-over-hand
Independent Living (as determined by assessment and IEP team)
Independent Living goals must be based on an age-appropriate transition assessment, not just the nature of the disability.
Consider any inter- and intra-personal skills related to the employment MPG (https:cccframework.org/resources)
Consider all independent living skills related to independence:
Managing Personal Finances: Learning to budget, save money, pay bills, and make financial decisions independently to achieve financial stability and independence in adulthood. Want to learn more about this topic? Check out this site.
Securing and Maintaining Housing: Exploring different housing options (e.g., renting an apartment, buying a home, living in a dormitory) and learning the skills necessary to maintain a safe and comfortable living environment (includes basic repairs, cleaning, safety and organization).
Transportation: Developing skills for using public transportation, driving a car, or arranging alternative transportation methods to access work, school, healthcare, and community resources.
Healthcare Management: Understanding how to navigate the healthcare system, schedule appointments, manage medications, and advocate for one's own healthcare needs independently. Want more information? Ceck out this site!
Meal Planning and Preparation: Learning to plan nutritious meals, shop for groceries, cook, and practice food safety to maintain a healthy diet and lifestyle.
Personal Care and Hygiene: Developing routines for personal grooming, hygiene, and self-care to promote overall well-being and independence in daily living activities.
Community Engagement: Participating in social activities, volunteering, joining clubs or organizations, and building social connections to foster a sense of belonging and community involvement.
Legal Rights and Responsibilities: Understanding legal rights and responsibilities related to housing, employment, healthcare, voting, and other aspects of adult life to advocate for oneself and make informed decisions.
Independent living needs related disability-specific limitations (unable to drive due to seizures so must find housing near school or job)
Consider Assistive technology for communication and organization
Using alarms to identify transitions throughout the day
Phone or tablet organizational applications
Do not include typical activities unrelated to the disability such as getting a driver’s license or finding an apartment unless these items are hindered by the student's disability. If a student is on par with his their peers, an independent living goal may not be needed. Please refer to your assessments.
What else should be considered when writing MPGs?
The Military, Job Corp, and Apprenticeships offer training and education: differentiate the two components in writing your MPGs.
What job will the student have while enlisted? Base the education and training on the desired job within the military and identify the branch.
For students with intellectual disabilities, ask what the student will be doing in lieu of sitting on the couch, which may include assisting in the home with hand-over-hand assistance.
These are the long-term adult outcomes that will occur after the student exits high school and should not be considered to be completed during high school.
These are the basis for the transition activities, course of study, and annual IEP goals.
Click on the Links above for more details and samples for each type of MPG
Rules to live by...
1️⃣ When developing a post-secondary goal, the addition of the following types of phrases, in the beginning, will ensure the goal is future-based-Time bound.
“After graduation…”
“After the student receives a standard or advance diploma…”
“After earning a diploma…”
“After the student graduates…”
“After exiting…”
2️⃣ Always ensure they are specific, realistic, and attainable
3️⃣ Ensure they are always actionable and measurable- "student will." Do not add additional irrelevant information.
4️⃣ Ensure they are always supported by data- matched with assessment summary in VA IEP
5️⃣ Ensure it is individualized
Indicator 13 Compliance Questions Related to Postsecondary Goals:
Is there an appropriate measurable postsecondary goal that addresses education, training, employment, and, as needed, independent living?
Is there evidence that the measurable postsecondary goal(s) is based on age-appropriate transition assessments?
Is there an annual goal to support at least one MPG?
When working with students on setting postsecondary goals, it's crucial to ensure these goals are realistic, yet still honor the student's dreams and aspirations. This involves a delicate balance between challenging their capabilities and acknowledging the current data about their aptitudes and commitments.
Example 1: A student dreams of becoming a doctor but currently lacks the academic preparation or commitment required for medical school. Instead of dismissing this dream, educators can help the student to "chunk down" this goal. Initially, they could explore becoming a medical assistant or a phlebotomist. This not only aligns with their interest in healthcare but also sets a realistic and achievable milestone on the path toward the medical field. After achieving this goal, they can reassess their interest and capacity to pursue further education.
Example 2: Consider a student who wishes to become a professional motivational speaker but struggles with public speaking due to anxiety. Instead of seeing this as an insurmountable barrier, educators can gradually introduce opportunities for public speaking within a supportive setting. This could involve joining a school club that encourages public discourse, using technology such as speech-to-text software to build confidence, or engaging in small group presentations before scaling up to larger audiences.
Supportive Strategies:
Skill Building: Offer specific classes, clubs, or activities that align with the steps toward their dream job.
Mentorship: Connect students with professionals in their field of interest for shadowing or mentorship opportunities.
Technology and Resources: Utilize assistive technologies or other resources that help bridge the gap between their current abilities and their goals.
Feedback and Reflection: Regularly scheduled feedback sessions can help students reflect on their progress and recalibrate their goals as needed.
By suggesting the implementation of these options (identified in the Course of Study or Transition Activities) you can help students navigate their path from their current capabilities to their ultimate career goals, ensuring they feel supported and empowered along the way.
Need help in finding data to support the triangulation between careers and education and training:
🚨 Career Exploration and Awareness Websites 🚨
Another Link to help with that triangulation!
A different perspective on how to identify postsecondary goals- With more MPG Samples
Quick recap: 10 Things you can do to ensure Effective Transition Goals
Remember...
Measurable postsecondary goals are the aspirations and objectives that students with the help of their IEP team set for themselves after they leave high school or complete their secondary education. These goals typically encompass various aspects of students' lives, including further education, training, employment, and independent living. Postsecondary goals are an essential component of transition planning within Individualized Education Programs (IEPs) for students with disabilities, as they help guide the development of transition plans tailored to each student's unique needs, interests, and abilities.
Measurable Postsecondary Goals are Individualized: Postsecondary goals are individualized to each student's preferences, strengths, and needs. They are developed through a collaborative process involving the student, their family, educators, and other relevant stakeholders. These goals reflect the student's aspirations and help shape the transition plan to support their successful transition to adulthood.
Postsecondary Goals are Measurable and Achievable: Post-secondary goals should be specific, measurable, achievable, relevant, and time-bound (SMART). This means that they should clearly define what the student wants to accomplish, how progress will be measured, and when the goal is expected to be achieved. By setting SMART goals, students can track their progress and stay motivated to work towards their objectives.
Measurable Postsecondary Goals are Integrated with Transition Planning: Post-secondary goals are integrated into the transition planning process within the IEP. They inform the development of transition services and activities designed to help students achieve their goals. Transition planning involves identifying the steps and supports needed to facilitate the student's successful transition from high school to post-school life.
Measurable Postsecondary Goals are Reviewed and Revised Annually: Post-secondary goals are not set in stone; they may evolve as students gain new experiences, interests, and skills. It's essential to regularly review and update postsecondary goals to ensure they remain relevant and aligned with the student's evolving needs and aspirations.
Measurable Postsecondary Goals play a crucial role in guiding students with disabilities as they transition from high school to adulthood. By setting clear and achievable goals, students can take active steps toward realizing their aspirations and achieving success after high school. In addition, when students have a voice in setting their postsecondary goals, they become more invested in the process and are more motivated to take the necessary steps to achieve those goals.
Indicator 13 Note: It is the responsibility of the LEA to ensure the transition plan includes post-secondary goals that provide educational benefits to the student and enable the student access to the necessary steps towards reaching their post-secondary goals. Included in the LEA’s responsibility is the provision of necessary specially designed instruction, accommodations and modifications, supplementary aids and services, and related services.