Measurable Post Seondary Outcomes

Postsecondary goals are different than annual IEP goals. Postsecondary goals are statements about what a student will do after high school, and annual IEP goals are the yearly "steps" designed to enable the student to achieve their postsecondary goals. Appropriate measurable postsecondary goals must be:

• Future orientated (Refer to after graduation)

• Measurable (After you read the statement you can answer yes or no to it happening)

• Based on age-appropriate transition assessments)

• Updated annually (The goal may not change, but it must match updates to the transition PLAAFP. Goals should increase in specificity as the student approaches graduation.)

All students must have goals in Post Secondary Education & Training and Employment. An Independent Living goal must be included if a student has adaptive/functional needs (i.e., "routine activities of everyday living") identified within their most recent evaluation and/or if they have IEP goals in the area of adaptive/functional skills. If neither apply, you can write "There are no identified needs in this area at this time" or a similar statement under the Independent Living heading in the IEP.

"Formula" for Writing Appropriate Measurable Postsecondary Goals:

1. After high school… | After graduation… | Upon completion of high school…

2. XXX will... | XXX is going to…

3. What

4. Where and how

Per federal regulations, phrases such as "XXX hopes to," "XXX wants to," or "XXX dreams of" are non-compliant. Postsecondary goals must be phrased as "XXX will."

Post-Secondary Education & Training:

• After high school, George will enroll at Pine Technical and Community College and participate in the Welding Technology program with support from the Disability Service Center.

• Upon graduation from high school, Travis will participate in integrated on-the-job retail training in order to work at a local business.

• After graduation, Bella will successfully complete the Job Corps Center’s culinary arts program to obtain a Culinary Arts Certificate.

Employment:

• After high school, Sally will work part-time as a shop helper in her uncle’s clothing shop.

• After high school, Dana will obtain a part-time position at a restaurant.

• Upon graduation, Charlie will volunteer for 10 hours per week at the local hospital with support from a job coach with county employment services.

Independent Living:

• Following graduation, Raymond will live at home with his parents while he receives vocational training.

• After graduation, Ben will use his augmentative communication device at home and in the community to communicate his wants and needs.

• Upon graduation, Christina will live at a group home receiving total care services.