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Once a secondary transition assessment is completed, secondary transition needs must be addressed in the student's IEP. These needs center around the student's measurable postsecondary goals in the following required areas:
Once a secondary transition assessment is completed, secondary transition needs must be addressed in the student's IEP. These needs center around the student's measurable postsecondary goals in the following required areas:
Postsecondary Education & Training (required for all)
Employment (required for all)
Independent Living (required only for students who have needs in this area)
Measurable postsecondary goals must be written using the following formula:
After high school… | After graduation… | Upon completion of high school…
XXX will... | XXX is going to…
What
Where and how
Measurable postsecondary goals must be reviewed and updated annually.
Definition
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 assessments (TRAX and other 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.)
Documentation
Formula for writing transition goals:
Formula for writing transition goals:
After high school… | After graduation… | Upon completion of high school…
XXX will... | XXX is going to…
What
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."
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.
Examples
Note: measurable postsecondary goals will become more specific and include more details for students who are in 11th or 12th grade as compared to students in middle school.
Postsecondary Education & Training:
Postsecondary Education & Training:
After graduation, Sunnie will enroll full-time in a one-year certification program
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:
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:
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.
Frequently Asked Questions
What can we record for a postsecondary goal in the area of Employment if the student doesn't know what kind of career they plan to pursue?
What can we record for a postsecondary goal in the area of Employment if the student doesn't know what kind of career they plan to pursue?
Federally regulations require that a student's IEP includes measurable postsecondary goals in the areas of Employment. It is the IEP team's responsibility to support the student in identifying a postsecondary goal in employment. IEP teams should use transition assessment results and other informal interest surveys to gather information about a student's interests and help them to identify a general career field of interest.
If a student is just beginning to explore career fields, the goal may be less specific, while still written in absolute terms. For example: "After graduation, Stu will work full-time in a restaurant." IEP teams should use transition assessment results and other informal interest surveys to gather information about a student's interests and help them to identify a general career field of interest.
If the student has difficulty identifying a specific job, the case manager should describe this in the transition PLAAFP and should also consider adding career exploration as a transition service.
What if my student's postsecondary goal is unrealistic?
What if my student's postsecondary goal is unrealistic?
Coaching a student to set a realistic postsecondary goal is an important aspect of secondary transition services. When a student expresses interest in a career path that is not realistic, the IEP team should work with the student and the family to set a goal that is in alignment with their abilities.
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