Measurable Post-secondary Goals

Long-term goals for living, working and learning as an adult

      • Education/Training

      • Employment

      • Independent Living Skills (when appropriate)

Speaker Notes:

Slide 6: Measurable Post-secondary Goals

Planning for the transition of a student for school to post-school is an important responsibility of the CSE and must be included in the IEP development process beginning with the first IEP to be in effect when the student is age 15 (and at a younger age, if determined appropriate) and updated each year. Transition Services means a coordinated set of activities for a student with a disability, designed within a results-oriented process that is focused on improving the academic and functional achievement of the student with a disability to facilitate his or her movement from school to post-school activities.

The first step in transition planning, based on information from age-appropriate transition assessments, is the requirement that the IEP identify the student's measurable post-secondary goals. In addition, the IEP must include a statement of the transition service needs of the student that focus on his or her courses of study, taking into account the student’s strengths, preferences and interests, as they relate to transition from school to post-school activities.

The projected post-secondary goals establish a direction for the school, student and his or her family and any participating agencies to work towards in recommending transition activities documented later in the IEP. Post-secondary goals are not goals for the student to achieve during high school but, rather, are the student’s long-term goals for living, working and learning as an adult after high school.

The IEP must document these long-term goals in the areas of:

  • education and training which could include career and technical education and training, continuing and adult education or college,

  • employment, which could include integrated competitive employment, and

  • community living, which could include adult services, independent living or community participation.

Post-secondary goals may be written using the student’s own words, in answer to such questions as:

  • What do you want to do when you finish high school?

  • If you go to college, what do you want to study?

  • What kind of work do you want to do?

The student’s IEP should include annual goals, transition services and coordinated activities that will incrementally prepare the student to achieve the measurable post-secondary goals.