Using what we learn, the team helps your child identify goals for the future, such as:
- Education or training – What might they want to learn or study?
- Employment – What kind of work might they enjoy?
- Independent living – What skills or supports might they need for daily life?
These are called Measurable Postsecondary Goals because they describe what your child plans to do after high school. Examples may include “After high school, I will learn on the job with a job coach to help me become independent.” or “After I graduate, I will go to college part time to become a vet tech.”
Once a student turns 14, transition is a mandatory part of all Individualized Education Plans. Three areas must be considered in all plans, Education/Training, Employment, and Independent Living. Every student must have postsecondary goals (PSGs) for Education/Training and Employment. Some students may require postsecondary goals for Independent Living as well. All PSGs must use data and reflect the present level of performance as well as information gathered from the transition assessment. Goals are always in the student voice and reflect what the student wants to achieve for life after high school. At times, parents and students may have different visions of what life may look like after high school. It is important to remember that teaching the process of decision making with a support squad to surround your student is the goal at this point. PSGs most likely will change over time and with an increased variety of experiences.
Measurable Postsecondary Goals:My Checklist for the School:
- The "Big Three" Goals: Does my child have a specific goal for School/Training, Jobs, and Independent Living Skills?
- Talk to my child first: Before the school writes these goals, did they actually sit down with my child to ask what they want?
- Use "The Graduate Rule": These goals should describe what my child will be doing after they leave high school, not just what they are doing now.
- Use "Will" power: The goals shouldn't say my child "wants to" or "plans to." They should say my child "will" do it. (Example: "Sam will work part-time in a bakery.")
- Make it clear: The goals should be written in plain English so my child understands exactly what they are working toward.
Questions I can ask the team:
- "Did you and my child look at the latest test results together before writing these goals?"
- "Are these goals 'measurable'? How will we know for sure when my child has reached them?"
- "Can we rewrite this goal so it’s easier for my child to explain it to someone else?"
- "How does this goal connect to the classes they are taking right now?"
Goal: If the goals are blurry, the plan to get there will be blurry, too. I want to see a clear "target" so my child can stay motivated and we can all see the progress.
Prep your Child: My Checklist for the School
- The Pre-Game Chat: Sit down with your child and discuss “Did anyone at school sit down with you recently—just one-on-one—to talk about what you want to do after you graduate?"
- The "Coach" Role: Discuss with your child "Did your teacher talk to you about speaking up at the next IEP meeting? Do you feel like you have a plan for what you want to say about your own goals and dreams? Tell me what that looks like or means to you."
- Connecting the Dots: Try asking: "Do you see how the classes you're taking right now actually help you get to the job or college you want later? Does the connection make sense to you, or does it just feel like random schoolwork?"
- A Full Review: Try asking: "Did your teacher show you the results of those interest tests you took? Did they walk you through the list of activities and classes they’re planning for you so you know exactly what’s going on? Can you explain this to me?”
Questions I can ask:
- "How are you helping my child practice what they want to say during the meeting?"
- "Does my child feel comfortable explaining their goals to the rest of the team?"
- "What tools (like a slideshow, a script, or a checklist) is the school providing to help my child lead their portion of the IEP?"
Goal: I want my child to feel confident and heard. When they lead their own meeting, they take "ownership" of their future. It stops being a "school plan" and starts being their plan.