Post-Secondary Goals

What are measurable post-secondary goals?

Measurable post-secondary goals capture a student’s vision of adult life and the desired outcomes one year after graduation or exiting services. These are developed by using data from transition assessments that identify a student’s strengths, needs, interests, and preferences (SPIN). These areas are used to guide the student in selecting and communicating post-secondary goals in the areas of employment, education/training, and independent living (when appropriate). Post-secondary goals MUST be reviewed and updated annually to reflect changes in interests, preferences, strengths, and educational and life experiences as the student matures.

When developing Post-Secondary Goals, they should be: Observable Measurable Identify an outcome, not a process Future based, after the student earns and receives their diploma or ages out/exits services.

One post-secondary goal should be written for adult outcome areas of Education/Training and Employment. The team will discuss and use data to determine if an Independent Living Goal is appropriate . Education and Training - Where and how the student is going to continue to work and/or develop skills or study after graduation? Employment - Where is the student going to work or engage in productive activities after graduation? Independent Living (if appropriate): Where is the student going to live and how is he/she going to access adult services, participate in the community and have fun after graduation?

Why develop post-secondary goals?

Post-secondary goals are needed to provide the structure to help students meet long term goals. In Nebraska, these goals start at age 14 and guide educational planning until the student earns and receives their diploma and/or exits special education. Post-secondary goals are intended to help provide a clear picture of where the student wants to be as a young adult. They are supported by connected annual goals that provide the path needed to get there, including the key players and their responsibilities, as well as necessary services and experiences.

Who is responsible for developing post-secondary goals?

The student chooses their own post-secondary goals with input from IEP team members (parents, teachers, peers and supportive individuals) and information and data gathered from transition assessments, interviews, and observations. It is the responsibility of the LEA to ensure the transition plan includes post-secondary goals that provide educational benefit 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.

Structure of a Post-Secondary Goal:

When developing a post-secondary goal, the addition of the following types of phrases will ensure the goal is future based. The general structure of a post secondary goal is:

[Timeframe - After High School] + [Student’s Name] + [Observable - Will/Is Going To] + [Measurable - Action/Behavior] + [Where / How / Specific Details].

Some helpful guidelines in understanding postsecondary goals:

Timeframe: This indicates that the goal is built for AFTER the student is completely finished with school services, either through receiving a diploma or exiting/aging out of services.

These phrases are not required, but assist in developing clear post-secondary goals.

“After graduation…”
“After the student receives a diploma…”
“After earning a diploma…”
“After the student graduates…”
“After the student meets their IEP goals…”

Observable: The word “will” or the phrase “is going to” indicate that the student is going to be visibly engaged in a specific activity. A good rule of thumb is to check and see if the “will” or “is going to” statement can be easily observed by a stranger.

Phrases that may be found in postsecondary goals include

“...will be employed…”
“...will live in an…”
“...is going to be taking classes…”
“...is going to be learning in and around…”

Measurable with details: Measurable indicates through a yes or no, if an action can be seen. Unlike other school goals that have a percentage or numeric level, postsecondary goals are simply, yes I can see the student performing the action, or no, I cannot see the student performing the action.

Phrases that may be found in postsecondary goals include

“...will be employed part time or full time in an entry level position in the automotive repair industry.”
“...will live in an apartment with adult support to manage budget, medications, transportation and day services.”
“...is going to take classes from a non-credit community college program to help them learn basic culinary skills.”
“...is going to be learning in and around the home to make choices about food preferences and clothing choices using their AAC device and adult support.”

Examples of Postsecondary Goals:

Education/Training

After graduation, John will enroll in the general associate degree program at ZYX Community College to study automotive maintenance.
After they graduate, Joan will attend a two-year community college course in culinary arts.
After earning a diploma, Karen will complete a one-year course at a cosmetology school.
After graduation, John will apprentice with the local dog groomer and take a course in dog grooming, so that he can have his own clients.
After the student receives a diploma, Emma will complete a training course as a Certified Nursing Assistant.
After the student graduates, Jack will participate in on-the-job training as a painter and decorator.
After graduation, Micha will learn in and around the home using her AAC device and full adult support to express wants and needs.

Employment

After graduation, Thomas will be employed as an apprentice carpenter.
After the student receives a diploma, Damien will work for at least one year as a trainee veterinary technician to gain relevant employment experience.
After the student earns a diploma, Esau will volunteer part time with an adult service provider to help him complete the tasks of stocking shelves at the food pantry.
After graduation, Kaylee will work part time in an entry level position as she attends college.
After receiving their diploma, Max will work full time as a video game designer from his home.

Independent Living

After graduation, Matthew will live in an apartment with friends.
After graduation, Andrea will shop for groceries independently using a list and semi-independently prepare a meal.
After receiving their diploma, Arial will live with her parents, and with adult support, maintain her living space utilizing a task list and reinforcement system.
After the student meets their IEP goals, Alex will live with a shared living provider to provide medication, budget and hygiene support as well as transportation to their job.

Postsecondary Goals with Connected Annual Goals and Transition Services

Postsecondary goals should measure what the child/adult is going to accomplish after high school (via high school diploma or exiting services). This can include employment, college, on-the-job training, independent living skills, etc.

Connected Annual Goals indicate what the child/adult is going to accomplish before they graduate high school. These are academic, communication, physical or occupational therapy skills that are related to identified areas of disability. They are always accomplished during school services in conjunction with typical school programming. Connected annual goals are also designed to support the development towards postsecondary goals. Annual goals are your “typical IEP goals” that address the educational need for specially designed instruction. We generally think of these as math, reading, articulation, behavioral, social or executive functioning goals.
At least one annual goal needs to be connected to each postsecondary goal; this does not mean that you write an annual goal for transition only, but rather it is a thoughtful development of a goal that is connected to the PSGs. Consider the annual goals as rungs in a ladder that support the eventual achievement of the PSGs at the top of the ladder. A statement that indicates HOW the annual goal supports the progress towards the Postsecondary goal can be added to help understand the connection.

For example, a student sets a postsecondary goal of becoming a registered nurse, there are reading skills needed to do this successfully. If this student is identified with a learning disability in reading comprehension, the school may write a goal that states:

“Given instruction, strategies and practice with structured reading passages, Alex will increase reading comprehension of 5th grade passages at 50% accuracy to 7th grade passages at a 50% accuracy as measured by weekly reading probes by 9/9/2029.”

This supports Alex’s postsecondary goal of becoming an RN by focusing on reading comprehension with the long term goal of completing college courses to become a registered nurse. This connected annual goal includes all the elements of a smart goal but it adds the additional element of HOW it connects to the postsecondary goal.