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. 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 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:
- Countable
- Identifying an outcome, not a process
- Future based, after the student earns and receives their diploma
One post-secondary goal should be written for each adult outcome area.
- Post-Secondary 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?
What is the purpose of post-secondary goals?
Post-secondary goals are needed to provide the structure to help students meet long term goals. 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, 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?
Ultimately, the student chooses their own post-secondary goals with input from IEP team members 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.
To consider:
When creating Post-Secondary Goals, they should be:
- Countable
- Identifying an outcome, not a process
- Future based, after the student earns and receives their diploma or ages out
One post-secondary goal should be written for each adult outcome area.
- Post-Secondary 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?
When developing a post-secondary goal, the addition of the following types of phrases will ensure the goal is future based. These additional 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 the necessary IEP goals…”
Examples of post-secondary goals:
Education/Training
- John will enroll in the general associate degree program at ZYX Community College in September 2012.
- Joan will attend a two-year community college course and gain a qualification in culinary arts.
- Karen will complete a one-year course at a cosmetology school.
- John will apprentice with the local dog groomer and take a course in dog grooming, so that he can have his own clients.
- Emma will complete a training course as a Certified Nursing Assistant.
- Jack will participate in on-the-job training as a painter and decorator.
Employment
- Thomas will become employed as an apprentice carpenter.
- Damien will work for at least one year as a trainee veterinary technician to gain relevant employment experience.
Independent Living
- Matthew will live in an apartment with friends.
- Andrea will shop for groceries independently using a list and semi-independently prepare a meal.
IDEA-
34 CFR Section 320 (b)(1)
(b) Transition services. Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include—
- based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and
92 Nebraska Administrative Code 51 (Rule 51)
007.07A9a Appropriate measurable postsecondary goals based upon age- appropriate transition assessments related to training, education, employment, independent living skills.
Indicator 13
- Is there an appropriate measurable postsecondary goal or goals that addresses
- education, training, employment, and, as needed, independent living?
- Is there evidence that the measurable postsecondary goal(s) were based on age-appropriate transition assessment?
- Are there transition services in the IEP that will reasonably enable the student to meet his or her post-secondary goal(s)?