A draft IEP lands in your inbox. Under "postsecondary goals," it says: "Student will explore career options." You cannot tell whether that means a plan, a class, a visit, or a job. You also cannot tell how anyone would know if it happened.
Measurable postsecondary goals are the destination on the road map. The rest of the transition section, the services, the courses, the annual goals, is meant to lead to them. This guide shows how goals look in each area, with weaker versions next to stronger ones. It is general information, not legal advice, and states add rules and forms.
What the rule asks for
Section 300.320(b) requires the IEP to include appropriate measurable postsecondary goals based on age-appropriate transition assessments, related to training, education, employment, and, where appropriate, independent living skills. The goals have to be updated every year.
The Center for Parent Information and Resources, which draws on materials from the National Technical Assistance Center on Transition, describes what makes a goal acceptable. It should be measurable, meaning it can be counted. It should describe an outcome that happens after high school, not an activity or a process along the way. And it should be based on age-appropriate transition assessments. See transition goals: what makes them measurable for the test in detail.
A pattern to follow
Most strong postsecondary goals follow a simple sentence: "After graduation, [the student] will [do something countable] [where or with what]." The verb is a real action, such as enroll, work, complete, live, or manage. The goal is something an adult could confirm happened.
Education or training
| Weak | Strong |
|---|---|
| "Maya will think about college." | "After graduation, Maya will enroll in a two-year community college program in early childhood education." |
| "Devon plans to apply to a training program." | "After graduation, Devon will complete a one-year welding certificate program at a technical school." |
| "Sam wants more school." | "After graduation, Sam will take at least one course a term at an adult education center." |
| "Ana will be referred to a program." | "After graduation, Ana will participate in a supported postsecondary program on a college campus." |
The weak versions are plans, wishes, or referrals. The CPIR page makes the same distinction: a statement about applying or planning describes a process and may not clearly happen after graduation, while a statement about enrolling describes the outcome.
Employment
| Weak | Strong |
|---|---|
| "Luis will explore jobs." | "After graduation, Luis will work part time at a hardware store." |
| "Tia would like a job with animals." | "After graduation, Tia will work at least 15 hours a week at an animal shelter." |
| "Omar will be referred to vocational rehabilitation." | "After graduation, Omar will work in a kitchen in a competitive job with supports from a job coach." |
| "Nina will work someday." | "After graduation, Nina will work in a supported job at least 10 hours a week." |
Notice that a referral is an activity. A referral may be an excellent step, and it can belong among the transition services that help reach the goal, but the goal itself is the job. The CPIR page uses a nearly identical contrast, saying a goal that describes a referral for help with job placement is an activity, while a goal that describes working a set number of hours at a named type of employer describes an outcome.
Independent living
The federal rule includes independent living skills "where appropriate," so this area depends on the student and the team's judgment. Many students have goals here, and some do not need one.
| Weak | Strong |
|---|---|
| "Jordan wants to be independent." | "After graduation, Jordan will live in a shared apartment with a roommate and support from a community provider." |
| "Priya will learn to cook." | "After graduation, Priya will prepare her own evening meals at least four days a week." |
| "Eli likes the bus." | "After graduation, Eli will travel to work independently by bus." |
| "Kim wants to manage her health." | "After graduation, Kim will schedule and attend her own medical appointments." |
The CPIR page offers a parallel contrast: a goal to maintain equipment by attending yearly checkups is an observable outcome, while a statement that someone wants to hang out with friends is a wish, not a countable result.
One student, three goals
An invented example shows how the areas fit together for one student.
Each goal can be counted. Each follows from something the team learned about Marcus. Each points to services: a culinary elective, a work experience in a kitchen, and travel training.
Linking goals to services
The goals are the destination, and the transition services are the route. The CPIR page says services should be linked to each postsecondary goal and that services that do not support a student's goals do not meet the intent. For Marcus, an elective in culinary arts supports his education goal. A class that has nothing to do with any of his goals would be harder to explain. See course of study for transition.
Questions to bring
Goal-writing mix-ups
- Writing the plan instead of the outcome. Referral, application, and exploration are steps.
- Using hedges. "Hopes to," "wants to," and "would like to" are interests, not goals.
- Copying one goal across students. The goals should come from each student's assessments.
- Skipping a required area. Check what your state treats as required.
- Ignoring the student's own words. The rule starts from strengths, preferences, and interests.
For the overall picture, see what is an IEP transition plan. Terms are in the glossary.