Transition
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- Postsecondary Transition Planning
- Transition Assessment Overview
- Choosing a Transition Assessment
- Measurable Postsecondary Goals
- Aligning Annual IEP Goals with Transition
- Projected Courses of Study
- Student Involvement
- Outside Agency Programs
- Age of Majority
- Graduation/Program Completion
- Professional Development for Staff
- Wichita Public Schools
- Measurable Postsecondary Goals
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What are measurable postsecondary goals and why do we need them on the IEP?
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IDEA requires that IEP teams include specific measurable postsecondary goals in the areas of employment and education/training
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IDEA also requires that IEP teams include specific measurable postsecondary goals in the area of independent living when appropriate for the student’s individual circumstances
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Measurable postsecondary goals are considered long term goals and must be measurable
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Measurable postsecondary goals should become more detailed as the student gets closer to graduation
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Measurable postsecondary goals are driven by student needs and may change year to year
Formula and Resources for Writing Measurable Postsecondary Goals
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All MPGs should use the sentence stem: “After graduation from high school, I will….” - This statement prepopulates in Synergy
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For each measurable postsecondary goal there must be evidence that at least one age-appropriate transition assessment was used to provide information on the student’s needs, strengths, preferences and interests regarding postsecondary goals.
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KSDE guidance and resources on measurable postsecondary goals
Additional Resources:
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KSDE guidance and resources on measurable postsecondary goals
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Next Steps New Hampshire Measurable Postsecondary Goals Toolkit
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Center for Change in Transition Services - Writing Measurable Postsecondary Goals Training Module
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