• Each postsecondary goal in the IEP must be supported by one or more annual goal that delineates what skills or tasks the student needs to develop or complete in the IEP year to promote successful movement from school to post-school environments. 

     

    KSDE Guidance: 

    Measurable postsecondary goals are different from measurable annual goals in that they measure an outcome that occurs after a student leaves high school where a measurable annual goal measures annual progress of the student while in school. It is important to note that each postsecondary goal, must be supported by one or more annual goal and each annual goal may support more than one postsecondary goal. When developing postsecondary goals, the team should understand what annual goals support the postsecondary goal 

    • The annual IEP goals should move the student toward meeting their measurable postsecondary goals

    • It is not always necessary to have a separate transition annual goal if other annual goals support the postsecondary goals

     

    Success Criteria:

    • The IEP team understands which annual IEP goals support the student's postsecondary goals and how

    • The IEP includes a measurable annual IEP goal that is related to the student's transition services needs in the area of postsecondary education/training

      • An annual IEP goal can support multiple postsecondary goals

    • The IEP includes a measurable annual IEP goal that is related to the student's transition services needs in the area of employment

      • An annual IEP goal can support multiple postsecondary goals

    • For students whom independent living goals are appropriate, the IEP includes a measurable annual IEP goal that is related to the student's transition services needs in the area of independent living

      • An annual IEP goal can support multiple postsecondary goals

     

    Additional Resources: