• Each post-secondary 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 post-secondary 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 the annual progress of the student while in school. It is important to note that each post-secondary goal must be supported by one or more annual goal and each annual goal may support more than one post-secondary goal. When developing post-secondary goals, the team should understand what annual goals support the post-secondary goal. 

    • The annual IEP goals should move the student toward meeting their measurable post-secondary goals.

    • It is not always necessary to have a separate transition annual goal if other annual goals support the post-secondary goals.

     

    Success Criteria:

    • The IEP team understands which annual IEP goals support the student's post-secondary 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 post-secondary education/training

      • An annual IEP goal can support multiple post-secondary 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 post-secondary goals.

    • For students whose 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 post-secondary goals.

     

    Additional Resources: