Developing annual IEP goals to support the postsecondary goals
In addition to the other elements of the child's transition IEP, regular annual IEP goals need to be developed to support the postsecondary goals.
At least one annual IEP goal should be in place to support each identified measurable postsecondary goal area. Annual IEP goals to support postsecondary activities can be written within the general curriculum (a math goal), or outside of the general curriculum, such as transportation skills training. A given IEP goal may support more than one postsecondary goal.
Joe is a child with a learning disability in math computation, and has a measurable postsecondary goal in Education to attend a technical institute to become a carpenter. An example of a measurable annual IEP goal for this child that links with the transition plan could be:
"Given computation problems in fractional numbers with differing denominators, Joe will be able to compute the correct answer in 5 out of 5 trials".
Joe has a disability that impacts his achievement in Math and he will need to learn how to do fractional Math problems as a carpenter. Improving these Math skills will aid him in reaching his postsecondary goal to become a carpenter.
There may be annual IEP goals which address specific transition needs. If a child's measurable postsecondary goal in employment is to get a job after high school, but without a definite career area in mind, the IEP team may determine that one of the activities in the "coordinated set of activities" would be career exploration of 5 specific jobs in the community. A related annual IEP goal may be written to measure what the child will achieve as a result of this activity. An example of a goal that is specific to transition skills could be:
"Joe will observe six different jobs in the community, keep an accurate log of the jobs observed, and record the specific job duties and needed skills for each observation".
By further exploring other possible careers, Joe would hopefully develop interest in the specific type of employment he would like to seek following high school.
Additional examples of transition-linked IEP goals follow. For each example, a measurable postsecondary goal is listed, with two annual goal examples and an explanation of how these IEP goals support the transition component of the IEP. Explanations after the following examples do not need to be included in the IEP. They are meant only to show how the annual goals link to, and support, the measurable postsecondary goals.
Measurable postsecondary goal in employment:
"After graduating from high school, Melody will work part time as a dietary aide at a local nursing home."
Relate IEP Goals
Math Calculation: When presented with her time card from her employment site, Melody will independently compute the hours worked and calculate her gross wages for that time period, with 100% accuracy, 5 out of 5 pay periods.
Math Application: When given 10 entries in her checkbook (debits and credits), using a calculator, Melody will compute the correct balance with 100% accuracy, 5 out of 5 trials.
Explanation - Melody will need to be able to balance her checkbook to avoid any overspending or checkbook problems.
Social Interaction: When introduced to a person that Melody is meeting for the first time she will make eye contact and converse appropriately with the person in 4 out of 5 meetings.
Explanation - Melody sometimes has trouble interacting appropriately with people she does not know, and she will need to develop appropriate social skills for the work environment.
Measurable Postsecondary Goal in Education (or Training):
"In the fall after high school, John will enroll in a four year college to earn a bachelor's degree in Business Administration."
Related IEP Goals
Reading Comprehension: When presented with chapter-long reading assignments in science, social studies, and English courses, John will use SQR3 strategies (survey, question, read, recite, and review) to earn quiz scores of at least 80% in 4 out of 5 trials.
Explanation - Improved reading skills will help John move towards this MPSG.
Written Expression: When presented with a topic for a research report, John will be able to complete an outline of needed material with 80% accuracy, 3 out of 4 trials.
Explanation - While in college, John may be required to complete outlines for speeches or reports that he is assigned.
Behavior or Organization: When entering a classroom, Christopher will have his textbooks, notebook, assignment notebook, and pens 100% of the time in 9 out of 10 trials.
Explanation - Christopher is more likely to be successful in this program if he demonstrates acceptable organizational skills.
Math Calculation: When given 20 problems dealing with addition and subtraction of fractional numbers, Christopher will be able to compute the answers with 80% accuracy, 4 out of 4 trials.
Explanation - Christopher will need to calculate answers of fractional numbers for a career in carpentry.
Reading: When given a name and a phone book, Twyla will independently locate the name and dial correct number with 100% accuracy, 5 out of 5 trials.
Explanation - It is important that Twyla be able to find and correctly place phone calls for pleasure and business.
Math Application: When given 10 entries for a checkbook (debits and credits), Twyla will be able to compute the checkbook balance with 100% accuracy, 5 out of 5 trials.
Explanation - Twyla will need to demonstrate competence in managing her money before she moves into her own apartment.
Measurable Postsecondary Goal in Training:
"Immediately after high school, Christopher will enroll in a Job Corps program to receive training in carpentry."
Related IEP Goals
Measurable Postsecondary Goal in Independent Living:
"After graduating from high school, Twyla will rent an apartment with a friend and live semi-independently."
Related IEP Goals:
More examples of transition goals and planning can be found at the NSTTAC Indicator 13 training site: http://www.nsttac.org/tm_materials/Default.aspx. This is an excellent source of examples and non-examples for transition services and planning.
Summary of Performance
For a child whose eligibility terminates under circumstances described in paragraph (e)(2) of this section, a public agency must provide the child with a summary of the child's academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child's postsecondary goals. (Federal Register, Vol. 71, August 14, 2006, p. 46786, §300.305, e (3))
This requirement is not part of the IEP process but is required for all local education agencies serving children with disabilities under IDEIA (2004). The following link will bring up a short guidance document on the suggested content for the Summary of Performance: Form OP-8.
Last Modified: 11/26/2013 2:10:38 PM