Writing measurable postsecondary goals

By Joan Lovegren-O’Brien, M.S.Ed.

How much do you know about recent changes to the secondary transition process? The Virginia Department of Education now recommends a six-step secondary transition process (See Figure 1, Page 9) that addresses several changes that appear in the Individuals with Disabilities Education Improvement Act of 2004. As many transition specialists recognize, the first step of the process includes selecting, administering and discussing the results of age-appropriate transition assessments (Wittig, 2008). These results are then used to inform two crucial steps in the process: writing measurable postsecondary goals and determining the steps needed to meet those goals.

Writing measurable postsecondary goals

Measurable postsecondary goals determine what a student will do after he leaves high school. At a minimum, IDEA 2004 requires that three areas be considered: employment, education/training and independent living.

It is important to identify the difference between education and training. The National Secondary Transition Technical Assistance Center Indicator 13 Checklist differentiates the two in this way:

Education: two-year community or technical college programs, four-year college or university programs and compensatory or continuing education.
Training: programs leading to a high school completion document or certificate (such as Adult Basic Education or GED), short-term employment training (such as Job Corps or the Workforce Investment Act) and vocational technical school programs continuing for less than two years.

To write postsecondary goals that are measurable, it is imperative that one understands what the law means by “measurable.” NSTTAC’s Indicator 13 Checklist (2006) indicates that a postsecondary goal is measurable if it is stated in a way that can be categorized as occurring or not occurring. Statements that denote what a student will do rather than what he plans or hopes to do are measurable. These goals should reflect the student’s strengths, preferences and interests determined by transition assessments. Although clarifying a goal may be difficult, with the assistance of formal and informal assessments, the process provides direction to the student.

Below are examples of measurable postsecondary goals in each of the three goal areas identified in IDEA 2004.

Employment

Billy will be employed full time as a mechanic after high school.
After high school, I will be employed by the local car company in the mechanics department.

Education/training

After high school, John will complete course work at a training school for mechanics.
I will attend a two-year community college program in mechanics when I finish high school.

Independent living (include goals if appropriate)

In December 2008, Jane will take her medications according to the prescription, with no assistance.
After high school, I will effectively use my communication device to communicate my needs.

Determining steps to meet postsecondary goals

Once postsecondary goals are written, the steps necessary to achieve them must be determined. The student and family work with the rest of the individual education program (IEP) team to decide what educational experiences or “courses of study” will help prepare the student for a successful transition from secondary education to postsecondary life (ERIC Clearinghouse on Handicapped and Gifted Children, 1989).

In high school, most IEP meetings will include discussion of the courses of study. “Will his current classes prepare him for his postsecondary goals?” is a common question for the team to consider. Another is, “What extracurricular experiences might serve as important supports in reaching his postsecondary goals?” The role of outside agencies also is discussed when examining resources available to help students achieve their goals.

Paradigm shifts can be difficult. IDEA 2004 states that the process of IEP development is results-oriented; this is especially true for students preparing for life after high school. When the team focuses on a student’s postsecondary goals prior to working through the transition process, his IEP’s “present level of academic achievement and functional performance” is more meaningful to both student and family. IEPs that are focused on achieving postsecondary goals are also more useful to the educators and outside agencies who are involved in creating a well-balanced learning environment.

In summary, it is important to review the steps in the transition process:

Gather data, including the results of appropriate transition assessments and student input reflecting interests, preferences, strengths and needs.
Write measurable postsecondary goals.
Develop the present level of academic achievement and functional performance.
Write measurable annual goals.
Design courses of study that will assist the student in meeting the goals.
Reach the student’s post-school outcomes.

As advisers to students, our responsibility is to coach them to participate, to the best of their ability, in planning their futures. The six-step secondary transition process includes sequential steps for writing and addressing postsecondary goals. It is up to the team to assist the student in meeting his goals through a well-written IEP and well thought out educational program.

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