Support for
Post
Secondary
Goals
The Post Secondary Goals are the corner stone of the
secondary transition plan. These goals are developed based on
the student’s preferences, interests, needs and strengths. Age
appropriate transition assessment also assist the Individual
Education Program (IEP) team to make decisions regarding the
post secondary goals for education/training, employment and
independent living. Annual goals, transition services, course of
study and other agency participation must be developed to assist
the student in making progress toward the post secondary goals.
Measurable Annual Goals
Measurable Annual Goals, including academic and functional goals are statements, written in
measurable terms that describe what the student can reasonably accomplish in a 12-month
period. There should be a direct relationship between the goal statements and the student’s
present levels of educational performance. The goals should also be designed to assist the
student in progressing toward the student’s postsecondary goals.
For each postsecondary goal an annual goal(s) should be included in the IEP that will help
the student make progress towards the stated postsecondary goal(s).
Annual Transition Goals Examples:
Example: Given Ocean County Community College information, John will demonstrate
knowledge of the college’s admission requirements by verbally describing these
requirements and identifying admission deadlines with 90% accuracy.
• Goal provides a countable (measurable) IEP goal that directly reflects how he is going to
meet his post-secondary goal of enrolling into the community college.
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Example: Given a bus schedule adapted with pictures, Stephanie will select the correct time
and stop for five scenarios of activities presented to her with 80% accuracy.
•
Goal provides an IEP goal that may reflect a post-secondary goal that deals with
employment and independent living. For example, Stephanie may be learning to take the
bus to various locations that may be related to her employment choices and independent
living choices as stated in her post-secondary goals.
Transition Services
Transition services are part of a long-range plan that coordinates the last years of high
school and the years immediately following high school. They are an overall description of
the services that are needed for the student to achieve the post-school outcomes desired,
including all goals and objectives, activities, and other strategies determined by the IEP team
as necessary to address the student’s transition to post-school life. The IEP Team should
document the student’s transition services so that the linkage between the student’s
educational needs and the transition services the student will be provided is clear.
"Transition services" means a coordinated set of activities for a student with a disability that:
(a) Is designed to be within a results-oriented process that is focused on improving the
academic and functional achievement of the student to facilitate the student's movement
from school to post school activities, including: postsecondary education, vocational
education, integrated employment (including supported employment), continuing and adult
education, adult services, independent living, or community participation;
(b) Is based on the individual student's needs, taking into account the student's preferences
and interests; and
(c) Includes:
 Instruction;
 Related services;
 Community experiences;
 The development of employment and other post school adult living objectives; and
 If appropriate, acquisition of daily living skills and functional vocational evaluation.
(d) May be special education, if provided as specially designed instruction, or related services, if
required to assist a student with a disability to benefit from special education.
Transition Services Examples:
•
•
•
•
•
•
Instructional support of guided notes for lessons
Audio-taped texts for English 12
Instruction related to social skills in a work setting
Assistive technology services to increase use of voice output device
Physical therapy to improve independent ambulation
Job shadowing in a food services environment
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Course of Study
Definition--A multi-year description of coursework to achieve the student’s desired
postsecondary goals, from the student’s current to anticipated exit year.

It is not a listing of courses the student has already taken; it is a list or a description of the
type of courses the student WILL take from the date of that IEP to their anticipated exit year.

The National Secondary Transition Technical Assistance Center states, “Simply stating “the
student will take all of the courses necessary for a regular high school diploma” is not
sufficient. Or that “the student will meet the district’s course requirements for graduation” is
also not sufficient.”

At a minimum, the course of study should identify the courses that the student will take,
whether special education or general education, that relate directly to helping the student
meet his/her specific postsecondary goals.
Course of Study Example
 First we need to know the measureable PSGs in order to develop the Course of Study:
Postsecondary education/training: Two years after graduation from high school, Maria will
successfully complete physician assistant courses at Smith Community College.
Employment: After college, Maria will work as a physician’s assistant.
Narrative Format:
Maria is in the 10th grade. She has a learning disability in reading and written language. Maria
will graduate with the credits and requirements to earn a regular diploma. Maria will take all
the courses required to earn an Oregon Diploma and take the State Assessments with
accommodations. She will take science courses that relate to her postsecondary goal, general
science and life science. She will apply and enroll in the Health Occupations course in her
high school in grade 11, the beginning course (2 hr) and continue in grade 12 in the advanced
Health Occupations course (3hr) which includes a 2 hr after school internship at Smith
Community Hospital.
Maria will apply to Smith Community College during her senior year in high school. She will
apply to the 2-yr nursing program or physician’s assistant program. She will contact the
Disability Support Services at the community college before leaving high school.
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Listing Format:
The course of study does not necessarily need to include a listing of every class the student
will take, although it can take this format.
GRADE 11
GRADE 12
Semester 1
Semester 2
Semester 1
Semester 2
English
English
English
English
US History
US History
Senior History
Senior Project
Life Science
Life Science
Learning Support
Learning Support
Health
Occupations I
Health
Occupations I
Health Occupations
II
Adv Health
Occupations II
Learning Support
Learning Support
Health Occupations
IIa
Adv Health
Occupations IIb
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