Quality Secondary
Transition IEPs
Excerpt: Assessments and Post Secondary Goals Training, National Secondary Transition Technical Assistance Center (NSTTAC )
1
NOTES:_______________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
__________________________________________________
Excerpt: Assessments and Post Secondary Goals Training, National Secondary Transition Technical Assistance Center (NSTTAC )
2
 Results of
ageappropriate
transition
assessments
 Student’s
preferences,
needs, &
interests
Present Levels of Academic
Achievement and Functional
Performance
Know the student!
For students who turn 16 when the most recent IEP is in effect or
who are older than 16, the IEP contains Present Levels of Academic
Achievement and Functional Performance including the student’s
preferences, needs, interests, and the results of age-appropriate
transition assessments. §300.320
Excerpt: Oregon Standard IEP
Present Levels of Academic Achievement and Functional Performance
The Present Levels of Academic Achievement and Functional Performance must include specific
information addressing:
 The strengths of the student;
 The concerns of the parents for enhancing the education of their child;
 The present level of academic performance, including the student’s most recent performance on
State or district-wide assessments;
 The present level of developmental and functional performance (including the results of the
initial or most recent evaluation);
 How the student’s disability affects involvement and progress in the general education
curriculum; and,
 The student’s preferences, needs, interests, and the results of age-appropriate transition
assessments.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Age-appropriate Transition Assessments …ongoing process of collecting data on the
individual’s needs, preferences, and interests as they relate to the demands of current and future
working, educational, living, and personal and social environments. Assessment data serve as the
common thread in the transition process and form the basis for defining goals and services to be
included in the Individualized Education Program (IEP)
Types of transition assessments include:
 Behavioral Assessment Information;
 Aptitude Tests;
 Interest And Work Values Inventories;
 Intelligence Tests and Achievement Tests;
 Personality Or Preference Tests;
 Career Maturity Or Readiness Tests;
 Self-Determination Assessments;
 Work-Related Temperament Scales; and,
 Transition Planning Inventories.
Formal Transition Assessment Methods
Formal assessments are standardized instruments that have been tested and have data to show
that reliability and validity measures support their use. Generally, these instruments also have
independent reviews in texts.
Excerpt: Assessments and Post Secondary Goals Training, National Secondary Transition Technical Assistance Center (NSTTAC )
3
Adaptive Behavior Assessment information
Adaptive behavior assessment helps determine the type and amount of special assistance that
people with disabilities may need. Each test relies on a respondent such as a parent, teacher, or
care-provider to provide information about an individual being assessed. With some tests
respondents are interviewed; with other tests respondents fill out a response booklet directly.
General and Specific Aptitude Tests
An aptitude test is a measure of a specific skill or ability. There are two types of aptitude tests:
multi-aptitude test batteries and single tests measuring specific aptitudes. Multi-aptitude test
batteries contain measures of a wide range of aptitudes and combinations of aptitudes and
provide valuable information that can be used in career decision making. Single aptitude tests
are used when a specific aptitude needs to be measured, such as manual dexterity, clerical
ability, artistic ability, or musical ability.
Interest and Work Values Inventories
Interest inventories gather data concerning individuals’ likes and dislikes for a variety of
activities, objects, and types of persons commonly encountered. The work value inventories
provide the opportunity for individuals to compare their interest with those of individuals in
specific occupational groups or selected peer groups
Intelligence Tests
Intelligence tests involve a single test or test battery to assess a person's cognitive
performance.
Achievement Tests
Achievement tests measure learning of general or specific academic skills. Achievement tests
provide results that can be linked to most occupational requirements while helping to identify
potential areas needing remediation (such as vocabulary). They are usually either general
survey batteries covering several subject areas or single-subject tests. They can be criterionreferenced, norm-referenced, or both. Achievement tests are usually identified by grade level. It
is important to establish the specific purpose for giving an achievement test to decide what type
to use.
Personality or Preference Tests
Personality inventories measure individual differences in social traits, motivational drives and
needs, attitudes, and adjustment. Personality measures offer a means of evaluating support for,
or opposition to a career under consideration. The score alone should not be viewed as a
predictor of success or failure but rather should be compared with other data, including abilities
and interests.
Career Maturity or Employability Tests
Career maturity inventories are designed to measure developmental stages or tasks on a
continuum. The degree of an individual’s career maturity is determined by the individual’s
location on the developmental continuum.
Self-Determination Assessments
Self-determination assessments provide information as to one’s readiness to make decisions
related to their postsecondary ambitions. Such assessments provide data to help a student
identify their relative strengths and limitations related to self-determination and factors that may
be promoting or inhibiting this outcome.
Work-Related Temperament Scales
These tools assess work-related temperament and can help develop individual transition
components of the IEP for students with disabilities.
Excerpt: Assessments and Post Secondary Goals Training, National Secondary Transition Technical Assistance Center (NSTTAC )
4
Transition Planning Inventories
Transition planning inventories involve a process which identifies transition strengths and
needs. These areas encompass various aspects of adult living, including employment,
postsecondary schooling and training, independent living, interpersonal relationships, and
community living.
Informal Transition Assessment Methods
Informal assessments generally lack formal reliability and validity measures. These assessments
require more subjectivity to complete and should be given more than once and by more than one
person to strengthen their validity.
Interviews and questionnaires
Interviews and questionnaires can be conducted with a variety of individuals for the purpose of
gathering information to be used to determine a student’s needs, preferences, and interests relative
to anticipated post-secondary goals. In other words, what is currently known about a student, and
her family, that can be used to help develop post-secondary goals and to plan a course-of-study
that will help the student reach her goals?
Direct observation
Direct observation student performance should be conducted within the natural or school
employment, educational, or community setting. Direct observation data typically includes task
analytic data of steps in completing a task, work behaviors (e.g., on-task, following directions,
getting along with co-workers), and affective information (e.g., is student happy, excited, frustrated,
or bored).
Environmental or Situational Analysis
Environmental analysis, sometimes referred to as ecological assessment involves carefully
examining environments where activities normally occur. A critical part of a job analysis should be
to identify types of accommodations that could be provided to help a student perform the necessary
functions of a particular job (e.g., job restructuring, modifying equipment, acquiring an adaptive
device, re-organizing the work space, hiring a personal assistant). Perhaps the best source for on
the job accommodations is the Job Accommodation Network (www.jan.org)
Curriculum-based assessments (CBA)
CBAs are typically designed by educators to gather information about a student’s performance in a
specific curriculum and to develop instructional plans for a specific student. To gather these data an
educator might use task analyses, work sample analyses, portfolio assessments, and/or criterionreferenced tests.
Why conduct transition assessments?
Transition assessments may be undertaken for several reasons. These reasons include:
 Develop IEP goals and objectives for the transition component of the IEP,
 Make instructional programming decisions, and
 Include information in the present level of performance related to a student’s interests,
preferences, and needs.
 Learn about individual students, especially their strengths outside of academics and their
career ambitions (Kortering, Sitlington, & Braziel, 2004).
The results of transition assessments should be used in making recommendations for instructional
strategies, accommodations in instruction, and environments to meet the student’s strengths and
needs. The results also should help students make a connection between their individual academic
program and their post-school ambitions.
Excerpt: Assessments and Post Secondary Goals Training, National Secondary Transition Technical Assistance Center (NSTTAC )
5
How do I select instruments and methods?
First, become familiar with the different types of transition assessments and their
characteristics. Again, it is recommended that you use multiple evaluations and do them on an
ongoing basis.
Second, select assessment instruments and methods that assist in answering the following
questions with the student:
 Who am I?
 What do I want in life, now and in the future?
 What are some of life’s demands that I can meet now?
 What are the main barriers to getting what I want from school and my community?
 What are my options in the school and community for preparing me for what I want,
now and in the future?
Third, select instruments and methods that are appropriate for your students. Key
considerations include the nature of their disability, their post-school ambitions, and community
opportunities. For example, students with more involved disabilities would be best served by a
person centered planning approach. The nature of their disability may preclude the relevancy of
most standardized assessments, notable exceptions include interest inventories that do not
require reading (e.g., Beck’s Reading Free Interest Inventory, Wide Range Interest and Opinion
Test – Revised) and other instruments that require minimal reading levels (Career Decision
Making System, Self-Directed Search Form E). Similarly, some students may need special
accommodations during the assessment.
How do I conduct an age appropriate transition assessment?
Transition assessments will vary depending on the actual instrument(s) and procedures being
used and various student characteristics. The following guidelines may be followed when
selecting methods to be used in the process.
1.
Assessment methods must incorporate assistive technology or accommodations that will
allow an individual to demonstrate his or her abilities and potential.
2.
Assessment methods must occur in environments that resemble actual vocational
training, employment, independent living, or community environments.
3.
Assessment methods must produce outcomes that contribute to ongoing development,
planning, and implementation of “next steps” in the individual’s transition process.
4.
Assessment methods must be varied and include a sequence of activities that sample an
individual’s behavior and skills over time.
5.
Assessment data must be verified by more than one method and by more than one
person.
6.
Assessment data must be synthesized and interpreted to individuals with disabilities, their
families, and transition team members.
7.
Assessment data and the results of the assessment process must be documented in a
format that can be used to facilitate transition planning.
Finally, selected methods should be appropriate for the learning characteristics of the individual,
including cultural and linguistic differences.
Where can I get more information?
The 2009 Transition Resource Materials contained descriptions of many types of formal and
informal assessments http://www.ode.state.or.us/search/page/?=3085.
Excerpt: Assessments and Post Secondary Goals Training, National Secondary Transition Technical Assistance Center (NSTTAC )
6
Preferences, Interests, Needs, and Strengths (PINS)
The IEP Team must actively involve the student in developing his/her IEP. By identifying the
preferences, interests, needs, and strengths, the IEP Team will understand what the student
wants to do when he/she has completed school (e.g., further education, employment, military,
etc.), how they want to live (e.g., independent living, apartment, group home, etc.), and how
they want to take part in the community (e.g., transportation, recreation, etc.) after high school.
Why do we want students to be an active part of IEP planning?
Engage youth (and families) in transition planning
•
Help students set attainable employment and postsecondary school/training
goals
•
Use age appropriate transition assessments
Prepare youth (and families) for their future
•
Teach self-determination & self advocacy skills
•
Provide opportunities for students to practice these skills
•
Self-Directed IEPs
Keep youth in school
•
Build relationships with youth
•
Set high expectations and provide support
•
Make content meaningful and relevant
Results when teachers prepare students to lead their IEP meetings
•
Students were involved and did contribute to meetings.
•
Students knew about their disability rights and their accommodations.
•
Students gained increased self-confidence and were able to advocate for
themselves.
•
Parental participation increased.
General educators described students who lead IEP meetings as:
•
Interacting more positively with adults.
•
Having greater knowledge of their legal rights.
•
Assuming more responsibility for themselves and having more support.
Excerpt: Assessments and Post Secondary Goals Training, National Secondary Transition Technical Assistance Center (NSTTAC )
7
NOTES:______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Excerpt: Assessments and Post Secondary Goals Training, National Secondary Transition Technical Assistance Center (NSTTAC )
8
 Based upon
age-appropriate
transition
assessments
Appropriate Measurable
Postsecondary Goals
 Related to
training,
education,
employment
•
and, where
appropriate,
independent
living skills
Describe what
student wants
to do!
For students who turn 16 when the most recent IEP is in effect or who
are older than 16, the IEP includes appropriate measurable
postsecondary goals based upon age-appropriate transition
assessments related to training/education, employment and, where
appropriate, independent living skills. §300.320
Excerpt: Oregon Standard IEP
Transition:
Appropriate, measurable post-secondary goals based upon age-appropriate transition
assessments related to training, education, employment, and, where appropriate,
independent living skills:
Rules for Writing Appropriate Measurable Postsecondary Goals
 Focus must be:
o postsecondary education/postsecondary training;
o postsecondary employment; and
o where appropriate, independent living skills.
 Activity occurs AFTER graduation, and it is clearly stated
that the goal will occur after graduation.
 Goals are measurable and can be observed and/or
counted.
 The expectation, or behavior, is explicit.
 Goals are based on age appropriate transition assessment
(assessment results included in Present Levels)
 Identifies an outcome, not a process
Excerpt: Assessments and Post Secondary Goals Training, National Secondary Transition Technical Assistance Center (NSTTAC )
9
National Secondary Transition
Technical Assistance Center
Content derived from Post Secondary Goals Training
Materials, National Secondary Transition Technical
Assistance Center. Formatting by Oregon Department of
Education.
Postsecondary Goals: Education/Training
These are examples of measurable postsecondary goals in the domain of education/training.
Example 1: Upon completion of high school, John will enroll in courses at Ocean County
Community College.
a. This goal is compliant for the following reasons:
1. Participation in postsecondary education is the focus of this goal.
2. Enrollment at a community college can be observed, as in John enrolls in courses or he
does not.
3. The expectation, or behavior, is explicit, since John enrolls at the community college or
he does not.
4. Enrollment at a community college occurs after graduation, and it is stated that this goal
will occur after graduation.
NOTE: Note that there would likely be less specificity in the postsecondary goals articulated by
younger students, than those in their last years of high school. John’s goal could be made more
specific by including a phrase such as “will enroll in the general Associates Degree program
at….”
Nonexample: Upon graduation, John will continue to learn about life skills and reading.
b. This goal is not compliant for the following reasons:
 Participation in learning is the focus of this goal, but no specific place or program is
specified.
 The expectation for learning, or behavior, is not explicitly stated
Example 2: Allison will obtain a four-year degree from a liberal arts college with major in Child
Development.
.
a. This goal is compliant for the following reasons:
 Participation in postsecondary education is the focus of this goal.
 Obtaining a degree at a college can be observed, as Allison gets a degree or does not.
 Obtaining a college degree occurs after graduation from high school.
NOTE: It is not necessary to specify the student’s major for the goal to be measurable, however, increased
specificity in postsecondary goal statements (when the student articulates this information) can improve
the relevance of services provided during high school.
Nonexample: The fall after graduation from high school, Allison plans to enroll in a four-year
university in the Southeast.
b. This goal is not compliant for the following reasons:
 “Plans” does not indicate something that must occur after high school and can be
ongoing after exit: “will enroll” would make this a measurable postsecondary goal.
Excerpt: Assessments and Post Secondary Goals Training, National Secondary Transition Technical Assistance Center (NSTTAC )
10
Example 3: Upon graduation from high school, Jamarreo will successfully complete welding courses at
Central Piedmont Community College to attain the Entry Level Welding Certificate.
a.
This goal is compliant for the following reasons:
 Participation in training is the focus of this goal.
 Successful completion of a welding certificate can be observed, as in Jamarreo meets the
requirements of the coursework or he does not.
 The expectation, or behavior, is explicit, as in Jamarreo attains the certificate or he does not.
 It is stated in this goal that the training will occur after graduation.
Nonexample: Jamarreo will learn about welding.
b. This goal is not compliant for the following reasons:
 Learning about welding is not measurable as stated. This goal is not measurable, as no
criterion or timeframe is identified.
 The expectation for learning, or behavior, is not explicitly stated.
 It is not stated that the goal will occur after graduation.
Example 4: The fall after high school, Jodi will enroll in courses (non-degree) at Gaston Community
College.
a. This goal is compliant for the following reasons:
 Enrolling in courses in a postsecondary education environment is the focus of the goal.
 Enrolling in courses (or not) can be observed.
 The goal will occur after Jodi leaves high school.
Nonexample: After leaving high school, Jodi wants to take some classes
b. This goal is not compliant for the following reasons:

“Wants” does not indicate an explicit behavior by the student that will occur after high school
that can be observed as occurring or not occurring.
Example 5: After high school, Alex will take a business math class at Kings College (a technical school).
a. This goal is compliant for the following reasons:
 Enrolling in a course in a postsecondary education environment is the focus of the goal.
 This goal corresponds with Alex’s other postsecondary goal of continuing employment (that is
highly math skill focused) with a local business.
 This goal reflects Alex’s strengths in the area of math.
Nonexample: Alex thinks he’ll major in math in college
b. This goal is not compliant for the following reasons
 The goal is written as a process, rather than an outcome that can be demonstrated.
Example 6: After graduation from high school, Lissette will complete the non-degree program at
Montgomery County College.
a. This goal is compliant for the following reasons:
 Completing a postsecondary education program is the focus of the goal statement.
 This goal is consistent with Lissette’s other employment and independent living postsecondary
goals and could support her attainment of her other goals.
 The goal is stated as occurring after Lissette is no longer receiving services in high school.
Nonexample: Lissette wants to go to college
b. This goal is not compliant for the following reasons

“Wants” is not measurable.
Excerpt: Assessments and Post Secondary Goals Training, National Secondary Transition Technical Assistance Center (NSTTAC )
11

There is no component of the goal statement that indicates the goal will occur after
Lissette’s secondary school experience.
: Example 7: After high school, Jeremy will improve his social, self-advocacy, and self-care skills
by attending instruction at a center-based adult program.
a. This goal is compliant for the following reasons:
 Attending a center-based program focused on training is the focus of this goal
statement.
 Improving the skills noted is an explicit outcome for Jeremy.
 Improving skills and attending the program are observable goals.
Nonexample: After high school, Jeremy will need to continue to work on his self-care skills
b. This goal is not compliant for the following reasons
 The statement provided is not written as a goal for Jeremy, but as a need that will need
to be addressed after high school.
Example 8: After graduation, Paulo will participate in training to improve his work skills in his job at
a grocery store.
a. This goal is compliant for the following reasons:
 On-the-job training in a postsecondary environment is the focus of this goal statement.
 Participation in the training is measurable and is stated as an explicit outcome for Paulo.
 The training will occur after graduation from high school.
 The goal identifies an outcome, not a process.
Nonexample: After graduation, Paulo will get a job at a grocery store
b. This goal is not compliant for the following reasons
 Obtaining employment is not a postsecondary education/training goal.
 Immediately after graduation, Kevin will participate in habilitative and functional skill
Example 9:
training through CAP services and will attend courses designed to provide specialized academic,
functional, and occupational preparation for individuals with disabilities 2 times per week at the
community college.
a. This goal is compliant for the following reasons:
 Participation in training is the focus of the goal.
 Participating is an observable behavior.
 Activity occurs after graduation.
 Expectation is explicit.
Nonexample: After leaving high school, Kevin plans to attend courses the local community
college.
b. This goal is not compliant for the following reasons
 “Plans” does not indicate an explicit behavior by the student that will occur after high
school that can be observed as occurring or not occurring.
 This goal does not state the purpose of attending a community college. Stated in
observable terms, this may be a reasonable goal for Kevin if specialized academic,
functional, and occupational curricula (e.g., compensatory education) are available at
the community college.
Excerpt: Assessments and Post Secondary Goals Training, National Secondary Transition Technical Assistance Center (NSTTAC )
12
Postsecondary Goals: Employment
These are examples of measurable postsecondary goal in the domain of employment.
Example 1: John will work in an on-campus part-time job while in college.
a. This goal is compliant for the following reasons:
 Obtaining employment is the focus of the statement.
 Working part-time is an explicit outcome that can be observed.
 The phrase “while in college” indicates that the goal will occur after John has graduated from
high school.
Nonexample: John will attend a job fair on the college campus.
b. This goal is not compliant for the following reasons
 While “attending a job fair” is measurable, this statement suggests an activity toward a
postsecondary goal.
 This activity could occur while John is still in high school.
Example 2: After college, Allison will have a career in the field of early childhood education.
a. This goal is compliant for the following reasons:
 The focus of the goal statement is Allison’s postsecondary employment.
 While this is a long-term goal statement, it does indicate an outcome (having a career in a
particular field) that can be observed as occurring or not.
 The outcome must occur after high school.
Nonexample: Allison hopes to work with young children someday.
b. This goal is not compliant for the following reasons
 “Hopes” is not a measurable outcome.
 “Work with young children” does not necessarily indicate an employment goal.
Example 3: In the future Jamarreo will be a self-employed welder.
a. This goal is compliant for the following reasons:
 The action will occur after high school.
 The result of this goal is observable (i.e., Jamarreo will or will not be a self-employed welder).
Nonexample: Jamarreo wants to work as a welder.
b. This goal is not compliant for the following reasons
 “Want” is not an outcome.
 This goal statement is not measurable.
Example 4: Immediately after graduation, Rolanda will receive job development services from
vocational rehabilitation or a community rehabilitation program and will participate in technologically
supported self-employment or volunteer work within 1 year of graduation.
a. This goal is compliant for the following reasons:
 It is stated that the goal will occur after graduation from high school.
 The goal is stated measurably: “receive services” and “participate” can be observed as
occurring or not, within 1 year of graduation.
Excerpt: Assessments and Post Secondary Goals Training, National Secondary Transition Technical Assistance Center (NSTTAC )
13
Nonexample: Upon completion of high school, Rolanda will apply for services through
vocational rehabilitation to support her participation in a vocational center program.
b. This goal is not compliant for the following reasons
 This goal is an activity that should be achieved while Rolanda is still in school and does
not reflect a postsecondary goal for her employment.
Example 5: The summer after leaving high school, Jodi will obtain a part-time position in a
community retail environment.
a. This goal is compliant for the following reasons:
 Participation in employment is the focus of this goal.
 Attaining a part-time position in a retail environment can be observed, as in Jodi is
hired or she is not.
 The expectation, or behavior, is explicit, as in Jodi either attains the identified position
or does not. It is stated in this goal that community employment will be sought after
graduation.
Nonexample: Upon graduation from high school, Jodi hopes to improve her vocational skills
through work experiences.
b. This goal is not compliant for the following reasons
 “Hopes” is not an observable behavior.
 The expectation for learning, or behavior, is not explicitly stated.
Example 6: After finishing high school Alex will increase his work hours in the business
department of a local office supply store, contacting XYZ Adult Agency for employment support
services.
a. This goal is compliant for the following reasons:
 Participation in employment is the focus of this goal.
 Increasing work hours is measurable.
 The expectation, or behavior, is explicit, as in Alex continues employment, or does not
and Alex accesses adult agency services monthly (or does not).
 It is stated in this goal that increased employment and use of adult services will occur
after Alex leaves high school.
Nonexample: Alex will work with vocational rehabilitative services to ensure community
employment.
b. This goal is not compliant for the following reasons:
 Working with VR is not measurable as stated.
 The expectation for learning, or behavior, is not explicitly stated.
 “Ensure community employment” suggests a process, not an outcome.
 It is not clear that the activities will continue to occur, or will occur after high school.
Example 7: After graduation, through the assistance of VR and the staff of the non-degree
program, Lissette will obtain part-time employment on campus at MCC that does not
interfere with the schedule for her program there.
a. This goal is compliant for the following reasons:
 Obtaining part-time employment is observable.
 The action will occur after graduation.
Nonexample: Lissette will get a job.
b. This goal is not compliant for the following reasons:
 While “getting a job” is measurable it is unclear that this needs to occur after graduation
from high school
.
Excerpt: Assessments and Post Secondary Goals Training, National Secondary Transition Technical Assistance Center (NSTTAC )
14
It is possible to include the postsecondary areas of education/training, employment, and, if
applicable, independent living in one postsecondary goal statement. The following
examples illustrate goals that meet the criteria for measurable postsecondary goals in more
than one domain.
This is an example of a measurable post-secondary goal in the domains of education and employment.
Example 1: After graduating from high school, Jason will enroll in a four-year college to obtain his
undergraduate degree in history and education, to become a high school social studies teacher.
a. This goal is compliant for the following reasons:
 Enrolling in a four-year college is observable.
 Obtaining an undergraduate degree in history and education is measurable.
 Becoming a high school social studies teacher is also observable.
 The expectation, or behavior, is explicit, as in Jason performs the required activities or he
does not, after graduating from high school.
 These goals logically must occur after high school (and it is stated that the goal will occur
after graduation).
Nonexample: Jason will meet the criteria for passing Spanish II, so that he can apply to college
where he wants to major in education
b. This goal is not compliant for the following reasons:

It occurs before Jason will have left high school.
This is an example of a measurable post-secondary goal in the domains of education/training, employment,
and independent living.
Example 2: The summer after leaving high school, Stephanie will independently ride the bus each
work day to her job with Marriot Food Services, where she will participate in classes each year, as
offered by her employer, to advance industrial kitchen skills.
a. This goal is compliant for the following reasons:
 Development of an independent living skill, specifically transportation independence, and
participation in on-the job training (employment implied), are the focuses of this goal.
 Independently riding the bus is observable, as in Stephanie demonstrates the skill or she
does not.
 Reporting to her job with Marriot Food Services is also a skill that can be observed.
 Participating in employer-offered job skill training will occur in conjunction with Stephanie’s
employment with Marriot Foods (as she does not need additional job training after high
school) and participating in these courses is also observable.
 It is stated that the goal will occur after Stephanie exits high school.
Nonexample: Stephanie wants to get a job in food services and will develop skills to access the
county’s public transportation system
b. This goal is not compliant for the following reasons:
 The goal is not measurable as stated.
 Part of the goal as stated (i.e., developing transportation skills) would likely occur while the
student was in school.
Excerpt: Assessments and Post Secondary Goals Training, National Secondary Transition Technical Assistance Center (NSTTAC )
15
Postsecondary Goals: Independent Living
These are examples of measurable postsecondary goal in the domain of independent living.
Example 1: Upon completion of high school, Lissette will learn to utilize public
transportation, including the public bus and uptown trolley.
a. This goal is compliant for the following reasons:
 Participation in independent living skill development, specifically community
participation, is the focus of this goal.
 Use of the bus can be measured, as in Lissette performs the necessary activities or
does not perform the activities.
 The expectation, or behavior, is explicit, as in Lissette performs the required activities
or she does not.
 It is stated in this goal that the instruction will occur after graduation.
Nonexample: Lissette will learn to use the bus system.
b. This goal is not compliant for the following reasons:
 The expectation for learning, or behavior, is not explicitly stated.
 It is not stated that the goal will occur after high school.
Example 2: Upon completion of high school, Jeremy will independently prepare for work
each day, including dressing, making his bed, making his lunch, and accessing
transportation.
a. This goal is compliant for the following reasons:
 Participation in independent living skill development, specifically residential skills, is
the focus of this goal.
 Independently preparing for work each day is observable, as in Jeremy performs the
necessary activities or does not successfully perform the activities necessary.
 The expectation, or behavior, is explicit.
 It is stated in this goal that the goal will occur after graduation.
Example 3: Upon completion of high school, Paulo will play soccer in a recreational
soccer league at the YMCA.
a. This goal is compliant for the following reasons:
 Participation in independent living skill development, specifically community
recreational activities, is the focus of this goal.
 Joining a team is observable, as in Paulo joins the team or he does not, as in Paulo
either performs the required activities or he does not.
 The expectation, or behavior, is explicit, as in Paulo performs the required activities
or he does not.
 It is stated that the goal will occur after graduation.
Example 4: After graduation Rolanda will live at home and participate to the maximum
extent possible in her daily routines (e.g. feeding, dressing, bathing, activating small
appliances/ media devices, choice making, etc.) and environment through the use of
technology.
Example 5: After graduation Rolanda will participate in community-integrated
recreational /leisure activities related to music, movies, and art at movie theaters,
concerts at the local community college, art and craft museums downtown, and the
entertainment store at the mall.
Example 6: After graduation Rolanda will effectively utilize an augmentative
communication device at home and in the community that allows familiar and nonfamiliar individuals to communicate with her regarding needs, wants, and desires.
Excerpt: Assessments and Post Secondary Goals Training, National Secondary Transition Technical Assistance Center (NSTTAC )
16
a. These goals are compliant for the following reasons:
 Each goal is focused on Rolanda’s independent living (residential, self-care, community
participation, communication skills).
 Each goal is stated in a manner that can be observed (i.e., “will live”, “participate”,
“effectively utilize”).
 There are criteria for performing the postsecondary goals that make them explicit and
observable.
 The goals are stated as outcomes for Rolanda after high school, not activities or
processes toward outcomes.
Nonexample: Rolanda should continue to use her facial expressions as a reliable mode to
communicate her preferences as well as practice increasing her communication skills via eye gaze at
concrete objects.
b. This goal is not compliant for the following reasons:
 While “using facial expressions” is measurable, it is not a postsecondary outcome,
because Rolanda has already developed this skill.
 “Practice increasing” is an activity toward an outcome of effective communication skills.
Example 7: After graduation, Kevin will continue to live with his parents and will participate in
his daily care routines to the maximum extent possible.
Example 8: Immediately following graduation, Kevin will participate in 1- 2 age-appropriate
community and individual community-based activities per week related to horticulture,
socialization with young adults, animals, and music.
Example 9: After graduation Kevin will effectively utilize an augmentative communication
device at home and in the community that allows familiar and non-familiar individuals to
communicate with him regarding needs, wants, and desires.
a. These goals are compliant for the following reasons:
 Each goal is focused on Kevin’s independent living (residential, self-care, community
participation, communication skills).
 Each goal is stated in a manner that can be observed (i.e., “will live”, “participate”,
“effectively utilize”).
 There are criteria for performing the postsecondary goals that make them explicit and
observable.
 The goals are stated as outcomes for Kevin after high school, not activities or processes
toward outcomes.
Nonexample: Kevin enjoys watching DVD’s, looking at books, listening to his IPod, watching his
younger sister play video games, sitting with family for meals, and making music on his electronic
keyboard.
b. This goal is not compliant for the following reasons:
 While this information includes a consideration for Kevin’s preferences and interests, he
has already developed this skill.
 No timeframe or date is stated for this goal. It is stated as an activity that is currently
happening rather than a goal for the future.
 “Enjoys” is neither observable nor measurable.
 This is a statement of Kevin’s preferences, not what he will do after exiting secondary
education.
Excerpt: Assessments and Post Secondary Goals Training, National Secondary Transition Technical Assistance Center (NSTTAC )
17
Postsecondary Goals: Education/Training,
Employment, Independent Living
It is possible to include the postsecondary areas of education/training,
employment, and, if applicable, independent living in one postsecondary goal
statement. These are examples of measurable postsecondary goals in more than
one domain.
This is an example of a measurable post-secondary goal in the domains of education and employment.
Example 1: After graduating from high school, Jason will enroll in a four-year college to obtain his
undergraduate degree in history and education, to become a high school social studies teacher.
a. This goal is compliant for the following reasons:
 Enrolling in a four-year college is observable.
 Obtaining an undergraduate degree in history and education is measurable.
 Becoming a high school social studies teacher is also observable.
 The expectation, or behavior, is explicit, as in Jason performs the required activities or he
does not, after graduating from high school.
 These goals logically must occur after high school (and it is stated that the goal will occur
after graduation).
Nonexample: Jason will meet the criteria for passing Spanish II, so that he can apply to college
where he wants to major in education
b. This goal is not compliant for the following reasons

It occurs before Jason will have left high school.
This is an example of a measurable post-secondary goal in the domains of education/training,
employment, and independent living.
Example 2: The summer after leaving high school, Stephanie will independently ride the bus each
work day to her job with Marriot Food Services, where she will participate in classes each year, as
offered by her employer, to advance industrial kitchen skills.
a. This goal is compliant for the following reasons:
 Development of an independent living skill, specifically transportation independence, and
participation in on-the job training (employment implied), are the focuses of this goal.
 Independently riding the bus is observable, as in Stephanie demonstrates the skill or she
does not.
 Reporting to her job with Marriot Food Services is also a skill that can be observed.
 Participating in employer-offered job skill training will occur in conjunction with Stephanie’s
employment with Marriot Foods (as she does not need additional job training after high
school) and participating in these courses is also observable.
 It is stated that the goal will occur after Stephanie exits high school.
Nonexample: Stephanie wants to get a job in food services and will develop skills to access
the county’s public transportation system
b. This goal is not compliant for the following reasons
 The goal is not measurable as stated.
 Part of the goal as stated (i.e., developing transportation skills) would likely occur while
the student was in school.
Excerpt: Assessments and Post Secondary Goals Training, National Secondary Transition Technical Assistance Center (NSTTAC )
18
Academic and
functional goals
Statement of how
the annual goals will
be measured.
Courses of study
Statement of
Measurable
Annual Goals
Transition
Services
Support the
goal for the
future!
Services needed to
assist the student in
reaching the post
secondary goals.
Excerpt: Oregon Standard IEP
Excerpt: Oregon Standard IEP
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).
Excerpt: Assessments and Post Secondary Goals Training, National Secondary Transition Technical Assistance Center (NSTTAC )
19
Examples of Annual Transition Goals:
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.
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
Excerpt: Assessments and Post Secondary Goals Training, National Secondary Transition Technical Assistance Center (NSTTAC )
20

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.
Examples of Transition Services
•
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
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.
Excerpt: Assessments and Post Secondary Goals Training, National Secondary Transition Technical Assistance Center (NSTTAC )
21
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.
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
Excerpt: Assessments and Post Secondary Goals Training, National Secondary Transition Technical Assistance Center (NSTTAC )
22