State own postsecondary goals with next steps
When to use this goal
Fits high school students whose transition plan lists postsecondary goals that they cannot say in their own words, or who say a goal with no idea of the steps. Base the choice on age-appropriate transition assessment; the response mode can be spoken, typed, or pictured.
- Baseline
- Ask in several ways over 2 or 3 sessions and record whether the student names a goal in each area and a step toward it. Vague answers (get a job) count only if a type of job or setting is named; write the standard on the sheet.
- Tips
- Goals should come from the student's interests and transition assessment, not the adult's plan. Federal rules require measurable postsecondary goals based on age-appropriate transition assessments in the IEP in effect when the student turns 16, or earlier if the team decides (34 CFR §300.320(b)). Practice in different settings so the answer is not tied to one adult.
- Limits
- Stating goals is not the same as pursuing them; the annual goals and services do that work. Goals change as students mature, which is expected and not a failure.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-tr-008.
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Goal
By the annual IEP review date, when asked by a teacher, counselor, or family member about plans after high school, the student will state a postsecondary goal for employment and for education or training, with one next step for each independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice monthly during planned conversations.
Baseline: 1 of 5 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Transition-Related Skills.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Transition & Postsecondary Skills - Transition-Related Skills
- Baseline
- 1 of 5 opportunities.
- Annual goal428 characters
- By the annual IEP review date, when asked by a teacher, counselor, or family member about plans after high school, the student will state a postsecondary goal for employment and for education or training, with one next step for each independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice monthly during planned conversations.
- Timeframe
- By the annual IEP review date
- Condition
- When asked by a teacher, counselor, or family member about plans after high school
- Behavior
- The student will state a postsecondary goal for employment and for education or training, with one next step for each independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice monthly during planned conversations
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection sessions
- Collection schedule:
- twice monthly during planned conversations
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when asked by a teacher, counselor, or family member about plans after high school, the student will state a postsecondary goal for employment and for education or training, with one next step for each independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice monthly during planned conversations.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.