Share post-school goals at the transition meeting
When to use this goal
For students whose IEP includes a transition plan, especially when adults have been writing the postsecondary goals for them. Present levels and transition assessment results, not grade, decide fit. The student's goals may differ from the family's; both are heard.
- Baseline
- Ask the student what they plan to do after high school in each area and what they are doing now to get there. Score with the rubric and compare with transition assessment results and the family's input.
- Tips
- Score each row 0 (none), 1 (general wish), 2 (specific goal), or 3 (specific goal plus a current step). Use interest inventories, job shadowing, and visits before the meeting so the goals rest on real experience.
- Limits
- Goals change, and changing them is healthy; the rubric scores how clearly the student states and plans for them, not whether they stay the same. The team still writes the measurable postsecondary goals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sa-035.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during their IEP meeting when the transition plan is reviewed, the student will state their goals for life after high school in education or training, work, and independent living where it applies, with one step they are taking toward each independently, earning a score of at least 7 out of 9 on a 3-row post-school goals rubric scored 0 to 3 per row, on 2 consecutive planning sessions and at the IEP meeting, as measured by a defined scoring rubric collected monthly.
Baseline: 3 out of 9 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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 Self-Advocacy.
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
- Social-Emotional & Communication - Self-Advocacy
- Baseline
- 3 out of 9 rubric points.
- Annual goal501 characters
- By the annual IEP review date, during their IEP meeting when the transition plan is reviewed, the student will state their goals for life after high school in education or training, work, and independent living where it applies, with one step they are taking toward each independently, earning a score of at least 7 out of 9 on a 3-row post-school goals rubric scored 0 to 3 per row, on 2 consecutive planning sessions and at the IEP meeting, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- During their IEP meeting when the transition plan is reviewed
- Behavior
- The student will state their goals for life after high school in education or training, work, and independent living where it applies, with one step they are taking toward each independently
- Criteria
- Earning a score of at least 7 out of 9 on a 3-row post-school goals rubric scored 0 to 3 per row, on 2 consecutive planning sessions and at the IEP meeting
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 7 out of 9 on a 3-row post-school goals rubric scored 0 to 3 per row
- Mastery rule:
- on 2 consecutive planning sessions and at the IEP meeting
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during their IEP meeting when the transition plan is reviewed, the student will state their goals for life after high school in education or training, work, and independent living where it applies, with one step they are taking toward each independently, earning a score of at least 7 out of 9 on a 3-row post-school goals rubric scored 0 to 3 per row, on 2 consecutive planning sessions and at the IEP meeting, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | Education or training goal stated with a current step | Employment goal stated with a current step | Independent living goal stated with a current step, or stated as not needed | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row post-school goals rubric scored 0 to 3 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.