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IEP Transition Goals – Bank

Are you tired of reinventing the wheel every time you sit down to write transition IEP goals for the young adults on your caseload? No worries, We got you covered with these IEP transition goals bank! Bookmark this article so that you have easy access to transition planning ideas and postsecondary goals. This is a wealth of information for any IEP team member who is writing annual goals for high school students that focus on preparing for life after graduation!

What are Transition Goals for Students with Disabilities?

Transition goals are an important aspect of an Individualized Education Plan (IEP) for students with disabilities. They help bridge the gap between the academic world and the real world. These goals are a critical part of the transition process to ensure students are set up for success after they leave the educational system.

Transition goals focus on preparing students for life beyond the classroom. They cover areas such as employment, further education, independent living skills, and community involvement. These goals are individualized to each student and take into account their unique needs, strengths, and areas of interest. By having clear and specific goals in place, students with disabilities can feel confident and empowered as they enter adult life.

Why Write Transition Goals for Older Students?

Writing transition goals for older students with disabilities is an important step in preparing them for their future. As students approach adulthood, it becomes crucial to help them develop the skills and knowledge they need to live as independently as possible. Transition goals help to focus the student’s education on the skills they will need in the real world, such as finding and maintaining employment, managing finances, and navigating community resources.

By writing these goals and tracking progress, educators and families can ensure that students with disabilities receive the support they need to successfully transition into adulthood. This can include connecting to specific transition services or developing the life skills a student needs. Plus, having meaningful and purposeful transition goals in place can give students with disabilities a sense of direction and purpose, and help them see the possibilities for their future.

At What Age Do You Start Writing Transition Goals?

It’s never too early to start thinking about transition goals for students with disabilities. Ideally, transition planning should begin by the time students reach 14 years of age, as required by the Individuals with Disabilities Education Act (IDEA). However, the exact age at which transition goals should be written will vary depending on each student’s individual needs and abilities. For the most part, students in middle school and high school should be participating in transition planning and have transition as part of their IEP.

For some students, focusing on vocational skills, secondary education, and independent living starts as early as elementary school. The key is to start the transition planning process early enough so students have the time and support they need to achieve their goals. It’s also best to use age-appropriate transition assessments to guide transition planning. Involving the student, their family, and educators in the process can ensure the goals are meaningful, relevant, and achievable. Remember, the purpose of transition planning is to help students with disabilities have success after they leave the K-12 school system. Do that with purpose.

What are the Components of a Good Goal?

Writing good goals is a critical part of the transition planning process for students with disabilities. When you read the goals on the transition page, they should feel like they capture the student as opposed to just being there for being there’s sake. A good goal is meaningful to the student, purposeful to help a student attain more independence, and individualized for them. It’s a roadmap to their success!

When writing a transition goal, it should be a SMART goal. When we write post-secondary goals this way, then the goal statement has the key parts to make them effective.

A good goal should be:

• Specific : Be clear and concise about what you want to achieve.
• Measurable : Include ways to track progress and determine when the goal has been achieved.
• Attainable : Make sure the goal is realistic and achievable given the student’s abilities and resources.
• Relevant : The goal should align with the student’s interests, needs, and future plans.
• Time-bound : Set a deadline for achieving the goal to help keep things on track.

In addition, you want to ensure your goal has the four essential elements of an IEP goal . When a goal has these essential components plus that your goals are SMART, you can be confident that it’s on point. A well-written goal can make all the difference in helping students with disabilities reach their potential.

Setting Up Your Own IEP Transition Goals Bank

Creating your own IEP Transition Goals Bank is a great way to streamline your transition planning process and keep all your resources in one place. To set up your own bank, start by gathering ideas for transition goals. You can look at sample IEPs, use resources provided by the school, or do some research online (like by accessing YouTube videos). The next step is to organize your goals into categories. The main categories will be employment, independent living, post-secondary education, and then miscellaneous. These are goals that focus on areas of interests specific to the student or 

Keep your IEP goal bank updated by adding new goals as you come across them. You’ll also want to make a note of any supporting objectives that help make a goal attainable. This objectives bank can be helpful to you as you work through the IEP process.

Keep your IEP Transition Goals Bank in a physical binder, a digital file, or a combination of both to make accessing them easy. The important thing is that you have all the information you need in one easy-to-access place, so you can focus on helping your student achieve their goals. Happy goal-setting!

Read More on Goal Writing

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• How to Write an IEP Goal

Ideas on Transition Goals for Independent Living

When it comes to independent living, there are many different transition goals that students with disabilities can work towards. Some sample goals for independent living might include:

• Becoming more self-sufficient with daily living skills, such as meal preparation, personal grooming, and laundry.
• Developing a budget and managing money, including using a checkbook, paying bills, and managing finances.
• Gaining experience with public transportation, such as learning to use the bus or train, or getting a driver’s license.
• Improving communication skills, such as learning to effectively use technology, like texting or email, to stay in touch with friends and family.
• Increasing community involvement, such as volunteering, joining a club, or participating in social events.

These are just a few examples of the many transition goals that can help students with disabilities become more independent and self-sufficient. Remember, the most important thing is to find goals that are meaningful and relevant to each individual student, so they can achieve their full potential.

Ideas on Transition Goals for Education or Training

When it comes to education, there are many different transition goals that students with disabilities can work towards. Some sample goals for education might include:

• Improving academic skills, such as reading comprehension, writing, or mathematics.
• Preparing for post-secondary education, such as attending college fairs, researching schools, or taking college entrance exams.
• Developing study skills, such as time management, organization, and test-taking strategies.
• Building self-advocacy skills, such as communicating with teachers or requesting accommodations.
• Participating in extracurricular activities, such as clubs, sports, or community service projects.

These are just a few examples of the many transition goals that can help students with disabilities excel in their education. Remember, the most important thing is to find goals that are meaningful and relevant to each individual student, so they can achieve their full potential in the classroom and beyond.

Ideas on Transition Goals for Employment

When it comes to employment or training, there are many different transition goals that students with disabilities can work towards. Some sample goals for employment or training might include:

• Gaining work experience, such as volunteering, participating in an internship, or working part-time.
• Improving job skills, such as learning new software programs or honing customer service skills.
• Networking and building professional relationships, such as attending job fairs or networking events.
• Researching and exploring career options, such as job shadowing or attending informational interviews.
• Obtaining certification or credentials in a particular field, such as obtaining a certification in a trade or earning a degree in a specific field.

These are just a few examples of the many transition goals that can help students with disabilities prepare for employment or training. Remember to personalize the goals to meet the student’s needs and their desired outcomes.

Sample Transition Goals for Supporting Skills

There are a lot of soft skills that support employment, like communication, social, and self-determination skills. These things support success in any work setting as well as independent living skills. Consider these skills to target for an IEP goal that supports transition.

Communication IEP Goal Ideas

When it comes to communication skills, there are many different transition goals that students with disabilities can work towards. Some sample goals for communication skills might include:

• Improving speaking skills, such as speaking clearly, using appropriate volume, and expressing ideas effectively.
• Improving listening skills, such as paying attention, understanding instructions, and asking questions when needed.
• Developing written communication skills, such as writing emails, composing a resume, or drafting a cover letter.
• Improving nonverbal communication, such as making eye contact, using appropriate body language, and understanding social cues.
• Using assistive technology , such as speech-to-text software or a communication device, to enhance communication skills.

These are just a few examples of the many transition goals that can help students with disabilities build their communication skills. Remember, the most important thing is to find goals that are meaningful and relevant to each individual student, so they can effectively communicate their needs and ideas in various settings.

Social Skills IEP Goal Ideas

When it comes to social skills, there are many different transition goals that students with disabilities can work towards. Some sample goals for social skills might include:

• Improving communication skills, such as learning to initiate conversations, ask questions, or express opinions.
• Building friendships and relationships, such as participating in group activities, joining a club, or volunteering.
• Learning social etiquette, such as table manners, appropriate dress, and polite conversation.
• Developing self-esteem and confidence, such as speaking up for oneself, or trying new experiences.
• Becoming more involved in the community, such as attending events, volunteering, or participating in social activities.

These are just a few examples of the many transition goals that can help students with disabilities build their social skills. Remember, the most important thing is to find goals that are meaningful and relevant to each individual student, so they can build positive relationships and become more confident in social situations.

Self-Determination

Self-determination goals focus on helping individuals with disabilities develop skills and confidence to make choices and take control of their lives. Some ideas for self-determination goals include developing decision-making skills, learning to advocate for oneself, developing self-awareness and self-advocacy skills, and building self-confidence. These goals can be achieved through various means, such as engaging in self-reflection exercises, practicing problem-solving skills, participating in leadership or advocacy training programs, and learning to set and achieve personal goals.

• Setting personal goals and working towards achieving them
• Identifying strengths and weaknesses, and developing strategies to improve in areas of weakness
• Developing self-awareness and self-reflection skills
• Learning to make informed decisions and choices based on personal preferences and values
• Advocating for oneself, including communicating needs and preferences to others
• Learning to cope with challenges and setbacks, and developing resilience and perseverance
• Developing independent living skills, such as managing finances, cooking, cleaning, and personal care
• Exploring career options and developing a plan for achieving career goals
• Participating in community activities and volunteer work
• Developing positive relationships with others and managing social interactions effectively

By working towards these goals, individuals with disabilities can increase their independence, improve their quality of life, and feel empowered to make meaningful contributions to their communities.

RECAP: IEP Transition Goals in Special Ed

Transition goals are a key component of an Individualized Education Plan (IEP) for students with disabilities. They serve as a bridge between the academic world and the real world, preparing students for success after they leave the educational system. These goals are personalized and cover a range of areas, including employment, further education, independent living skills, and community involvement.

By setting clear and specific goals, students with disabilities can gain confidence and feel empowered as they transition into adulthood. It is crucial to individualize these goals to meet each student’s unique needs, strengths, and areas of interest.

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Postsecondary

Student will enroll in academic classes that will prepare him/her for the educational challenges of postsecondary education with _____% independence across _____different classes, as measured by ___________________

Student will meet with guidance counselor to discuss academic requirements of pursuing a college degree on _____ different occasions throughout the school year, as measured by ___________________

Student will demonstrate skill in developing a resume that will be used in the college or job application process with _______% independence, on _____ consecutive opportunities, as measured by ___________________

Student will participate in at least ____ extracurricular activity in order to develop nonacademic aspects of learning

 Student will describe their disability in terms of learning by providing a minimum of ____ individual strengths and _____individual weaknesses, as measured by ___________________

 Student will attend a minimum of _____ postsecondary options fairs, events, and group sessions provided by the school across ____ different topics, as measured by ___________________

 Student will participate in the traditional standardized tests necessary for acceptance to postsecondary institutions (PSAT’s, SAT’s, etc.) with _____ independence, across _____ consecutive opportunities, as measured by ___________________

 Student will complete the paperwork necessary to take the standardized tests with _______ % independence and no more then _____ accommodations, as measured by ___________________

 Student will schedule a visit with the Disability Services Coordinator for at least ______ colleges/universities to determine the levels of services available, as measured by ___________________

 Student will describe a minimum of _______accommodations/modifications available to them in postsecondary settings, as measured by ___________________

 Student will explain the difference between protection under special education law (IDEA) and Section 504 of the Rehabilitation Act and the Americans with Disabilities Act by providing ________ details about each, in _____ consecutive opportunities, across ___ settings and ___ people, as measured by ___________________

Student will ensure that all evaluation data required by postsecondary institutions has been conducted and is within three years of graduation with _______% independence, as measured by ___________________

Student will develop needed postsecondary education strategies by demonstrating ________ of the following skills across 3 people and 3 settings, as measured by ___________________: time management, test preparation, study partner/study group, note-taking techniques, identifying special study locations, utilizing stress reduction techniques/test anxiety reduction activities

Student will determine what testing/evaluation data is required by a postsecondary institution in order to receive needed accommodations with ______% independence, for a minimum of _______ institutions, as measured by________________________

Student will research and identify____ of the following resources within and outside the college, as measured by________________________:  Vocational Rehabilitation Service, private tutoring, personal care assistance services, etc.

Student will submit a resume/postsecondary list of at least _______ options to their guidance counselor by ______, as measured by________________________

Student will write a personal essay in the fall of Grade 12 with _______% independence, as measured by________________________

Student will complete financial aid paperwork with _____% independence for _____different postsecondary locations, as measured by________________________

Remember Me

Developing post-secondary goals to guide the transition plan

When developing an iep, defining and creating plans to achieve post-secondary goals is critical to the transition process.

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Every student and team needs to know what they are striving for, not just what is expected while in high school.

Post-secondary goals identify what the student hopes to achieve after leaving secondary school and identify the student’s long-term goals for living, working and learning as an adult. Individualized Education Plans (IEPs) in every state must include measurable post-secondary goals. In Massachusetts, post-secondary goals are currently documented in the student’s vision statement. This aligns with the expectation that as students reach what the federal Individuals with Disabilities Education Act (IDEA) and individual states define as “transition-aged,” the vision statement begins to focus more intently on the outcomes that are expected for the student after graduation.

Understanding post-secondary goals

Post-secondary goals are appropriate, measurable, annually updated, and based upon age-appropriate transition assessment and must include these three areas:

Post-secondary education / training

Independent living, how do post-secondary goals differ from annual goals.

Measurable post-secondary goals are not goals that will be achieved in the calendar year or even while the student is on an IEP. It’s helpful to look at the formula for writing post-secondary goals prior to team meetings, keeping “after high school” in mind throughout the IEP process.  

The formula for writing a post-secondary goal, adapted from the National Technical Assistance Center on Transition (NTACT), should include the following elements:

• The phrase ‘upon completion of high school
• Student name
• Behavior or actionable item
• Location or needed actions for completion

Post-secondary goals for college, work, supported living, and integrated community participation, help set the stage for the identification of transition services, including courses of study and annual IEP goals.

The IEP must also contain annual goals that directly pertain to the student’s post-secondary goals and transition service needs.

Given the student’s disabilities, what skills does the student need to build this year to be able to attain their post-secondary goals in the future? For example, a student who wants to attend college may need annual goals related to technology, executive functioning, self-determination and college-level academic skills; while a student who plans to participate in community-based integrated employment may need to build communication, self-regulation and on-the-job skills.

Annual IEP goals should be based on the student’s disability-related needs and also their post-secondary goals. 

Post-secondary goals guide the planning for activities that prepare the student to move from school to post-school activities, and the discussions with appropriate public and private community agencies regarding how they can contribute to the student’s transition process.  – The National Secondary Transition Technical Assistance Center (NSTTAC)

How does a transition assessment support post-secondary goals?

Post-secondary goals are based on a student’s strengths, interests, needs and preferences, all of which change and evolve as the student grows, learns and develops a greater sense of self. 

Transition assessment helps to capture the evolution of the student in those areas and to ensure post-secondary goals are appropriate and relevant. 

It is not unusual for post-secondary goals to change several times throughout a student’s high school experience. It’s important for school teams to help students and families understand how assessment results inform their future goals related to work, education and training, and independent living.

The ability to use their assessment information to develop goals is one of the most important skills students will need if they are to become more active participants in the transition planning process.”  (IRIS Center)

Here are some questions to consider as the team is developing post-secondary goals for a transition focused IEP: 

• Is there a post-secondary goal in Education/ Training, Employment, & Independent Living (as applicable)?
• Will the goal occur after the student graduates high school?
• Is the goal measurable? How will you know when they’ve achieved it? 
• Is there evidence that each goal was based on age-appropriate transition assessment?
• Based on what you know about this student, do the goals seem appropriate? Are they aligned with their demonstrated strengths, interests and challenges?
• Have the goals been updated annually? 
• Are there transition services included in the IEP that will enable the student to achieve these goals? 
• Is there evidence that the student was invited to the IEP meeting to participate in the development of these goals?

(Indicator 13 Checklist)

For more information and resources, read Transition Goals: What are they and why do they matter in the IEP process? from Neuropsychology & Education Services for Children and Adolescents (NESCA).

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Transition goals for a college-bound high school student with blindness or low vision

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• Postsecondary Goals

I-13 Requirement

Is there an appropriate and measurable postsecondary goal or goals that covers education or training, employment, and, as needed, independent living?

Essential Elements

• Postsecondary goals represent the student’s perspective about their next step after high school. They can be included in the IEP at any earlier point, but in the IEP year that a student turns 16, postsecondary goals must be included and measurable. They are based on the student’s strengths, preferences and interests, and are identified through use of age-appropriate transition assessments.
• Measurable means the goal statements clearly describe the specific action, step or activity the student will undertake after high school completion. The student should be able to easily determine later if they have taken the specified action, step or activity. Accessible version of below diagram (PDF, 1 page)

• IEP teams should discuss postsecondary goals with the student any time high school courses and diplomas are discussed. This helps keep courses and diplomas aligned with the postsecondary goals and helps the student and family understand the relationship between their in-school decisions and post-school plans.
• Each student’s post-school plan and needs are different. Early in the planning process, postsecondary goals can and should be general. They become more specific and more measurable as students near high school completion, and as they learn more about themselves and their goals.
• no specific area of interest was identified by age 16, or
• the area of interest does not align with transition assessment results, or
• the goal is not measurable/cannot be observed, or
• the goal is not stated to occur after graduation or completion of high school.

Student Voice

Measurable postsecondary goals drive a transition-focused IEP. When students and IEP team members plan together and create transition elements of the IEP together, the plan can help launch the student into post-school life.

Evidence shows student-led, transition-focused IEP meetings help students build self-determination skills by teaching them how to set goals, work to achieve goals, revise goals as needed, and persevere. 

Step one is creating postsecondary goals that are based on the student’s responses to transition assessments.

Background Information

Overview of mpsgs.

There are three areas: education or training, employment, and as needed, independent living. 4:55-minutes.

Essential Elements of a MPSG

4:39-minutes.

Student Engagement

Engaging students in writing their postsecondary goals. 4:08 minutes.

Definitions

Education/training: four-year college or university, technical college, two-year college, military, specific vocational or career field, independent living skill training, vocational training program, apprenticeship, on-the-job training, Job Corps, or other program

Employment: paid (competitive, supported, sheltered), unpaid (internship, volunteer), or other

Independent living skills: adult living, daily living, independent living, financial, transportation, and other skills

Education/Training: Upon completion of high school, Avery will attend the Information Technology training program at a NH community college.

Younger: After graduation, Avery will enroll in a program in the computer field at a local community college. (The Younger versions on this page might be the student’s goal statements prior to the IEP in their final year.)

Employment: After college graduation, Avery will work full-time as a computer technician in the computer technology field.

Younger: After college, Avery will work full-time with computers.

Independent Living: After college graduation, Avery will live with roommates/peers in an apartment or house.

Younger: Avery will live away from home after graduation.

Education/Training: Upon completion of high school, Riley will receive on-the-job training from an employer at a construction company.

Employment: Upon completion of high school, Riley will work full time as a general laborer for a construction company.

Independent Living: The team has determined an independent living goal is not required.  

Education/training: Upon completion of high school, Blake will participate in independent living skills training and on-the-job training.

Employment: Upon graduation from high school, Blake will work part-time in a job that involves working with people and being active.

Independent living: Upon completion of high school, Blake will live in a community-based living situation with a supportive roommate or other supported living arrangement.

Non-Examples

Neither of these statements reveals actual goals. The statements are just expressions of interest and don’t specify after high school timing.

• Education/training: Clare thinks she would like to pursue postsecondary education at a four-year college.
• Employment: Clare has expressed interest in graphic arts and animal technician fields of employment.
• Suggested format for writing measurable postsecondary goals (PDF, 1 page, 2022), from the NH Department of Education.
• Sample agenda for a transition-focused IEP meeting (PDF, 1 page), adapted from O’Leary and Collision (2002).
• Person-Centered Planning is an ongoing process used to help individuals plan for their future. In this process, groups of people focus on a person and that person’s vision for the future.
• Life After High School Transition Tool Kit   (PDF, 80 pages, 2018) , developed by the NH Parent Information Center, helps parents understand issues related to postsecondary transition planning. Includes examples.
• Clear presentation of the three types of postsecondary goals, what makes a good one, and what makes a bad one. Also includes clear explanations of annual goals and transition services.  Center for Parent Information and Resources

Updated 10-26-22

Transition IEP General Help

• Introduction
• About Indicator 13
• Exemplar IEP Transition Plans
• Video Shorts on Transition IEPs
• Operationalizing Student Voice in the IEP (PDF)

Transition IEP Requirements

• NH Indicator 13 Checklist (PDF)
• Transition Assessments
• Transition Services
• Course of Study
• Annual Goals
• Student Invitation
• Invitation to Participating Agency

Additional Resources

• Requirements placement in IEP (PDF)
• Blank IEP form from NHSEIS (PDF)
• NHED DOE Indicator 13 Compliance Guidance (PDF, 15 pages, Aug 2023) 
• NHED Indicator 13 webpage

Accurate & Consistent Information on the Special Ed. Process

Post-Secondary Goals

Once the present levels of strengths, interests, preferences and needs have been identified through transition assessment, you and your child (along with other members of the IEP/ARD Committee) can identify post-secondary goals. Post Secondary goals are different from Annual Goals .

Remember – According to IDEA, the IEP transition plan must  include coordinated, measurable, annual, postsecondary goals  related to:

• training, education :  for a specific vocational or career field, apprenticeship, on the job training, 2-4 year college/university, Voc-Tech programs;
• employment :  this can be paid (competitive, supported or sheltered), unpaid (internship), military, and
• where appropriate, independent living skills  (adult living, daily living, financial, transportation, etc)

The measurable, post-secondary goals must include education/training and employment.  They can be combined into one goal or listed as separate outcomes for each area.  Post-secondary goals for independent living are optional (where appropriate.)  

The post-secondary goals should be measurable for intended outcomes one year after they graduate from high school (Indicator 14).  For example:

• After high school, Rachel will attend Texas A&M University in the teacher education program.
• After high school, Bill will learn to cook a simple meal in the Reach Adult day training program with one to one staff support.
• After high school, Jan will open a small business creating jewelry.
• After high school, Chris will work as a forklift driver at Home Depot or Lowes.

Initially (if you start early), your child’s goal could be based on a vision of what he or she might like to do.  This vision expressed in a written statement in the IEP encourages the student to focus on career exploration and assessment of strengths, preferences and interests.  

As the student and ARD Committee meet annually, the post-secondary goals can change or become more refined. 

Once post-secondary goals are developed, then the ARD Committee, which includes you and your child, can:

• Develop a  Course of Study
• Create  Annual goals  that support a student reaching the post-secondary goals
• Discuss additional  transition services  that might assist a student in reaching the post-secondary goal

When you have a vision for the future, you will be able to determine what your child will need to learn in high school (and earlier) to prepare for  graduation . 

Additional Resources

Measurable Post-Secondary Goals  (pdf) –  The Advocacy Institute  

Post Secondary Goals  (video) with Ed O’Leary, Cutting Edj Consulting resources

Transition Goals in the IEP  – Center for Parent Information & resources

Transition Assessment & Goal Generator  – Zarrow Center for Learning Enrichment

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Postsecondary Education Interests and Skills Assessment

Related ictw resources.

• Postsecondary Skills Assessment webinar
• Postsecondary Education Interest and Skills Assessment fact sheet
• Printable research brief

Numerous assessments, such as the ACT or annual academic achievement tests, exist to identify students’ academic skill strengths and needs. Only a few assessments exist to identify non-academic postsecondary education interests and skills, and two of these are described below.

• The Landmark Guide to Assessing College Readiness consists of 25 items to examine college readiness across academic skills, self-understanding, self-advocacy, executive functioning, and motivation and confidence. Parents or educators, and students complete the tool together. The process and results provide information to ponder in making the decision to attend a traditional academic oriented two or four-year postsecondary college or university. No validity evidence exists to support using this assessment, so it needs to be considered an informal assessment.
• The Postsecondary Education and Experience Assessment evaluates skills of students considering alternative postsecondary education programs on college campuses. It is designed for transition-age students with more significant support needs, such as an intellectual disability or autism. Assessment items come from an analysis of application requirements, which experts validated. The assessment consists of 71 questions across 12 domains including navigation and safety, independent living, self-determination, health and wellness, and interpersonal skills. IEP team members use the results to identify a student’s existing skills and those the student needs to learn prior to submitting an application. Limited validity evidence exists, so this needs to be considered an informal assessment.

Preparation for post-secondary academic or experience-based educational programs involves assessing, teaching, and providing experiences that enable students to learn needed skills. To prepare students, Martin et al. (2003) suggested IEP teams:

• Identify needed non-academic skills associated with admission into desired postsecondary education program. 
• Teach students needed skills and provide critical experiences needed in desired postsecondary education programs.
• Develop a post-secondary education goal matching students’ interests and skills.

Because so few secondary transition assessments with ample supporting validity evidence exist, educators often must use informal assessments with little to no supporting validity evidence to assist in post-secondary transition planning (Martin, 2013). The Landmark Guide to Assessing College Readiness tool lacks ample supporting validity evidence, so it must be considered an informal assessment. The Postsecondary Education and Experience Assessment has strong content validity because its items come directly from applications used by programs across the country. This tool still needs additional evidence to be considered an assessment with ample supporting validity evidence. Based upon Prince et al.’s (2014) recommendation derived from federal district court findings, if educators use one or more transition assessments with ample validity evidence as part of a student’s transition assessment battery, the IEP team can use the Landmark Guide to Assessing College Readiness or the Postsecondary Education and Experience Assessment to assist with decision making and identification of strengths and needs as long as another assessment with ample validity evidence is also used. 

Conversation between students, parents, and educators unlock the benefits of using both the Landmark Guide to Assessing College Readiness and The Postsecondary Education and Experience Assessment. As parents or educators complete the Landmark Guide to Assessing College Readiness with their students, they discuss each item and possible results. Use of this tool provides three useful benefits. First, it will issue an overall score with guidelines on interpreting the results. Second, users gain a better understanding of students’ current skills and what needs to be learned to attain the desired postsecondary education outcome. Third, educators may include assessment results (i.e., strengths, needs, overall summary score) in students’ IEPs. Talking about each item and discussing the meaning of the overall score may solidify students’ existing postsecondary goals or provide the opportunity to alter them.  Unlike the Landmark Guide to Assessing College Readiness, the Postsecondary Education and Experience Assessment instructions exclude students from completing the assessment as it is designed to be completed by the teacher and parent. After completing the tool, however, educators and parents may review the results with students and solicit student input. Completing the Postsecondary Education and Experience Assessment provides students and parents the opportunity to learn skills needed to attend a postsecondary college experience program. When completed, the results of the assessment may prompt completion of an actual postsecondary experience education program application. Alternatively, after reviewing results, students and family members may decide on a different postsecondary outcome. As with all transition assessments, educators may pull strengths and needs from the assessment results to include in their students’ IEPs.

Landmark Guide to Assessing College Readiness

The Postsecondary Education and Experience Assessment

College Readiness Assessment The College Readiness Assessment is an educator-modified version of the Landmark Guide to Assessing College Readiness. It looks similar to the Landmark Guide, and it contains an additional five items to assess the added Postsecondary Education construct. Many educators believe these additional items make this a more useful transition assessment.

Transition Assessment and Goal Generator

Burnes, J. J., Martin, J. E., Terry, R. McConnell, A. E., & Hennessey, M. N. (2018). Predicting postsecondary education and employment outcomes using results from the Transition Assessment and Goal Generator (TAGG). Career Development for Exceptional Individuals , 41 , 111-121. https://doi-org.ezproxy.lib.ou.edu/10.1177/2165143417705353

Madaus, J. W., Dukes III, L. L., Martin, J. E., & Morningstar, M. (2013). Postsecondary education assessment: Practices to document student progress, preferences, and interests related to postsecondary education and learning. In C. A. Thoma & R. Tamura (Eds.), Demystifying transition assessment (pp. 69-82). Baltimore, MD: Paul Brookes.

Martin, J. D. (2013). Examining the measurement invariance of the Transition Assessment and Goal Generator across per-cent of time spent in general education (Doctoral dissertation). University of Oklahoma, Norman. 

Martin, J. E., & McConnell, A. E. (2017). Transition planning. In M. L. Wehmeyer & K. A. Shogren (Eds.), Research-based practices for educating students with intellectual disability (pp. 151-166). New York: Routledge/Taylor & Francis.

Martin, J. E., Van Dycke J, L., Peterson, L. Y., & Walden, R. J. (2003). Transition of students with disability from high school to post-secondary education: The perfect example. In C. Kochhar-Bryant & D. Bassett (Eds.), Aligning transition and standards-based educational reform (pp. 167-186). Arlington, VA: Council for Exceptional Children.

Neubert, D. A., & Leconte, P. J. (2013). Age-appropriate transition assessment: The position of the division on career development and transition. Career Development and Transition for Exceptional Individuals , 36 , 72-83. https://doi-org.ezproxy.lib.ou.edu/10.1177/2165143413487768

Prince, A. M. T., Plotner, A. J., & Yell, M. L. (2014). Postsecondary transition and the courts: An update. Journal of Disability Policy Studies , 25 , 41-47. https://doi:10.1177/1044207314530469

Back to Campus: Your Ultimate Guide to a Smooth Transition into Post-Secondary

The start of a post-secondary school year is an exciting yet often nerve-wracking experience, whether you’re returning for another year or stepping onto campus for the first time. This transition is more than just packing up your textbooks; it’s about setting yourself up for success academically, socially, and personally. In this blog, we’ll explore practical tips and essential strategies to help you navigate this pivotal time with confidence and ease. From organizing your study space to managing your time effectively and balancing social life with academic responsibilities, we’ve got you covered. Let’s dive into how you can make the most of this new chapter and start your school year on the right foot!

Organize Your Schedule

Organizing your schedule for the upcoming post-secondary school year can set you up for a productive and less stressful year. Here’s a step-by-step guide to help you get started:

1. Understand Your Academic Calendar Obtain the academic calendar for your institution. This will include important dates such as start and end dates, exam periods, holidays, and breaks. Highlight these dates on your planner or digital calendar. Organize your schedule with both a weekly and daily view to keep track of your overall plan and daily tasks. Keep materials in order, use folders, binders, or digital files to keep track of course materials and assignments. Use your calendar to track assignment due dates, exam schedules, and other deadlines.

2. Course Planning Look at the course catalogue and decide which courses you need or want to take. Consider prerequisites, course load, and any special requirements. Map out your courses, including class times and locations. Make sure there’s enough time between classes and other commitments. Identify what you want to achieve in each course. This might include grades, projects, or skills. Include academic tasks, personal errands, and long-term projects.

3. Work and Extracurriculars If you’re working or involved in extracurriculars, make sure you factor these into your schedule. Decide how many hours you can realistically commit each week. Allocate time for studying and completing assignments.

4. Build in Flexibility, Self-Care, and Balance Allow for unexpected events and downtime. Avoid packing your schedule too tightly. Be prepared to adjust your schedule if things change, such as shifts in work hours or changes in course requirements. Schedule regular breaks to avoid burnout. Make time for hobbies, exercise, and social activities. Ensure your schedule allows for adequate sleep and healthy eating habits. By following these steps, you can create a well-organized schedule that helps you stay on top of your academic and personal responsibilities, leading to a more successful and balanced post-secondary school year

Setting goals for the upcoming post-secondary school year can help you stay focused, motivated, and on track. Here’s a structured approach to setting and achieving your goals:

1. Reflect on Past Performance Reflect on what went well and what didn’t in the previous year. Identify areas where you’d like to improve or change. Use these insights to set more informed and realistic goals.

2. Define Your Goals Set specific objectives for your coursework. This might include achieving a certain GPA, mastering specific skills, or excelling in a particular subject. Consider goals related to personal growth, such as improving time management, building resilience, or developing leadership skills. Think about internships, networking opportunities, or career planning goals. Setting goals related to gaining work experience or exploring career paths can be valuable.

3. Make Your Goals SMART Specific: Define exactly what you want to achieve. Measurable: Establish criteria to measure progress. Achievable: Ensure your goals are realistic. Relevant: Align your goals with your long-term aspirations and values. Time-Bound: Set deadlines for when you want to achieve each goal.

4. Break Down Goals Break larger goals into smaller, manageable tasks or milestones. For example, if your goal is to write a research paper, sub-goals might include researching, outlining, drafting, and revising. Outline the specific steps needed to achieve each sub-goal. This makes the process less overwhelming and easier to follow.

5. Monitor Progress Set aside time to review your progress regularly. This might be weekly or monthly, depending on the goal. Be flexible and willing to adjust your plan if circumstances change or if you find that certain strategies aren’t working.

By setting clear, actionable goals and regularly reviewing your progress, you can stay focused and motivated throughout the school year, leading to a more successful and fulfilling academic experience.

Arrange Finances

Arranging finances for the upcoming post-secondary school year involves careful planning and budgeting. Here’s how to get started:

1. Assess Your Financial Situation and Create a Budget Take stock of your savings, income sources, and expenses. Estimate your total costs, including tuition, books, housing, and personal expenses. Categorize all expected costs such as tuition, housing, food, transportation, and miscellaneous expenses. Include all sources of income like parental support, part-time work, scholarships, and grants. Use budgeting apps or spreadsheets. Set aside money for unexpected expenses like medical bills or urgent repairs. Have a plan for covering any shortfalls that might arise.

2. Explore Financial Aid Options Research and apply for scholarships and grants that you qualify for. Submit financial aid applications to determine eligibility for loans and grants. Inquire about any school-specific financial aid or assistance programs.

3. Consider Part-Time Work Find part-time work that fits with your class schedule. Campus jobs or flexible remote work might be ideal. Include your expected earnings in your budget and plan how they’ll be allocated.

4. Manage Student Loans Wisely Familiarize yourself with the terms of any student loans, including interest rates and repayment schedules. Minimize borrowing to reduce future debt.

Be careful planning and managing your finances, you can better handle the costs of the post-secondary school year and reduce financial stress. Regularly review your budget and financial situation to ensure you’re staying on track.

Gather Materials

1. Review Your Course Syllabus Look for lists of required textbooks, software, and other supplies provided by your instructors. Make note of any specific equipment or materials needed for labs or projects.

2. Create a List and Source Textbooks/Supplies Make a list including textbooks, notebooks, stationary, tech gear, and any special items mentioned in your syllabus. Add any personal supplies you may need, such as planners or organizational tools. Decide whether to buy new or used textbooks or rent them. Check online bookstores, campus bookstores, and textbook rental services. Consider e-books or digital versions where possible to save money and space.

3. Gather Technology Ensure your laptop, tablet, or other devices meet the specifications needed for your courses. Download and install any required software or applications before classes start.

4. Visit Campus Resources Visit campus stores for any specific items you might need, like campus-branded gear or additional supplies. Some textbooks might be available for loan or on reserve at the campus library.

By methodically gathering and organizing your materials, you’ll be well-prepared for a successful start to the school year.

Connect with Peers

Connecting with peers before the post-secondary school year can help you feel more prepared and less isolated.

1. Attend Pre-Orientation Events/Online Groups Engage in official university or college forums and social media groups to meet fellow students. Look for groups related to your specific courses or majors. Participate in online or in-person orientations or social events organized by your institution. If available, attend pre-orientation or campus tours.

2. Use Social Media Join relevant Facebook groups, Instagram communities, or LinkedIn networks related to your institution. Use and follow hashtags related to your college or program.

3. Reach Out to Roommates and Classmates If you know your roommates or classmates, reach out via email or social media to introduce yourself. Talk about common interests or concerns to build rapport.

3. Engage in Community Events Attend local events or meetups related to your area of study or interests if you’re already in the area.

4. Be Proactive and Approachable Don’t hesitate to start conversations with other incoming students, whether online or in person. Show genuine interest in others and be open to making new connections.

Connecting with peers early can ease your transition and help you build a supportive network before classes begin.

Visit Campus

Visiting campus before starting post-secondary school is important because it helps you familiarize yourself with the environment, reducing first-day anxiety. You can explore essential locations like classrooms, libraries, and student services, making it easier to navigate when classes begin. Additionally, it allows you to identify resources, meet potential peers or faculty, and get a feel for campus culture, helping you to settle in more smoothly and effectively plan your daily routine.

Apply Now and Become a Future SGEI Graduate

Seven Generations Education Institute (SGEI) is an Indigenous-led educational organization that provides high school, post-secondary, training for employment and cultural programming to all Indigenous and non-Indigenous people in the Treaty 3 area and beyond. Are you interested in lifelong learning and empowerment? Apply to SGEI now by checking out our website and begin your path to becoming a future SGEI graduate today!

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Transition Goals: What are they and why do they matter in the IEP process?

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• After earning her diploma, Sarah will attend a four-year college in Massachusetts or New Hampshire (and major in education or child development).
• After graduation, Tom will work part-time at TJ Maxx with support from his coworkers and supervisor.
• After high school, Joseph will use public transportation (e.g., subway, bus) to get to and from his apprenticeship.

Unlike annual goals, measurable postsecondary goals are not goals that will be achieved in the calendar year or even while the student is on an IEP. However, there is another type of “transition goal” that is closely related. Once an IEP team has clearly defined a student’s postsecondary goals, they are required to identify transition services that the student will need to make progress toward these goals. When the IEP is developed, the IEP must include annual IEP goals that clearly and directly relate to the student’s postsecondary goals and transition service needs. For example, a student who wants to attend college may need annual goals related to building executive functioning, self-advocacy and college-level academic skills; while a student who wants to use human service supports for community-based employment may need to build communication, self-regulation and work readiness skills. Annual IEP goals should be based on the student’s disability-related needs and also their postsecondary goals—Given the student’s disabilities, what skills does the student need to build this year to be able to attain their postsecondary goals in the future?

Special education is about preparing students for future education, employment, independent living and community engagement. Measurable postsecondary goals are how we make sure that special education is individualized for each student, and transition-related annual IEP goals are how we make sure we are progressing toward the postsecondary goals. When we know what the student wants for their adult postsecondary life, we can use the IEP process to help the student build academic and functional skills that can support the student in achieving that vision.

The next time you look at an IEP, take a look at the vision statement (or the section where your state records measurable postsecondary goals). Can you clearly tell what the student wants to do after high school? Are there both employment and education or training goals included? What about independent living and community engagement? These measurable postsecondary goals are the goalposts that provide direction for the IEP process and ensure that the team is working together to facilitate the student’s progress toward a meaningful adult life.

This link to a presenter’s guide for a presentation on Indicator 13 from NTACT:C is also a great resource for understanding the role of postsecondary goals and annual goals in the IEP process as outlined in IDEA: https://transitionta.org/indicator-13-presenter-guide/

For more information about postsecondary goals and annual IEP goals in Massachusetts, check out Technical Assistance Advisory SPED 2013-1: Postsecondary Goals and Annual IEP Goals in the Transition Planning Process from MA DESE: http://www.doe.mass.edu/sped/advisories/13_1ta.html . However, please note that the IEP will be changing in Massachusetts in Fall 2024 and postsecondary goals will be written on the first page of the document.

Kelley Challen, Ed.M., CAS , is an expert transition specialist and national speaker who has been engaged in evaluation, development, and direction of transition-focused programming for teenagers and young adults with a wide array of developmental and learning abilities since 2004. Since 2013, Ms. Challen has served as Director of Transition Services at NESCA, where she provides an extensive array of services including individualized transition assessment, planning, consultation, pre-college coaching, training, and program development services. She is particularly skilled in providing transition assessment and consultation for students with complex profiles who may not be able to engage easily with traditional and standardized testing tools. Ms. Challen received her Bachelor of Arts in Psychology as well as a Minor in Hispanic Studies from The College of William and Mary. She pursued her Master’s Degree and Certificate of Advanced Graduate Study in Risk and Prevention Counseling from the Harvard University Graduate School of Education. Ms. Challen has been actively involved in the MA DESE IEP Improvement Project, is a member of the Association of Autism and Neurodiversity (AANE) Program Committee and has mentored multiple transition specialist candidates in the Transition Leadership Certificate Program at UMass Boston. She is also co-author of the chapter, “Technologies to Support Interventions for Social-Emotional Intelligence, Self-Awareness, Personality Style, and Self-Regulation,” for the book Technology Tools for Students with Autism: Innovations that Enhance Independence and Learning. She is also the mother of two children and two puggles who continually help with her inventive and flexible thinking!

To schedule an appointment with one of NESCA’s transition specialists, please complete our online intake form.

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and Brooklyn, NY (coaching services only) serving clients from infancy through young adulthood and their families. For more information, please email [email protected] or call 617-658-9800.

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