A webinar hosted by the New Hampshire Transition Community of Practice Professional Development Workgroup and UNH Institute on Disability Facilitated by Heidi Wyman, Transition Resource Network at Strafford Learning Center (603) ext 41 Results-Oriented Transition Planning: Measurable Post Secondary Goals

Agenda What is a measurable post-secondary goal? How does it differ from annual goals? Legal implications How are they best developed? Strategies for educators; "unrealistic" goals? Examples of post-secondary goals?

Definition of Post-secondary Goals A postsecondary goal is “generally understood to refer to those goals that a child hopes to achieve after leaving secondary school (i.e., high school)” (IDEA 2004 Part B Regulations, § (b), discussion of Final Rule p. 46,668) A postsecondary goal is not the process of pursuing or moving toward a desired outcome. Retrieved from National Secondary technical Assistance Center at

The purpose of MPSG IDEA 2004 discusses the purpose of transition services as “is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities” (IDEA 2004, Part B, 614, [d][1][A][VIII]; §300.43[a][1]).

Q: What happens if students who are getting regular education diplomas do not meet their measurable goals for transition? Annual goals and post secondary goal Drummond Woodsum’s School Law Advisory “It’s never too early to think about graduation” by Mark A. Paige (Fall 2009)

Q:Should staff write measurable goals for LD/college-bound students which address the differences in class size, teacher feedback, teaching style, and homework/assignment expectations? Q: Should measurable goals regarding independence and self-advocacy be in the goals section of the IEP or in the transition goals?

Q: “When I’ve discussed this topic in my building, I still run into resistance from those writing IEP around the issue of saying that students “will” do things. The thinking seems to be that, because we have no control over what happens after high school, we shouldn’t write post-secondary goal statements that concretely, lest we be held accountable for things that are beyond our control. I know we’ve talked about this topic several times in our past sessions, but I’m wondering if there’s a way to get a definitive statement from those in charge of implementing Indicator 13 that would put those fears to rest once and for all.”

Q: What if students don’t meet Post Secondary Goals? National Secondary Transition Technical Assistance Center Frequently Asked Questions regarding Indicator 13, approved by the Office of Special Education Policy August 2006.

Q: I am in need of MPSG's for the 8th graders who are getting their first transition plan written in preparation to move up to the high school. Post secondary goals do not need to be measurable until IEP in place at age 16, can be more general statements like “plans to go to college” Course of study must be in place at 14, and must “reasonably enable the student to meet post secondary goals” (I-13 Checklist) MUST HAVE at this age: realistic conversation with student and family about diploma options and graduation plan

Q: A student says her post-secondary educational goal is to go to a four-year university to study chemistry. She has never attended a class on her own, has heavily modified curriculum, and will be receiving a goals-based diploma at 21. How do we write a goal that is in keeping with the student’s wishes but is still realistic? Determine “why college”? Are there other ways to meet that desire? Have realistic conversation about diploma options and graduation. Don’t assume parents and students heard or understood. Present level of academic and functional performance related to that goal? Use clear and specific data and examples of how these will be barriers to achieving a goal. Let her try it. Provide transition services that develop self awareness (ex. participate in unmodified classroom work, research what it takes, report back)

Q: And for those 9th, 10th, graders who still don't have an idea of what direction they want to go in regarding post secondary life? Implement transition strategies/ activities (interest inventories, informational interviews, etc) to explore possibilities Help student identify their strengths and consider ways to build on them Fears do they have about future planning? Are there transition activities/strategies that can help address those fears? Involve an adult they trust/confide in.

IDEA 2004 in the NH IEP (NHSEIS) IDEA 2004NHSEIS: NH IEP Measurable Post Secondary Goals Course of Study Coordinated Set of Activities Students Preferences, Needs and Interests Community Participation and Adult Services sections not required Transition Academic Transition Plan Transition Goals and Services

Q: What exactly counts as a measurable goal? Can we explore different types of wording that would be acceptable? (After high school) (After graduation) (Upon completion of high school) (Student)will (behavior) (..enroll in) (apply to be employed as) (increase hours at) (live with) (where and how.)

Examples: (Education and Training 1) After graduation from high school, Alex will enroll at Kings College (a technical school) and take a business math class to improve his work related math skills and to advance his career in business. (Employment 1) After finishing high school Alex will increase his work hours from 10 hours per week to 20 hours per week in the business department of a local office supply store with temporary supports provided through Vocational Rehabilitation. Retrieved from

More examples: Revised Transition Services (by Ed O’Leary and Ewendy Collision, 2007)

Websites Lots of examples and resources: Parent Information Center Parent Toolkit w_IEP.pdf What’s happening in Transition throughout the county and the state? Dr. Ed O’Leary on Measurable Post Secondary Goals e9-4eb3-abaf-26848b695f89