Postsecondary goals are where transition planning most often goes wrong on paper. A vague "the student will be successful after high school" satisfies no one — it can't be measured, it doesn't guide the IEP, and it's a reliable compliance finding. Done right, postsecondary goals describe exactly where a student is headed after they leave school and become the anchor every transition service and annual goal points toward. Here's how to write them, with examples in each required area.
What a postsecondary goal is
A postsecondary goal is a measurable statement about what a student will do after they leave high school — not during it. That distinction trips teams up constantly: "the student will apply to college" is something that happens in high school, so it's not a postsecondary goal. "After graduation, the student will enroll in a community college program" describes life after school, so it is. Postsecondary goals are required in education or training and employment, and in independent living where appropriate, and they must be based on age-appropriate transition assessment.
The formula
A solid postsecondary goal follows a consistent frame: After [graduation/leaving high school], [student] will [measurable outcome in education, employment, or independent living]. The phrase "after high school" anchors it in the future, and the outcome has to be observable — something you could verify happened.
- Weak: The student hopes to get a good job.
- Strong: After graduation, Marcus will work part-time in an automotive service setting.
Education and training examples
- After high school, Ava will enroll in the welding certificate program at the community college.