Measurable postsecondary goals (MPSGs) specify the student’s plans for life after high school. They reflect the student’s current thinking and may change over time as the student matures.
- The IEP contains a measurable postsecondary goal or goals for the student in education/training, employment, and, where appropriate, independent living skills. Special Note: The IEP must include a measurable postsecondary goal in both education/training and employment. Independent living skills is an optional goal and should be included where appropriate. However, in place of separate measurable postsecondary goals for either education/training or employment, ONE measurable postsecondary goal may include both education/training and employment.
- The goal can be counted or measured.
- The goal will be met after the student graduates/terminates from school.
- Based upon the information available about the student, the goal or goals seem appropriate for this student.
- The measurable postsecondary goal(s) of the student should be stated in such a way that one could measure (at one year following school exit) the extent to which the student has been able to achieve what he or she set out to do and the extent to which the education system did a good job of preparing the student for the next step in life.
- The goals must be reviewed at least annually and updated as necessary if the student’s interests change.
Adapted from O’Leary (2010), Reviewer Reference Form for the Transition Requirements Checklist©
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, or other
Independent living skills: adult living, daily living, independent living, financial, transportation, and other skills
Education/training: Upon completion of high school, John will enroll in the general associate degree program at River Valley Community College.
Employment: Upon graduation from high school, Riley will work full time as a general laborer for a construction company.
Independent living skills: Upon completion of high school, Paul will live in a community-based independent living situation.
Neither of these statements reveals actual goals. The statements are just expressions of interest.
- 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.
- Schools are NOT liable for students’ achieving postsecondary goals. See answer to question 13 on the NSTTAC Indicator 13 Checklist FAQ.
- 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. Person-Centered Planning page on this website
- Life After High School Transition Tool Kit (PDF, 77 pages, 2016), written to help 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. Contrast of good and bad examples is helpful: www.parentcenterhub.org/repository/transition-goals
- Youth on the Move is a Massachusetts website focused on engaging youth in transition programming. It’s written for professionals to provide them with assistance and information related to postsecondary transition: measurable postsecondary goals
- A one-hour webinar from the Strafford Learning Center in New Hampshire. Three different student case studies help participants understand how to write appropriate, measurable postsecondary goal statements that describe the student’s vision for life after high school, and how to use and document relevant age-appropriate transition assessments to develop and revise the student’s vision in the years leading to high school completion: Developing Measurable Post Secondary Goals and Age-Appropriate Transition Assessments (Part 1) (scroll partway down the page to find this one)
Is there an appropriate and measurable postsecondary goal or goals that covers education or training, employment, and, as needed, independent living?
For New Hampshire Indicator 13 requirements and information, visit: www.education.nh.gov/instruction/special_ed/sec_trans.htm
Interviews with Dr. Ed O’Leary:
Measurable Postsecondary Goals
Background and Overview of the Requirement
Essential Elements of a MPSG
Student Engagement in Writing a MPSG