Transition Goal-Writing Support: Measurable Postsecondary and Annual Goals
Grades 9–12 · Cross-Content SDI · NYS 8 NYCRR 200.4(d)(2)(ix) / CDOS 1 · IEP Goal-Support Resource
Teacher Note: This is a teacher planning support to help write strong, measurable transition goals. It does NOT generate or replace any part of a student’s legal IEP — all goals must be developed by the CSE/IEP team. Use it as scaffolding and a quality check.
Regulatory Foundation
8 NYCRR 200.4(d)(2)(ix) — Beginning with the first IEP in effect at age 15, the IEP must include measurable postsecondary goals and the transition services to reach them. CDOS Standard 1 — Career development supports transition (and the CDOS Commencement Credential pathway).
The Three Required Postsecondary Goal Areas
| Area | Question it answers | Required? |
|---|---|---|
| Education / Training | What will the student do after high school for learning? | Yes |
| Employment | What kind of work will the student pursue? | Yes |
| Independent Living | (When appropriate) How will the student live independently? | As appropriate |
SECTION 1 — Writing a Measurable Postsecondary Goal
Formula: After high school, [student] will [measurable outcome] in [area].
- Weak: “John wants a good job.” (not measurable, present tense)
- Strong: “After graduation, John will enroll in a community-college automotive technology program.” (measurable, future, education/training)
Draft one for each required area:
- Education/Training: ______________________________________________
- Employment: ____________________________________________________
- Independent Living (if appropriate): ______________________________
SECTION 2 — Linking to a Measurable Annual Goal
Each postsecondary goal needs annual goals that move the student toward it.
Formula: By [date], given [condition], [student] will [observable behavior] to [criterion] as measured by [method].
Example: “By June, given a job-application template, Maria will independently complete all required fields with 90% accuracy across 3 consecutive samples, as measured by teacher checklist.”
Draft one annual goal: ____________________________________________
SECTION 3 — Quality Checklist
- Postsecondary goals are written as outcomes AFTER high school
- Goals are measurable and observable
- Each required area (education/training, employment) is addressed
- Annual goals connect logically to postsecondary goals
- Transition services and course of study support the goals
- Student input and preferences are reflected
Differentiation & MLL Notes
- For MLLs, ensure transition assessments and student-preference interviews are conducted in the student’s stronger language where appropriate
- Pair career vocabulary with visuals; involve the ENL teacher in the transition conversation
Suggested Placement: General Education, ICT, Resource Room, Self-Contained
Alignment Record
| Field | Value |
|---|---|
| Regulatory Codes | 8 NYCRR 200.4(d)(2)(ix); CDOS 1 |
| Framework | NYS Special Education Regulations / IDEA 2004; NYS CDOS |
| Source | nysed.gov — NYS Office of Special Education; NYS CDOS |
| Confidence | High Confidence |
| Validation Notes | NYS requires measurable postsecondary goals and transition services beginning at age 15 (200.4(d)(2)(ix)). Three transition areas confirmed. This is teacher-reference support material; it does not constitute or replace a legal IEP, which must be developed by the CSE team. |