Rhode Island Measurable Postsecondary Goals IEP

What Rhode Island Requires

Starting at age 16, every Rhode Island IEP with a transition plan must include measurable postsecondary goals based on age-appropriate transition assessments. These goals span three domains: education/training, employment, and — when determined appropriate by the IEP team — independent living.

The goals aren't aspirational statements. They must be measurable, grounded in assessment data, and linked to specific transition services the school will provide to help the student get there. RIDE's domain-by-domain format structures these around the Career Development Plan, which shifts from the ages 14–16 version (focused on early exploration) to the ages 17–19 version (focused on targeted skill development and trial work experiences).

Writing Goals That Meet the Standard

A compliant postsecondary goal answers: "After leaving high school, the student will..." Each goal must be measurable — meaning there's a way to determine whether the student achieved it after exiting school.

Education/training goals specify a postsecondary setting: community college, vocational training program, certificate program, or continuing education. The goal should name the type of program, not just "further education."

Employment goals describe the type of competitive integrated employment the student is working toward. "Get a job" doesn't qualify. A measurable version ties to an occupational area informed by the student's work-based learning experiences and Pre-ETS career exploration.

Independent living goals address specific life skills: managing a household budget, using public transportation, preparing meals, self-administering medication. Rhode Island requires these when the IEP team determines they're appropriate — which for most transition-age students with significant support needs, they are.

The Career Development Plan

RIDE uses the Career Development Plan as the practical vehicle for transition goals. The CDP for ages 14–16 records initial transition assessments, person-centered planning, and early career interests. The ages 17–19 CDP shifts to specific integrated trial work experiences, community-based vocational tasks, and direct skill-building activities.

At age 20 and beyond (for students continuing under the K.L. ruling until their 22nd birthday), the CDP focuses on employment outcomes and community integration, with the student actively participating in ORS vocational rehabilitation planning and BHDDH service coordination.

The Summary of Performance

Before a student exits — whether by diploma at 18 or at the 22nd birthday — the school must provide a Summary of Performance. The SOP documents the student's academic achievements, functional performance, and concrete recommendations for meeting postsecondary goals.

The SOP serves as the bridge document between the school system and the adult world. Colleges, employers, and adult service agencies use it to understand the student's strengths, accommodations that worked, and areas where ongoing support is needed. Under the ADA and Section 504, postsecondary institutions use SOP data to evaluate accommodation requests.

Families should push for a detailed, data-rich SOP — not a checkbox form. The more specific the recommendations, the stronger the foundation for the adult service plan.

For goal-writing templates aligned to Rhode Island's CDP format and a Summary of Performance preparation worksheet, the Rhode Island IEP Transition to Adulthood Guide covers each domain with fillable planning pages.

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