Vermont IEP Transition Goals: How to Write Measurable Postsecondary Goals

What Makes a Transition Goal Measurable

Under Indicator 13, every Vermont IEP transition plan must include measurable postsecondary goals (MPSGs) in at least two domains: education or training, and employment. A third domain — independent living — is added when appropriate for the student's needs.

A measurable postsecondary goal describes what the student will do after leaving school, not what they'll work on while still enrolled. The standard formula Vermont IEP teams use follows this structure:

"Upon completion of high school, [Student] will [specific action] in the area of [education/training, employment, or independent living]."

The word "measurable" means the goal can be observed and verified. "Will explore career options" is not measurable. "Will be employed in a competitive, integrated setting for at least 15 hours per week" is — you can verify it with pay stubs, employer records, or VR case documentation.

The Role of Transition Assessments

Measurable goals don't come from thin air. They come from age-appropriate transition assessments that identify the student's strengths, preferences, interests, and needs. Vermont's Transition Assessment Planning Form guides IEP teams through selecting and scheduling the right assessments.

Common assessment categories include:

• Interest inventories — tools like the Transition Planning Inventory or AIR Self-Determination Scale
• Adaptive behavior scales — measuring daily living skills, communication, social skills
• Career aptitude assessments — identifying occupational strengths through standardized tools or situational assessments
• Community-based assessments — observing the student's performance in real work, school, and community settings

If the IEP team is writing transition goals without referencing recent assessment data, that's a red flag. Request formal transition assessments before the next annual review, and give the school written notice that you want the results shared at least two weeks before the meeting.

Goal Examples Across Domains

Education/Training:

• "Upon completion of high school, [Student] will enroll in a community college certificate program in culinary arts, utilizing disability accommodations and academic support services."
• "Upon completion of high school, [Student] will participate in an on-the-job training program coordinated through HireAbility Vermont."

Employment:

• "Upon completion of high school, [Student] will be employed in a competitive, integrated job earning at least minimum wage, with support from HireAbility Vermont's supported employment services."
• "Upon completion of high school, [Student] will operate a micro-enterprise with support from HireAbility's customized employment program."

Independent Living:

• "Upon completion of high school, [Student] will live in a shared living arrangement coordinated through a Designated Agency, managing daily routines with support as defined in the Individualized Service Agreement."
• "Upon completion of high school, [Student] will independently manage personal finances, including banking and budgeting, with support from a Supported Decision-Making network."

Each goal should have a clear connection to the transition assessment data and a corresponding annual IEP goal that builds the skills needed to achieve it.

Connecting Goals to Services

A measurable postsecondary goal without an identified service pathway is just a wish. For every MPSG, the IEP should specify:

• What transition services will be provided (instruction, related services, community experiences, employment objectives)
• Who is responsible — the school, HireAbility, DAIL, the family, or another agency
• What the timeline is — when the service starts, how progress is measured, and when the goal is reviewed

Vermont's IEP Form #5 has dedicated fields for this. If those fields are left blank or filled with generic language, request specifics at the IEP meeting.

When Goals Need Updating

Transition goals should be revisited at every annual IEP review — and they often need revision. A student's interests at 16 may be entirely different at 19. The Vermont Graduation Readiness Tool helps the team evaluate whether the student is making functional progress toward their postsecondary goals or whether the goals themselves need adjustment.

If circumstances change between annual reviews — a new work experience reveals a different career interest, or a health event changes the student's support needs — you can request an IEP amendment meeting. Vermont's Form #5b allows the team to revise transition goals without convening a full annual review.

The Vermont IEP Transition to Adulthood Guide includes a postsecondary goal drafting worksheet and a transition assessment tracker to help families prepare data-driven goals before each IEP meeting.

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