Chapter 8 Promising Practices for Effective Transition for Students with Emotional and Behavioral Disorders

Triangulated IEP Transition Goals

“…Schools, as part of transition services and activities, must develop measurable postsecondary goals that (a) are based on the results of age-appropriate transition assessments, (b) incorporate annual goals that are related to the student's needs, and (c) ensure access to the general education curriculum and standards. At least one annual goal is needed to support each of the student's postsecondary goals, and the IEP team must specify how student progress will be measured and reported (Katsiyannis, Zhang, & Moore Mackjewicz, 2012). This federal mandate for IEP transition content actually helps simplify IEP development, by aligning the various components (present level of academic achievement and functional performance, annual goals, course of study, special education and related services, duration of services, and accommodations) with the student's postsecondary goals (Finn & Kohler, 2009).…”