Which action best supports adjusting IEP goals as students approach graduation?

Which action best supports adjusting IEP goals as students approach graduation?

• A. Review outcomes, align with postsecondary goals, adjust for transitions, and set improved goals based on data.
• B. Maintain current goals without data review.
• C. Remove graduation goals.
• D. Focus only on test scores.

Answer: (A)

As students near graduation, the emphasis is on transition planning and making sure IEP goals line up with what comes after high school. The best approach is to review outcomes, align them with postsecondary goals, adjust for transitions, and set improved goals based on data. This keeps targets relevant to the student’s progress and future plans, ensures supports and services prepare them for college, work, or independent living, and uses current data to create realistic, measurable objectives that can guide the transition timeline. Continuing with the same goals without examining progress misses changes in what the student can do or what they intend to pursue after graduation. Removing graduation goals undermines the purpose of transition-focused planning and accountability. Focusing only on test scores ignores essential transition skills and supports—such as self-determination, daily living, communication, community experiences, and career planning—that are critical for successful postsecondary outcomes.

As students near graduation, the emphasis is on transition planning and making sure IEP goals line up with what comes after high school. The best approach is to review outcomes, align them with postsecondary goals, adjust for transitions, and set improved goals based on data. This keeps targets relevant to the student’s progress and future plans, ensures supports and services prepare them for college, work, or independent living, and uses current data to create realistic, measurable objectives that can guide the transition timeline.

Continuing with the same goals without examining progress misses changes in what the student can do or what they intend to pursue after graduation. Removing graduation goals undermines the purpose of transition-focused planning and accountability. Focusing only on test scores ignores essential transition skills and supports—such as self-determination, daily living, communication, community experiences, and career planning—that are critical for successful postsecondary outcomes.