Last time, we discussed a familiar scenario that most parents and educators run into – helping a student plan for their future when their dreams may seem unattainable. I used the example of a student named Kai who, despite having no experience with content development, no notable social media following, and no real idea what they would even want to create, has told you they want to be a TikTok influencer after they graduate high school. I suggested that, instead of redirecting towards more “realistic” goals, which often lead to half formed ideas (and half formed transition services) that we use this as an opportunity to engage in meaningful discussions with the student about what makes that big dream so appealing.
Let’s return to our fictional conversation with Kai:
Me: Tell me more about why being a TikTok influencer appeals to you.
Kai: TikTok lets me be creative, express myself, and reach a big audience to hopefully make a difference.
Me: What difference do you want to make in the world?
Kai: I want people to feel okay being themselves. Also, I’d like to use my platform to raise awareness for issues like mental health and stuff that impacts my generation.
Me: That’s awesome, Kai. What special skills do you think you would need to be successful in doing those things?
Kai: Video editing and production for sure. Also, confidence on camera and a deeper understanding of the issues I care about.
Me: Those skills are useful in so many fields. If you decide TikTok isn’t the right path for you, where else could you use those same skills?
Kai: Definitely something like YouTube or podcasting – longer-form content where I can really connect with the audience. Or, helping people directly, like being a social worker or counselor. Even in marketing, what makes people interested in buying or doing something could be really cool.
Me: You’ve got a lot of potential paths. Which ones excite you the most right now?
Kai: Marketing sounds really fun. Creating experiences, seeing people enjoy them, and using my TikTok skills to make events a major success.
Yea, yea I know. The conversation rarely goes this smoothly, but hopefully, you get the point (stay tuned for a resource to guide this process in a structured way). These questions are based on motivational interviewing, which emphasizes guiding without directing and empowering through respect and curiosity. During our conversation, we went from a broad concept (TikTok influencer) to specific skills that Kai could develop, opening up several viable career paths.
Now, let’s incorporate this into the required postsecondary transition planning section of the IEP. For the sake of this article, I’ll use Florida’s state-developed IEP system, PEER, but these same principles apply regardless of the platform your district uses.
Transition Assessments
PEER’s first step in transition planning is all about gathering the right information. It asks us to summarize assessment results, really understanding the student’s strengths, interests, and needs for their future. We also need to include any transition activities they’re already involved in, services provided by outside agencies, and anything else important to their journey. This creates a complete picture to help us build a solid transition plan.
Let’s look at a common answer to this section and how we can improve it:
Kai states their strengths are in being creative and outgoing. They shared that they are concerned about their skills in math. Kai completed a career interest inventory and was most interested in the artistic and social areas which align with their goal of being a TikTok influencer.
Let’s break down the issues with this example. First, the focus on broad strengths and weaknesses like “creative” or “concerned about math” doesn’t directly connect to Kai’s career goals. While important, these should be discussed elsewhere in the IEP. Instead, transition assessments should pinpoint skills specific to their chosen path. Next, relying on a generic, quick assessment doesn’t provide real insight (I left the real name of this particular one the teacher used for my own child’s 8th grade transition assessment out intentionally). Effective assessments go deeper, translating interests into actionable career options. Simplified assessments might hint at artistic leanings, but don’t identify the specific skills needed for the student’s career. Technically, this might be “age-appropriate,” and satisfy the letter of the law, but for genuine guidance, we need assessments tailored to the individual student’s unique aspirations.
Let’s explore a more effective approach to transition assessments:
Kai participated in a structured interview, identifying interests in content development, marketing for local businesses and events, and making a positive impact on issues like mental health. He then completed the O*NET Interest Profiler (https://www.mynextmove.org/explore/ip), a structure transition assessment sponsored by the U.S. Department of Labor. The assessment provided the following scores:
- Realistic: 6
- Investigative: 9
- Artistic: 22
- Social: 19
- Enterprising: 15
- Conventional: 2
Kai’s desire to attend college led them to select “Job Zone Four – High Preparation Needed.” Based on their interests and this job zone, careers like “producers & directors” and “public relations specialists” resonated with them, which aligns with their goals of finding a career in social media and marketing.
Unlike the generic assessment mentioned earlier, a strong transition assessment offers several advantages: transparency and context for students and families, actionable data with specific skill and interest ratings, a focus on future goals that align with the student’s desired education level, and the creation of a roadmap through establishing clear connections to skill-building opportunities.
Although actionable IEP goals themselves are mandated by law, a common criticism of goals related to transition planning has been a lack of specificity. These vague postsecondary goals are difficult to measure and create little accountability for progress. However, in this example, using a well-designed assessment allows the team to address very specific skills in the Course of Study section I will discuss below. This ensures the student has a clear path and the opportunity to develop the skills needed to pursue their goals, going beyond simply meeting a technical requirement.
Measurable Goals
Now comes the part where we translate Kai’s aspirations into “measurable postsecondary goals” focused on life after high school. The IEP requires measurable postsecondary goals that address education, training, and long-term employment. These goals should follow the SMART format (Specific, Measurable, Achievable, Relevant, Time-bound). Before we look at Kai’s example, it’s worth noting that FLDOE allows flexibility in formatting the postsecondary goals depending on what’s best for the individual student. In Kai’s case, separating their training and employment goals makes sense, since they’ll need to attend college before pursuing their chosen career path.
Let’s take a look at a common but ineffective postsecondary goal example:
Within one year of graduation, Kai will attend college to pursue their studies in marketing/communications.
So, what’s wrong with this?
Lack of Specificity: The goal is broad. What specific area of marketing/communications interests Kai the most (social media, brand management, advertising, etc.)? This focus will help them choose relevant courses.
Lack of Relevance: The original goal implies a single, defined path within marketing and communications. Kai has expressed diverse interests, and the goal should leave some room for exploration within the field while still attaining the skills needed for their goals.
How about this instead?
Within one year of graduation, Kai will attend college to pursue their studies in marketing/communications, focusing on courses that help them build a strong foundation for a career in social media influencing, event planning, or other fields requiring audience engagement and promotion.
Shortly, we’ll explore how to create a supportive structure for Kai’s journey despite formal benchmarks for this goal being unavailable in the PEER system. Ideally, the goals section would allow for actionable steps along the way. While we can’t track progress directly within the postsecondary goal section, the Course of Study section will outline the specific actions Kai can take. We can also ensure alignment between the assessment results, postsecondary goals, and the Course of Study section to create a cohesive plan.
Before we do that; however, let’s move on to the example of an ineffective employment goal:
Within six months of graduating from college, Kai will pursue a career in marketing/communications.
So, what’s the problem this one?
Lack of Specificity: The goal is too broad. “Marketing/communications” encompasses a wide range of jobs. What specific area interests Kai the most? Do they want to go into digital marketing, content creation, brand management, or something else? At this stage it is important to strike a good balance between being narrowing down options while remaining open to possibilities within the targeted area.
Lack of Measurable Outcomes: There’s no clear way to track progress towards this goal. Does “pursue” mean applying for jobs? Attending interviews? What’s the metric of success?
Is it Achievable/Realistic: Depending on the job market, securing a position within six months of graduation may or may not be realistic. This component needs evaluation based on Kai’s chosen field and the economic context at the time (see great resources like bls.gov).
We can strengthen the employment goal by addressing these areas:
Within one year of graduating from college, Kai will secure at least one entry-level position in digital marketing, focusing on social media strategy and/or content creation.
Course of Study
The Course of Study section is where we translate Kai’s goals into concrete actions they’ll take during high school. The Course of Study statement outlines Kai’s current courses, relevant CTE options, and extracurricular activities that directly support their postsecondary goals. Let’s look at an example of what could go in this section:
Based on the O*NET results, Kai identified marketing principles, visual media, and interpersonal skills as key areas for development in their chosen career. Kai will meet with their school counselor prior to course selection to identify options in entrepreneurship, video editing, psychology, and related fields – both in-person and through Florida Virtual School (FLVS) – that will strengthen their marketing, visual media, and interpersonal skills.
Although we may not have strict ways to track attainment of postsecondary goals, the focus should be on creating opportunities for students. This section ensures Kai has access to the right supports, increasing their chances of success. The school is now accountable for facilitating a meeting with the counselor to explore course options aligned with the identified goals.
The final step for transition planning (at least when working in PEER) is for the IEP team to outline expected outcomes and benefits for Kai after graduation. This includes identifying potential linkages with support agencies (e.g., VR, FAAST) and providing guidance on how to access disability services in higher education (see my previous article, “Wait…My Child’s IEP Doesn’t Transfer to College?“).
While all of this may seem like a lot at first glance, the truth of the matter is that all these postsecondary considerations are already happening, they’re just happening poorly and haphazardly in many cases. Training and resources for these supports often require going through external resources and, in the context of every other training teachers have to participate in, postsecondary needs are often left out entirely or are addressed as one very small component of a broader IEP training (which generally focuses on compliance). By arming yourself with a few key tools and examples of what quality postsecondary planning can look like, educators and parents both can feel more empowered to support students so that their launch into adulthood can be a successful one.