Which data sources are appropriate when updating postsecondary goals in an IEP?

• A. Multiple data sources including outcomes, assessment results, and transition planning.
• B. Academic grades only.
• C. Student interviews alone.
• D. Test scores only.

Answer: (A)

When updating postsecondary goals in an IEP, you use a range of up-to-date data sources that reflect the student’s abilities, interests, and the supports they will need after high school. Pulling together multiple data sources—outcomes, assessment results, and information from the transition planning process—creates a complete picture of where the student is and what’s realistically achievable. Outcomes show how the student performs in real-life contexts related to education, employment, and independent living, providing concrete evidence of progress. Assessment results give objective information about strengths and gaps across academic and functional areas, drawing from both formal and informal measures. Transition planning informs the specific services, experiences, and supports the student will need to move toward those postsecondary goals, including opportunities like work-based learning, community experiences, and skill-building activities. When you combine these sources, the goals become measurable, student-centered, and aligned with the services that will support success after graduation.

Relying on academic grades alone misses the broader range of skills essential for postsecondary success and may not capture preparation for life after high school. Relying on student interviews alone highlights preferences and aspirations but doesn’t demonstrate readiness or identify gaps in skills and supports. Relying on test scores only provides a narrow snapshot and can overlook functional abilities, daily living skills, and the practical steps needed to achieve goals.