Secondary Transition

Step Five: Determine Measurable Annual Goals That Address Skill Deficits and Lead to Post-Secondary Goals

  • May 14th, 2011
  • |
  • Rate This Page:

Measurable Annual IEP Goals (MAG) are measurable estimates of expected student outcomes in an IEP year based on the student’s present levels of academic achievement and functional performance and anticipated rate of learning. Measurable Annual Goals are based on the student’s present levels and should lead to the achievement of the post-school goals.
Using the PA Academic Standards as the basis for developing Measurable Annual Goals and Short term objectives is recommended for all students for Reading and Math, and required for students who will take the PSSA-Modified.

Each measurable annual goal must include:

  • The student’s name
  • The condition in which the student will perform the behavior
  • Clearly defined behavior (what the student will do) in measurable, observable terms
  • Performance criteria( the level the student must demonstrate for mastery, how consistently the student needs to perform the skill before it’s considered “mastered,” and over what period of time the behavior must be observed at the level of mastery.

Rate This Page:
 

Consultants

  • Dennis Clark
    Secondary Transition, Paraprofessionals, Family Engagement
  • Roni Russell
    Secondary Transition, Intensive Interagency, IDEA and Chapter 14
  • Hillary Mangis
    Secondary Transition, Intensive Interagency, School Psychology
  • Michelle Andros
    Deaf/Hard of Hearing, Secondary Transition, Deaf-Blind
  • Ryan Romanoski
    Behavior, Secondary Transition, IDEA and Chapter 14
View All Consultants »