Pilot Forms Interactive Tool

Name: ______________________       ID #: _______________     

 

Post-Secondary Transition Goals and Services

These goals and services are to be in place beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team and are to be reviewed at least annually and revised as needed.

List age appropriate transition assessments used annually in determining postsecondary goals and include year administered.

Assessment 

 Year(s) Provided
   

 

 

1) REQUIRED - Postsecondary Career/Employment Goal(s) - After high school, what kind of work will you do?

After high school ________________ (student's name/I) will: 

 

Transition Activities/Services that will help student move toward
Career/Employment Training Goal Indicated Above:

Responsible Party's Title

 Semester/year to be Implemented

(e.g., Fall/15) 


 
2) REQUIRED - Postsecondary Education/Training Goal(s) - After high school, what additional education and training will you receive? (This education/training will be correlated to career/employment goals or independent living skill goals.)

After high school ________________ (student's name/I) will: 

 

Transition Activities/Services that will help student 
move toward Postsecondary Training Goal Indicated
Above:

Responsible Party's Title

 Semester/year to be Implemented

(e.g., Fall/15) 

 


3) Postsecondary Independent Living Skills/Community Participation Goal(s) - 
Before establishing a goal, make sure a variety of ILS are considered. Remember, the activities you include under the goals should be specific to supporting the student's moving toward living independently. 

 

After high school ________________ (student's name/I) will: 

Transition Activities/Services that will help student move toward
Independent Living Skills/Community Participation Goal Indicated 
Above:

Responsible Party's Title

 Semester/year to be Implemented

(e.g., Fall/15) 

 

If there are no areas of deficit, include a statement indicating the student will maintain his or her current skills (as indicated in assessment results) to live independently.  

                                                                                                                                                                                                                       

Consider the need for outside agency participation, as well as the need to invite the agency to the IEP meeting. If agencies are providing services to students to promote movement toward goals, include those appropriate activities in the IEP.

 

 

Courses of Study
Based on the current goals, provide specific and individualized course of study. This must include courses the student will take in the upcoming year projected through the anticipated exit year. Courses must reasonably enable the student to meet his/her postsecondary goals. The description may be an individualized list of courses and/or narrative focusing on specific skills/knowledge to be learned in a class. 

Narrative Description

List of Courses Description

List of Courses (Complete table below):

 Subject  School Year:_____   School Year:_____   School Year:_____  School Year:_____

 English

       
 Social Studies        
 Oral Communications        
 Mathematics        
 Science        
 Physical Education        
 Health and Safety        
 Economics        
 Fine Arts        
 Career Focus        
 Elective        
 Elective        
 Elective        
 Elective        

 Narrative of Course Description:

 

 

 

Summary of Performance is an additional piece mandated by IDEA but not part of the IEP. It must be completed during the final year of the child's high school education and a copy given to the child.

Projected Graduation Year: