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It specifies annual goal progress targets and details transition services across school years, assigning responsibilities to the student, family, school staff, and support providers to address anxiety, organizational skills, and preparation for campus life and career pathways.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/forms/","Forms",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/individualized-education-program-postsecondary-transition-plan/240789/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/individualized-education-program-postsecondary-transition-plan/240789.png","ImageObject",442,249,{"name":42,"@type":43},"Paura","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-23","2026-09-11",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",13,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What postsecondary goals are included in this transition plan?","Question",{"text":63,"@type":64},"The plan includes measurable goals for education/training, employment in Health Science-Therapeutic Services-Occupational Therapist Assistant, and independent living skills after high school.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were assessment results used to set transition goals?",{"text":68,"@type":64},"An age-appropriate transition assessment and the Behavior Rating Inventory of Executive Functioning (BRIEF) informed career interests and identified needs such as organization of materials and emotional control.",{"name":70,"@type":61,"acceptedAnswer":71},"What transition services are provided, and who is responsible?",{"text":72,"@type":64},"Transition services are listed by school year and include job exploration counseling, work-based learning, and skills training, with responsibilities assigned to the student, family, school staff, counselors, and technology or assistive support providers.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},240789,1791170044,{"code":4,"msg":82,"data":83},"success",[84,89,94,99,104,109,113,118,123],{"id":85,"doc_module":22,"doc_module_name":25,"category_name":86,"show_sort_weight":87,"slug":88},11,"Presentations",90,"presentations",{"id":90,"doc_module":22,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},12,"Resumes",80,"resumes",{"id":95,"doc_module":22,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},14,"Invoices",70,"invoices",{"id":100,"doc_module":22,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},15,"Posters",60,"posters",{"id":105,"doc_module":22,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},16,"Social Media",50,"social-media",{"id":110,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":111,"slug":112},17,40,"forms",{"id":114,"doc_module":22,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},18,"Letters",30,"letters",{"id":119,"doc_module":22,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},21,"Paper Templates",5,"papers-templates",{"id":124,"doc_module":22,"doc_module_name":25,"category_name":125,"show_sort_weight":4,"slug":126},158,"General","general-158",{"code":4,"msg":82,"data":128},{"doc_id":79,"user_id":129,"nickname":42,"user_avatar":130,"doc_module":22,"category_id":110,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":30,"language":136,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":12,"update_tm":140,"read_time":22},13056712833777,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","INDIVIDUALIZED EDUCATION PROGRAM: POSTSECONDARY TRANSITION PLANFORM I-8 (Rev. 5/13)  \nWisconsin Test District  \nName of Student: DemoStudent X FakeEntry WISEid:  \nMeeting Date: 5/31/2021  \nPage 1 of 3  \nDEMO  \nDate of Birth: 9/23/2007  \nPTP ID: 535899  \nI. Meeting Attendance  \nDemoStudent X FakeEntry attended the IEP Team meeting.  \nII. Postsecondary Goals  \nThe measurable postsecondary goals for DemoStudent X FakeEntry are based on an age-appropriate transition assessment.  \nThe IEP Team reported the following methods and/or results of the transition assessment:  \nAs Sally enters her last year in middle school, we are focusing on her career choices and the transition to high school. Sally, her case manager and parent completed the Behavior Rating Inventory of Executive Functioning (BRIEF) . This assessment showed areas of need in organization of materials and emotional control. She had relative strengths in the areas of working memory and monitor.  \nAs part of the district ACP process, Sally participated in the Xello Matchmaker assessment. She matched with the following Top 3 careers: computer programmer, phlombotmist, and occupational therapy assistant. Sally watched videos to learn more on her top 3 careers.  \nIn an informal interview with her case manager, Sally said she wants to be an occupational therapy assistant because she helped care for her grandfather while he was recovering form a stroke. She has also said she'd like to work at the local senior center as a program assistant in the summers. Her parents also stated that Sally showed a strong interest in learning about her grandfather's recovery and has often better connected with older adults.  \nMeasurable postsecondary goal in the area of education or training:  \nAfter high school, DemoStudent X FakeEntry will attend a technical/community college and earn an associates degree, diploma, or certificate.  \nAdditional information relevant to this goal includes:  \nSally's mom expressed that her daughter exhibited a strong interest in the rehabilitative therapy her grandfather completed when recovering from his stroke. She has concerns regarding the distance Sally may need to travel to access postsecondary training to become a COTA and the anxiety that Sally experiences about traveling to new places. Sally's mother expressed it may be helpful for Sally to start becoming familiar with the campus she will need to attend in the future to complete her training.  \nMeasurable postsecondary goal in the area of employment:  \nAfter completing or obtaining postsecondary education or training, DemoStudent X FakeEntry will be employed in the field of Health Science-Therapeutic Services-Occupational Therapist Assistant.  \nAdditional information relevant to this goal includes:  \nSally has expressed interest in learning about the different environments a COTA works in. She noted that she was excited to work at the senior center this summer but also wants to learn more about supporting students after seeing a classmate working with the OT at school. The IEP team discussed how the anxiety Sally experiences can impact her engagement in new environments. In addition, Sally’s father felt it will be important for Sally to develop stronger organizational skills while in high school that will support her in postsecondary education. Sally’s case manager suggested exploring a dual enrollment in a CNA program during high school to help address these concerns.  \nMeasurable postsecondary goal in the area of independent living skills:  \nIEP:PTP Printed 9/23/2021 10:31:54 AM  \nPage 2 of 3  \nAfter high school, DemoStudent X FakeEntry will:  \n-After high school, Sally Strong will be comfortable living in an apartment near campus.  \nIII. Annual Goals  \nAnnual goals that will help DemoStudent X FakeEntry make progress toward meeting all the stated postsecondary goals can be found under the annual goals section of this IEP or appear below.  \n-Sally will be able to independently review her assignment track","cbCaitVbQpAg8XUO","https://ap.wps.com/l/cbCaitVbQpAg8XUO","pdf",98400,"English","# I. Meeting Attendance\n# II. Postsecondary Goals\n## Measurable postsecondary goal in education or training\n## Measurable postsecondary goal in employment\n## Measurable postsecondary goal in independent living skills\n# III. Annual Goals\n# IV. Transition Services\n## School Year: 2020-2021\n## School Year: 2021-2022\n## School Year: 2022-2023","[{\"question\":\"What postsecondary goals are included in this transition plan?\",\"answer\":\"The plan includes measurable goals for education/training, employment in Health Science-Therapeutic Services-Occupational Therapist Assistant, and independent living skills after high school.\"},{\"question\":\"How were assessment results used to set transition goals?\",\"answer\":\"An age-appropriate transition assessment and the Behavior Rating Inventory of Executive Functioning (BRIEF) informed career interests and identified needs such as organization of materials and emotional control.\"},{\"question\":\"What transition services are provided, and who is responsible?\",\"answer\":\"Transition services are listed by school year and include job exploration counseling, work-based learning, and skills training, with responsibilities assigned to the student, family, school staff, counselors, and technology or assistive support providers.\"}]","Individualized Education Program - Postsecondary Transition Plan | PDF",1789165714]