Frequently Asked Questions

  • Q: Where do I put the measurable postsecondary goals?

    A: First, check with your school district on their policy of where the measurable postsecondary goals should go. But the most logical place to include the measurable postsecondary goals are in the Postsecondary Vision section of the TPF and in the Vision section of the IEP.

  • Q: What if the student doesn't know what they want to do after high school?

    A: If the student doesn't know what they want to do after high school, they are probably not the only high school student who doesn't know that! It's safe to say that most students don't know exactly what they want to do "when they grow up." That's why measurable postsecondary goals must be based on age-appropriate transition assessments. The assessments will provide everyone with information on the student's interests, strengths, goals, and challenges. Information from the assessments drive the development of the measurable postsecondary goals.

  • Q:What if the student's postsecondary goals are "unrealistic"?

    A: Use transition assessments to guide a conversation with a student or family member on what types of skills are required for a particular career and whether the student has or can acquire those skills.

  • Q: Who within the school completes the Summary of Performance?

    A: This varies from school to school.

  • Q: How many informal assessments and how many formal assessments do I have to use?

    A: There is no formula for how many of each type of assessment you need to use. The purpose of assessments is to gather as much information about the student as possible in order to develop appropriate, measurable postsecondary goals. So if that means you conduct 5 informal and 5 formal assessments, then so be it. If that means you conduct only informal or only formal assessments, that's fine too.