Postsecondary Education Readiness IEP goals for high school (grades 9 to 12)
30 of the postsecondary education readiness templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
30 templates · 1 skill · 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Postsecondary Education Readiness Transition & Postsecondary Skills
Compare colleges or programs on a checklist
Researching colleges and training programs
By the annual IEP review date, given two or three colleges or training programs the student is considering and a program comparison checklist, the student will complete the comparison checklist for each program and state which one fits own plans and why independently, earning a score of at least 10 out of 12 on a 6-row program comparison rubric (0 to 2 per row), on 2 consecutive comparisons, as measured by a defined scoring rubric collected monthly.
Research a college's accessibility services office
Researching campus accessibility services
By the annual IEP review date, given the accessibility services web page of a college the student is considering and a fact sheet, the student will record where the office is, how to contact it, what documents it asks for and how to request accommodations independently with at least 85% accuracy on fact sheet items, on 3 consecutive probes, as measured by work-sample analysis collected every two weeks.
Register with campus accessibility services
Registering with a disability services office
By the annual IEP review date, after admission to a college or dual enrollment course, given the accessibility services intake form and own documentation, the student will complete the registration steps from the intake form to receiving an accommodation letter, performing at least 6 of 7 steps independently, on 2 consecutive registrations, including a practice registration, as measured by a task-analysis checklist collected at each registration step, weekly during the registration window.
Explain own accommodation needs at an intake meeting
Intake meeting with accessibility services
By the annual IEP review date, during a mock intake meeting with a staff member acting as a college accessibility coordinator, the student will explain how own needs affect learning, which accommodations helped in high school and which are needed in college independently, earning a score of at least 8 out of 10 on a 5-row intake meeting rubric (0 to 2 per row), on 2 consecutive meetings, including mock meetings, as measured by a defined scoring rubric collected at each mock meeting (monthly) and at the real intake.
Deliver accommodation letters to each instructor
Sharing accommodation letters
By the annual IEP review date, at the start of each dual enrollment or college course, with own accommodation letter, the student will send or hand the accommodation letter to the instructor and agree on how each accommodation will work in the course independently in at least 3 of 4 opportunities, across 2 consecutive terms, as measured by opportunity-by-opportunity data collected in the first two weeks of each term.
Manage the steps of a college application
Applications and admissions steps
By the annual IEP review date, during the fall of senior year, given the application requirements of the colleges or programs the student chose and an application checklist, the student will complete each step of the application process by its deadline and confirm the application is complete, performing at least 7 of 8 steps independently, on 2 consecutive applications, as measured by a task-analysis checklist collected weekly during application season.
High school postsecondary education readiness goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 10 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 7 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 7 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 6 goals here
Frequently asked questions
How do postsecondary education readiness goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.