Post-ITT Planning Worksheet

Student Name:	Your Name:
Grade:
Age:	Date:

Purpose:
For College Transition - Goals and Objectives

This worksheet can be used for planning goals and objectives during the student's IEP/ITP meeting.

Responses on this worksheet can also direct the student to the guidance activities listed on this site. The guidance activities are organized to mirror the goals and objectives listed below.

Directions:

Circle the number that indicates the student's current level of knowledge or ability in the areas listed below.

Rating Scale:

1 = no knowledge or ability
2 = some knowledge or ability
3 = high level of knowledge or ability

1. Developing Knowledge and Skills to be a Self-Advocate:

The student understands his/her disability, learning strengths and related accommodations and has the skill to self-advocate in the academic setting.

The student has identified:

his/her disability (What is it? How does it affect student in the class?) 1   2   3

learning strengths (How does the student learn best?) 1   2   3

appropriate accommodations based on disability & learning strengths 1   2   3

how his/her disability documentation supports specific accommodations 1   2   3

how to practice self-advocacy in the high school setting 1   2   3

2. Planning:

The student has established a realistic college education goal and has prepared a timeline for successful transition to college.

The student has identified:

personal interests 1   2   3

possible career choices 1   2   3

a college goal based on interests and strengths 1   2   3

academic courses required to meet college goal 1   2   3

a high school timeline of college planning and application activities 1   2   3

3. Applying to College:

College The student has finished the college admissions process from identifying appropriate college programs, completing admission criteria, completing financial aid applications, and providing appropriate disability documentation.

The student has identified:

colleges that match interests with academic programs and support needs 1 2 3

college admission requirements in colleges of interest 1 2 3

The student has completed:

pre-college admissions and/or placement testing (SAT; ACT; ASSET) 1   2   3

competitive college applications and supporting letters and essays 1   2   3

financial aid application 1   2   3

establishing eligibility for services by meeting with the Disability Support Services coordinator, once accepted at a college 1   2   3

4. Accessing Support on a College Campus:

The student understands the changing roles and responsibilities of the student and school in the provision of disability related support services in college.

The student has an understanding of:

impacts of IDEA and ADA on the roles of student, teacher and school 1   2   3

requirements and demands of college course work 1   2   3

range of support services through DSS and other campus resources 1   2   3

differences in support services among colleges 1   2   3

need for disability support in college and how to establish eligibility and access 1   2   3
vocabulary related to college and disability 1   2   3

5. Accessing Support from Adult Human Service Agencies:

The student can identify Adult Human Service agencies that provide support services to individuals with disabilities enrolled in college and understand how to apply for these services.

The student has identified:

public and private agencies that provide support services 1   2   3

college students with disabilities 1   2   3

application procedures for these support services 1   2   3

Directions:

To increase knowledge or ability in the areas rated "1" or "2", direct the student to the related Guidance Activities on this site.