SUCCESSFUL Transition Planning Through the IEP Process (1/24/2012)
PERMISSION FOR CONSENT PRIOR TO INVITING AGENCIES:
 Written parental consent must be obtained prior to inviting any agency to the IEP meeting likely to pay for services in the next year.
MEETING NOTICE: (Parent invitation)
 If outside agencies were invited, write this stem statement next to “Other:”
 Representative from _______________ (name agency) was invited.
 Lock Meeting Notice. Student Notice of Meeting will appear after Meeting Notice has been locked
STUDENT NOTICE OF MEETING: (Student invitation)
 All students 15 and older must be invited to their IEP meetings.
IEP INFORMATION:
 Anticipated Year of Graduation/Completion: Enter year reflecting projected date
PARTICIPANTS IN MEETING:
 For Outside Agency Personnel, type name AND agency under “OTHER.” Use Additional information-IEP page, if needed
ELIGIBILITY/PLAAFP (required for eligibilities and optional for annual reviews):
 You must address all domains, including Transition/Life Skills, if only to say the student’s skills are within age-appropriate expectations,
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The four components of PLAAFP are observations, assessment, interpretation and recommendations.
NOTE: Transition Assessments: is all assessment done pertaining to achieving post secondary outcomes and is defined as
the process of determining a student’s abilities, attitudes, aptitudes, interest, work behaviors, levels of self-determination
and self-advocacy skills, interpersonal skills, academic skill level and independent living skills over time for the purpose of
planning an appropriate transition IEP.
ANNUAL REVIEW:
Based on the student’s current level of educational functioning and post secondary readiness the team will develop an IEP that establishes a
direct and clear link between PLAAFP, post-secondary outcomes, age appropriate transition assessment, planned course of study, measurable
annual goals and transition services.
 Introduction
 Describe the student. Include age & grade, disability and area of concern and current educational setting.
 What are the student’s preferences, interests and aptitude including post secondary outcomes stated as an end result?
 Current Level of Educational Functioning and Post Secondary Readiness
 What is the student’s current level of educational functioning and post secondary readiness?
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What data was used? (Include the name of the transition assessment, and scores, dates of observations and results.)
 What was the student’s response to specially designed instruction, accommodations and modifications?
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What worked? What didn’t work? And why?
 Interpretation
 What are the student’s strengths?
 What does the student need to learn to access the general education curriculum and achieve his/her post secondary
outcomes?
 How does the disability impact the student’s ability to access the general education curriculum and achieve his/her post
secondary outcomes?
 Recommendations
 What are the recommendations that will ensure success in accessing the general education curriculum and achieving his/her
post secondary outcomes? (THINK: Specially designed instruction, strategies and interventions, transition activities,
accommodations and modifications)
NOTE: For students with severe needs document personal care needs using this stem statement.
 Due to identified disability _____ (student name) will require adult assistance to meet his/her personal care needs in, including:
_____ (e.g. feeding, diapering, toileting, personal hygiene, monitoring of safety, mobility, etc)
SUMMARY OF TRANSITION SERVICES – I:
Post-Secondary Transition Outcomes
 Type of Completion Document: For ALL DPS students, this will be “Diploma”
 Post-secondary outcomes are required for all students in the areas of Post-Secondary Education/Training and Career/Employment
 Post-secondary outcomes must be measurable and occur after student graduates high school
 Use this stem statement to write Measurable Post-School Outcomes:
 Based on _________ (identify Transition Assessment used), after graduation ______ (name) will become/enroll in/be employed
as/etc. . . .
 A post-secondary outcome is written in the area of Adult/Independent Living “if needed”
 If the student is age-appropriate in this area check NO. Write Student has age-appropriate skills in this area.
NOTE: Adult Independent Living post-secondary outcomes must be written for all students with disabilities when adaptive skills or
behaviors are the basis for determination of eligibility.
Age Appropriate Transition Assessment(s)
 Use “Other” to identify all Age Appropriate Transition Assessments administered (“Other” may be used more than once).
Work Experience
 The student participated in the following work experience(s): Answer either “Yes” or “No”
 “Volunteer” must be truly voluntary. Students cannot have earned Work Study credit for this activity
 Students who have engaged in Unpaid Work Experience should have “Yes” marked in “Work Study, Internship”
Planned Course of Study
 The Planned Course of Study must be individualized, multi-year and enable the student to achieve his/her post-secondary outcomes.
 _____ (Name) will earn a diploma by pursuing the (identify DPS Course of Study) ______Course of Study. This individualized
plan will prepare him/her to _____ (identify the post secondary outcome. e.g. go to college, become a cosmetologist). by ____.
 Identify high school course work specifically related to the student’s post-secondary outcomes.
SUMMARY OF TRANSITION SERVICES – II:
Statement of Transition Services
 Identify services/activities that the adults will provide. Transition Services/activities need to be delineated by action (what the adults will
do) and discipline (e.g. special educator, speech, OT/PT, social worker and psychologist)
 Type in transition services/activities using this stem statement
 The _____ (who ) will provide _____
 Education/Instruction/Related Services
 (pre-teaching, clarifying, self-advocacy skills, resource/special ed classes in core content, college tours/fairs, applying for
college, apply for ACT accommodations, financial aid, speech, OT/PT,or mental health services, etc.)
 Career/Employment
 (career exploration, career assessment, CollegeinColorado, job shadows, business tours, internships, job fairs, unpaid work
experiences, Key Train, discuss facilitating connection to SWAP/DVR, Workforce Center, etc.)
 Adult/Independent Living & Community Experience
 (Transportation, daily living skills, community access and safety, financial literacy/budgeting, time, money, discuss facilitating
connection to Denver Options, SSI, Medicaid, guardianship issues, etc.)
 If no services are to be provided in Adult/Independent Living or Community Experiences type in this statement
 Student has age-appropriate skills as evidenced by . . . (using public transportation, chores at home, etc.)
Interagency Linkages
 If “No” is checked use the following statement in the box provided:
 At this time, the IEP team believes no outside agency services are needed. Agency involvement will be reviewed at the next IEP
meeting. OR
 If student has no social security card: The student is not eligible for outside agency services at this time.
 If “Yes,” check box identifying agency, and go back to Transition Services box which best matches agency and type:
 DPS has provided the parents/guardians with information about _____ (agency name) and discussed intake procedures and
parental responsibilities. OR
 Information about _____ (agency name) will be mailed to the parents/guardians along with the IEP. (Mailed information must
include intake procedures and parental responsibilities.) OR
 Discuss and document the student’s current involvement with any outside agency, including placement on an agency wait list
IEP Services/LRE:
 Indirect time is the time the teacher is working on behalf of the student by consulting with other adults (parents, employers, teachers, etc.)
 Direct (inside or outside the general ed classroom) is time a special education teacher has face-to-face contact with the student
 For students enrolled in WES/WESS classes identify both indirect and direct time
 Rational for LRE decision: The IEP must document an educational justification for removal of a student with disabilities from the general
education classroom. This decision must be based on individual needs of the student.
 If the student will receive all instruction with typical peers write: The student will receive all instruction with typical peers.
 If the IEP team determines that the student will not benefit from instruction with typical peers describe the setting and the
rationale. Write: _____ (Name) would benefit from specially designed instruction for/in _____ because _____
ACCOMMODATIONS:
 Document appropriate accommodations to help the student achieve his/her post-secondary outcomes
 Identify only accommodations reflecting area of disability and student need
ESY:
 Address ESY as appropriate.
ANNUAL GOALS:
 Check one of the three Transition Outcome boxes and the Post-School Outcome will populate from Summary of Transition Services - I
 Write appropriate measurable annual goal(s) that:
 Clear, direct and genuine connection to the student’s post-school outcome (selected at top of page)
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 Address an area of need/barrier identified in PLAAFP
 Are not a one-time event or a series of one-time events
Identify the state standard (including Transition Standards) to be addressed by the goal
Select the grade level and area of identified need at the high school level
 The following stem statement will appear.
 In order to_____ (provide a clear and genuine link to the post-school outcome.), by (date) _____, (name) _____will (do what)
_____ (under what conditions/in what setting) _____ (at what level of proficiency, including a baseline) _____ (as monitored by
whom) _____ (using what instrument or method of measurement) ______.
Students taking CSAP-A need at least one short term objective per annual goal
Progress toward annual goals must be addressed as frequently as report cards are sent home