Using Indicator 13 Requirements for
Transition Planning
to Support College and Career
Readiness
Rationale
Graduation Rate
 Forty-eight percent (48%) of SWD do not
graduate from high school
College/Career Readiness Rate
 Eighty-four percent (84%) of SWD are not ready
for College or Careers
Evidence for Teacher Evaluation (KFfT)
Session Outcomes
 We are focusing on utilizing transition assessment
data to assist students in planning for successful
transition.

Specifically focused on planning positive outcomes in
education/training, employment and (when needed)
independent living
 This will provide evidence of professional growth in
KFfT Domains 1 and 4:




1B – Knowledge of Students
1D – Knowledge of Resources
4B – Maintaining Accurate Records
4C – Communicating with Families
Taxonomy for
Transition Programming
Family
Involvement
Student-Focused
Planning
Student
Developmen
t
Program
Structures
Interagency
Collaboration
Training Objectives
 To understand and be able to implement
the transition planning process for
students with disabilities in order to help
them:


Complete High School
Become college and/or career ready
 To understand appropriate methods of
documenting Indicator 13 compliance
Indicator 13
Percent of youth with IEPs aged 16 and above with an IEP that
includes appropriate measurable postsecondary goals that
are annually updated and based upon an age appropriate
transition assessment, transition services, including courses
of study, that will reasonably enable the student to meet those
postsecondary goals, and annual IEP goals related to the
student’s transition services needs. There also must be
evidence that the student was invited to the IEP Team
meeting where transition services are to be discussed and evidence
that, if appropriate, a representative of any participating
agency was invited to the IEP Team meeting with the prior
consent of the parent or student who has reached the age of
majority. (20 U.S.C. 1416(a)(3)(B))
Kentucky Indicator 13
“Sub-Indicators”
49A POSTSECONDARY GOALS
49B TRANSITION SERVICES
49C AGENCY INVOLVEMENT
49D CONSENT FOR AGENCY
INVITATION
49E MULTI-YEAR COURSE OF STUDY
49F RELATED ANNUAL GOAL(S)
49G TRANSITION ASSESSMENT
49H STUDENT INVOLVEMENT
49I ANNUAL UPDATE
Transition Planning Flow Chart
Collect Transition Assessments
Needs
Strengths
Preferences
Interests
Write Measurable Postsecondary Goals
Education/Trainin
g
Employment
Independent Living, as appropriate
Identify Transition Services
Instruction
Related Services
Community
Experiences
Employment, Adult
& Daily Living
Update the Course of Study
Write the Annual Goals
Coordinate Services with Adult Agencies
Postsecondary Goals
In order to meet College and Career Readiness
guidelines set for all students, the IEP includes
appropriate measurable postsecondary goals related to



Training or education
Employment
When appropriate, independent living skills
Transition assessments are used to
develop post-secondary goals.
Education/Training Definition
Enrollment in:
a) Community/Technical college (2-year program)
b) College/University (4-year program)
c) College preparatory program
d) Other education/training, for example:







Job Corps
Adult Education
Workforce Development Program
Community/Technical School Training that is less than 2 years
Supported Employment
On-the-job Training
Military Training
Employment Definition
Employment includes:
 Competitive Employment
 Competitive labor market, full- or part-time
 Integrated setting
 at or above minimum wage

Supported Employment
 Competitive employment
with intensive
supported employment services

Other Employment
Sample Formula for Developing
Education/Training and Employment Goals
After high school
_______________________,
(After high school)
(After graduation)
(Upon completion of high school
_____________
’s goal is to
Allison
___________________________________________________
Attend -year college and take coursework leading to a major in the area of Child
Development
__________
(education/training behavior where and how )
to be able to
become an early childhood education teacher.
____________________________________________.
(employment behavior – where and how)
Additional Examples:
Postsecondary Education/ Training
and Employment Goals
After high school, Jodi’s goal is to improve job skills
through a job training program to be able to work in
a retail setting.
After graduation, Glenn will complete an associates
program in advanced manufacturing to be able to work
as an electrical technician in an industrial
setting.
After high school, Jeremy’s goal is to receive on-the-job
training from a job coach to be able to be employed
part-time in a local business with supports
Non-Examples:
Postsecondary Education/Training
and Employment Goals
After high school, John plans to attend the community
college near his home. (Education/Training)
John wants to manage the computer labs at the college
he
attends. (Employment)
John hopes to work in the field of information
technology
when he graduates. (Employment)
Independent Living Skills Definition
Independent Living Skills are those skills or tasks
that contribute to the successful independent
functioning of an individual in adulthood (Cronin,
1996) in the following domains:
 Leisure/recreation
 Home maintenance
 personal care
 Community participation
Sample Formula for Developing
Independent Living Goal
After High School
_______________________,
Jodi
_____________
’s goal is
(After high school)
(Student)
(After graduation)
(Upon completion of high school)
assume responsibility for a share of living expenses by saving money earned at
work and following a budget set by Jodi and her parents.
to__________________________________________________
___________
(independent living behavior where and how )
Examples: Postsecondary
Independent Living Goals
Upon completion of high school, Jeremy will independently prepare for
work each day, including dressing, making his bed, making his lunch,
and accessing transportation.
After graduation, Erica will effectively utilize an augmentative
communication device at home and in the community that allows
familiar and non-familiar individuals to communicate with her
regarding needs, wants, and desires.
After graduation, Kevin will continue to live with his parents and will
participate in his daily care routines to the maximum extent possible.
Non-Examples:
Postsecondary
Independent Living Goals
Susan will rely on her family to attend to her daily routines (e.g. feeding,
dressing, bathing, activating small appliances / media devices, choice
making, etc).
Erica wants to attend community dances sponsored by the local YMCA.
Stephen will inquire about the obligations and responsibilities of getting
an apartment.
Employment:
Based on a career interest inventory and student survey,
Hunter has demonstrated an interest in obtaining a job in
the field of landscaping. IEP progress data indicates that he
can correctly identify ten common community and
vocational vocabulary words with 75% accuracy and also
perform familiar tasks with three steps using visual
supports with 80% accuracy. Hunter’s cognitive deficits will
impact his ability to acquire new skills involving multiple
steps in order to independently participate in vocational
settings. Hunter will require supervision for attention and
safety. Hunter will need supported employment assistance
as he explores locations for jobs in landscaping as well as
training of work-related skills for those particular locations.
Daily Living Skills:
Hunter requires assistance with all grooming and hygiene
needs. With adapted utensils, he is able to feed himself, but
needs assistance with cleaning up his area once he is
finished. Parent survey indicates they are most comfortable
with Hunter living in a supported living setting with 2-3
roommates. They also indicated that Hunter would like to
participate in weekly personal shopping activities after he
graduates. Hunter’s deficits in the area of daily living skills
will impact his ability to live and perform personal care
needs independently after high school.
Hunter’s Postsecondary Goals
Upon completion of high school, Hunter’s goal is to
complete employment skills training and on-the-job
training provided through the Office of Vocational
Rehabilitation in order to work in a supported
employment position as a landscape assistant.
Upon completion of high school, Hunter’s goal is to live
in a supported living setting with 2-3 roommates and to
perform weekly personal shopping activities with
assistance.
Postsecondary Goals (IEP)
Postsecondary Goal(s)
(By age 16, or younger if appropriate, and thereafter)
(Postsecondary Goal(s) Related to Education/Training,
Employment, and if needed, Education/Training and Employment:
Upon completion of high school, Hunter’s goal is to complete employment skills training
and on-the-job training provided through the Office of Vocational Rehabilitation in order
to work in a supported employment position as a landscape assistant.
Independent Living:
Upon completion of high school, Hunter’s goal is to live in a supported living setting with
2-3 roommates and to perform weekly personal shopping activities with assistance.
Postsecondary Goals (Infinite Campus)
Postsecondary Goals
(Record Review Document)
Transition Planning Flow Chart
Collect Transition Assessments
Needs
Strengths
Preferences
Interests
Write Measurable Postsecondary Goals
Education/Trainin
g
Employment
Independent Living, as appropriate
Identify Transition Services
Instruction
Related Services
Community
Experiences
Employment, Adult
& Daily Living
Update the Course of Study
Write the Annual Goals
Coordinate Services with Adult Agencies
Transition Services Definition
Transition services are defined as a coordinated
set of activities for a student with disabilities
that are:


Designed to be within a results-oriented process,
focused on improving the academic and functional
achievement of the student with a disability to
facilitate the student’s movement from school to
post-school activities
Based on the individual student’s needs, taking into
account their strengths, preferences and interests
What do Transition Services Include?
 Instruction





Related Services
Community Experiences
Employment
Other Post-School Adult Living Objectives
When appropriate, acquisition of daily living
skills and provision of a functional vocational
evaluation
Things to Consider:
 What experiences must the student participate in this
academic year that are necessary for achieving the
identified postsecondary goals?
 What services and specific instruction are essential this
year for the student to develop skills and knowledge to
attain their postsecondary goals?
 Do we know enough about this student’s vocational skills
to identify an appropriate postsecondary employment
goal or design activities to support the identified goal?
Transition Services – Instruction
Definition
Instruction activities/strategies can be a formal
or informal imparting of knowledge or skills
that a student needs to receive in specific areas
to:
 Complete needed courses
 Succeed in the general curriculum
 Gain needed skills
Transition Services
Instruction Examples





PROVIDE COURSE OF STUDY LEADING
TO A DIPLOMA
PROVIDE COURSE OF STUDY LEADING
TO AN ALTERNATIVE DIPLOMA
MONITOR GRADES/GRADUATION
STATUS AND FOLLOW-UP IF ISSUES
ARISE
MONITOR COLLEGE/CAREER READINESS
STATUS TO MAKE ANY CHANGES IN
INSTRUCTIONAL PROGRAMMING
PROVIDE OPPORTUNITIES TO VISIT
COLLEGE CAMPUSES AND MEET WITH
STUDENT SUPPORT SERVICES
(DISABILITY SERVICES COORDINATOR)
Transition Services
Related Services Definition

ACTIVITIES/STRATEGIES IN THIS AREA
SHOULD CONSIDER THE CURRENT AND
PROJECTED RELATED SERVICE NEEDS
OF THE STUDENT

THIS AREA OF THE TRANSITION
SERVICES IS NOT FOR SPECIFYING THE
NEEDED RELATED SERVICES FOR THE
NEXT SCHOOL YEAR. RELATED
SERVICES FOR THE COMING SCHOOL
YEAR SHOULD BE ADDRESSED IN
ANOTHER SECTION OF THE IEP
Transition Services
Related Services Examples

DEVELOP LINKAGES TO ADULT AGENCIES OR
PROVIDERS

TRANSITION COUNSELING

REFERRAL TO DISABILITY SERVICES TO
DETERMINE ELIGIBILITY AFTER HIGH SCHOOL

REFERRAL TO OVR TO DETERMINE ELIGIBILITY
FOR SERVICES
Transition Services
Community Experiences Definition
Community Experiences are
activities/strategies that are:
 Generally provided outside the school building
 To help prepare the student for participation in
community life
Transition Services
Community Experiences Examples
 PROVIDE OPPORTUNITIES FOR PRACTICE IN
USING RELEVANT COMMUNITY RESOURCES
(HEALTH CARE FACILITIES, BANK, LIBRARY,
LAUNDRY-MAT, POSTAL SERVICES, CHURCH,
RESTAURANTS, HAIR SALON)
 PRACTICE MAKING AND KEEPING OWN
APPOINTMENTS
 TEACH APPROPRIATE SOCIAL BEHAVIORS IN
THE COMMUNITY (TIPPING, ASKING FOR
ASSISTANCE, STANDING IN LINE, BEING
QUIET IN RELEVANT SITUATIONS)
Transition Services Employment Definition
Activities/strategies listed in this area focus on
development of:
 work-related behaviors
 job seeking and keeping skills
 career exploration
 skill training
 apprenticeship training
 and actual employment
Transition Services
Employment Examples

ASSISTANCE IN PREPARING FOR WORK
TOWARDS OBTAINING A LICENSE TO
BECOME A __________

ARRANGE FOR MEETING WITH ADULT
WORKERS IN THE CAREER FIELD OF
__________

ENROLLMENT IN A CAREER AWARENESS
PROGRAM

PROVIDE A COMMUNITY-BASED CAREER
EXPLORATION PROGRAM
Transition Services
Post-School Adult Living Definition
 Activities/strategies listed in
this area emphasize focus on
adult living skills
 These are generally activities
that are done occasionally
Transition Services
Post-School Adult Living Objectives
Examples
 INSTRUCTION IN HOW TO OPEN A BANK
ACCOUNT AND MANAGE
FINANCES/BUDGETS/BILLS
 INSTRUCTION IN HOW TO APPLY FOR
CREDIT CARDS AND MANAGE PERSONAL
DEBT
 INSTRUCTION IN HOW TO APPLY FOR
HOUSING ASSISTANCE (HUD)
 INSTRUCTION ABOUT CONSUMER SKILLS,
RIGHTS, AND RESPONSIBILITIES
Transition Services
Daily Living Skills Definition
Daily living skills are activities that adults
do most every day. These include such
things as:
 Preparing meals
 Budgeting
 Maintaining a residence
 Paying bills
 Raising a family
 Caring for clothing
 Personal grooming
Transition Services
Daily Living Skills Examples

INSTRUCTION IN HOW TO MANAGE DAILY TIME
SCHEDULE

INSTRUCTION IN HOW TO MANAGE MONEY AND
PAY BILLS

INSTRUCTION IN HOW TO DEVELOP A PERSONAL
FITNESS ROUTINE

PROVIDE OPPORTUNITIES FOR PRACTICE
PURCHASING FOOD

PROVIDE OPPORTUNITIES FOR PRACTICE
PREPARING MEALS
Transition Services
Functional Vocational Evaluation
Definition
 A functional vocational evaluation is an
assessment process that provides information
about job or career interests, aptitudes, and
skills
 Information is gathered through situational
assessments in the setting where the job is
performed
 Information gathered through a functional
vocational assessment can be used to refine
educational experiences, courses of study, and
employment activities/strategies listed in the
transition services in the IEP
Transition Services
Functional Vocational Evaluation
Examples

CONDUCT A FUNCTIONAL VOCATIONAL EVALUATION

MAINTAIN A PORTFOLIO OF OBSERVABLE WORK
SAMPLES

CONDUCT AN INTEREST/APTITUDE SURVEY
Transition Services (IEP)
Postsecondary Goal(s)
(By age 16, or younger if appropriate, and thereafter)
(Postsecondary Goal(s) Related to Education/Training, Employment, and if needed, Independent Living:
Education/Training and Employment: Upon completion of high school, Hunter’s goal is to complete employment skills
training and on-the-job training provided through the Office of Vocational Rehabilitation in order to work in a supported
employment position as a landscape assistant.
Independent Living:
Upon completion of high school, Hunter’s goal is to live in a supported living setting with 2-3 roommates and to perform
weekly personal shopping activities with assistance.
Transition Service
Agency Responsible
Completion of Multi-Year Course of Study leading to an Alternative High School
Diploma
Community-Based Instruction
Special Education Teacher
Individual advising on completion of ILP
Counselor/Job Coach
Community-Based Work Transition Program (in collaboration with Office of
Vocational Rehabilitation)
Invite Agriculture teacher to transition planning sessions
Special Education Teacher/Job
Coach
Special Education Teacher
Provide opportunity for participation in Regional Transition Fair
Special Education Teacher
Provide information to Hunter’s parents about guardianship, SSI, Michelle P Waiver,
and Supported Living
Daily Living Skills instruction
Special Education Teacher
Special Education Teacher
Special Education Teacher
Transition Services (Infinite Campus)
Transition Services (Record Review Document)
Transition Planning Flow Chart
Collect Transition Assessments
Needs
Strengths
Preferences
Interests
Write Measurable Postsecondary Goals
Education/Trainin
g
Employment
Independent Living, as appropriate
Identify Transition Services
Instruction
Related Services
Community
Experiences
Employment, Adult
& Daily Living
Update the Course of Study
Write the Annual Goals
Coordinate Services with Adult Agencies
Agency Involvement
(Record Review Document)
Agency Involvement
(Record Review Document)
Agency Involvement (IEP)
Postsecondary Goal(s)
(By age 16, or younger if appropriate, and thereafter)
(Postsecondary Goal(s) Related to Education/Training, Employment, and if needed,
Independent Living:
Upon completion of high school, John’s goal is to attend courses at Community and Technical College to
work toward a degree in computer science to be able to work as a network manager for a local medical
company.
Transition Service
Agency Responsible
Completion of Multi-Year Course of Study as outlined in John’s
Individual Learning Plan
High School
Instruction related to word processing/keyboarding skills (See
annual goal)
Self-advocacy training
High School
Tour of community college campus to familiarize John with
surroundings
Apply for possible college financial aid
High School
Vocational rehabilitation referral to determine eligibility for tuition
assistance
High School and OVR
Apply for college and disability support service
High School and Disability
Support Services Office
High School
High School
Agency Involvement
(Notice of ARC)
Agency Involvement
(Infinite Campus)
Agency Involvement (Consent for Invitation)
Transition Planning Flow Chart
Collect Transition Assessments
Needs
Strengths
Preferences
Interests
Write Measurable Postsecondary Goals
Education/Trainin
g
Employment
Independent Living, as appropriate
Identify Transition Services
Instruction
Related Services
Community
Experiences
Employment, Adult
& Daily Living
Update the Course of Study
Write the Annual Goals
Coordinate Services with Adult Agencies
Multi-Year Course of Study
(Record Review Document)
Multi-Year Course of Study (IEP)
Example - Course of Study
Listings (Alternative Diploma)
LANGUAGE ARTS 1
INTEGRATED SOCIAL STUDIES
LANGUAGE ARTS 2
WORLD HISTORY
LANGUAGE ARTS 3
U.S. HISTORY
LANGUAGE ARTS 4
HUMANITIES
MATHEMATICS 1
HEALTH EDUCATION
MATHEMATICS 2
BASIC MONEY SKILLS
MATHEMATICS 3
DEVELOPING CAREERS
MATHEMATICS 4
HOME ECONOMICS
INTEGRATED SCIENCE
LIFE SCIENCE/BIOLOGY
EARTH/SPACE SCIENCE
INDIVIDUALIZED CAREER WORK EXPERIENCE
IN
Example - Course of Study
Listings (Diploma)
ENGLISH 9
ENGLISH 10
ENGLISH 11
ENGLISH 12
ALGEBRA 1
ALGEBRA 2
GEOMETRY
PRE CALCULUS
CALCULUS
INTEGRATED SCIENCE
COMPUTER SCIENCE
CHEMISTRY
BIOLOGY
PHYSICS
World History
US History
Integrated Social Studies
Humanities
Health/PE
Art
Child Development
Nutrition
Psychology
Preschool Internship
Course of Study Document
(Career Cruising)
Course of Study can
be documented:
 In the online ILP
 On a district-
developed form
 On the
Alternative ILP
(Course section)
Multi-Year Course of Study
(Infinite Campus)
Transition Planning Flow Chart
Collect Transition Assessments
Needs
Strengths
Preferences
Interests
Write Measurable Postsecondary Goals
Education/Trainin
g
Employment
Independent Living, as appropriate
Identify Transition Services
Instruction
Related Services
Community
Experiences
Employment, Adult
& Daily Living
Update the Course of Study
Write the Annual Goals
Coordinate Services with Adult Agencies
Related Annual Goal
(Record Review Document)
Related Annual Goal
(IEP)
Related Annual Goal
(Infinite Campus)
Transition Planning Flow Chart
Collect Transition Assessments
Needs
Strengths
Preferences
Interests
Write Measurable Postsecondary Goals
Education/Trainin
g
Employment
Independent Living, as appropriate
Identify Transition Services
Instruction
Related Services
Community
Experiences
Employment, Adult
& Daily Living
Update the Course of Study
Write the Annual Goals
Coordinate Services with Adult Agencies
Transition Assessment
Transition assessment is the ongoing process of
collecting data on the individual’s needs,
preferences, and interests as they relate to the
demands of current and future working, educational,
living, and personal and social environments.
Assessment data serve as the common thread in the
transition process and form the basis for defining
goals and services to be included in the IEP and is
gathered from multiple sources.
From: NSTTAC Indicator 13 Training Materials
Transition Assessment Sources
Sources of assessment information include, but are
not limited to, the following:
 Formal interest surveys, aptitude tests and other surveys
 Informal interviews with students
 Student completion of interest inventories
 Questionnaires to establish student interests and preferences
 Functional vocational evaluations
 Quarterly or semester grades throughout high school
 Current psychological assessment data indicating areas of
strengths and weakness
 College entrance exam scores if applying to 4-year colleges
 Interviews/surveys with the family
 Student observations
Transition Assessment Examples
 INDIVIDUAL LEARNING PLAN
Career Awareness, Student Interest Inventory, Career Matchmaker, Ability Profiler

Academic Records
Progress notes, End of grade test scores, Report cards, Curriculum-Based Assessment, State
Assessments - EPAS (EXPLORE/PLAN/ACT), CATS
 MULTI- DISCIPLINARY ASSESSMENT
Cognitive, Adaptive, Functional Skills, Communication, Observations
 SCHOOL OR COMMUNITY - BASED WORK
EXPERIENCES
 INTERVIEW WITH STUDENT & PARENTS
http://www.seattleu.edu/ccts/transition-services/
Roger
Interpersonal:
(teacher/staff)
• Lacks understanding
of personal space
• Lacks control when
frustrated or angry
• Often speaks for others
• Unable to resolve
conflicts
Academic/functional:
(teacher/psych)
• Unable to follow 3‐step
written directions
• Unable to interpret warni
ng labels accurately
(parents/family)
• Unable to operate a
calculator accurately
Community/Vocational
:
• Cannot use public
transportation successful
ly
(family/teacher)
• Lacks continuous person
al hygiene habits (family)
• Interrupts coworkers to
assist with their work
(work supervisor)
• Work pace is slow
(work supervisor)
Interpersonal:
(teacher/family)
• Friendly smiles and
greets all people
• Helps others without
prompting
• Able to communicate
needs clearly and
appropriately
• Able to accept
constructive criticism
without resentment
Academic/functional:
(teacher/psych)
• Can follow 3‐step
verbal directions with
up to 2 variables
• On Brigance: 25
functional words
• Able to add/subtract 2
single digit numbers
Community/Work:
(Magellan)
• Able to recognize
multi‐step task
procedures
• Organizes work in an
orderly fashion
• Stays on task for
extended periods.
ASD
Prefers:
(Casey LifeSkills)
• Computer aided interes
t inventory:
• Interest in working
outdoors
o with others;
o perhaps with plants
• Teacher observation:
o work in group or with
1 other
o clean or unclean wor
k environment
o leading rather than
following
• Parent/family observati
on
o repetition
o non‐sedentary
o no stress or
uncomfortable
situations
http://www.seattleu.edu/ccts/transition-services/
Expressed:
(Roger/family)
• Special Olympics
• Bowling
• Going out with friends
• Lifting weights
• Animals
• Planting flowers
• Serving food
Observed:
• Physical activities
• Running track
• Talking with older
people
• Native American weavi
ng
• Preparing lunches
• Karaoke
Tested:
• video interest survey:
Grounds maintenance =
high interest
• Casey LifeSkills
Assessment Inventory‐
areas of concern are
personal hygiene,
conflict resolution
11/20/2014
School‐based work
experiences
• 1st semester –assisted in
high school kitchen 1 ho
ur/day
• 2nd semester –
continuing
in food service experien
cein school kitchen to
2 hr/day
Community‐based
Experiences
• Volunteers at senior
center at Tuesday Night
Bingo
• Is equipment manager f
orSpecial Olympics tea
m
AGE-APPROPRIATE
TRANSITION ASSESSMENT
SUMMARY
Roger, age 15
NEEDS: Roger needs to demonstrate the concept of personal space, not to interrupt and
answer for others, and learn to resolve conflicts appropriately. (teacher/family observation)
Roger needs to demonstrate personal control when he is frustrated or angry. (teacher)
STRENGTHS: Roger is friendly, greets everyone with a smile; he helps others without being
asked; he is able to communicate his needs clearly and appropriately. (teacher/family)
Roger can follow 3step directions with two variables. He knows 25 functional words, is able to
add/subtract 2 single digit numbers. Roger recognizes multi-step task procedures, organizes
his work in an orderly fashion and stays on task for extended periods. (Brigance)
PREFERENCES: Roger prefers physical activities, working and interacting with people and
variety in work tasks or personal routine. (teacher/family observation)
INTERESTS: Roger is interested in sports, lifting weights, working on lawns, special
Olympics and running track. He is interested in tribal arts and crafts, working in food service
environments and socializing with friends. (teacher, family, community members)
http://www.seattleu.edu/ccts/transition-services/
Transition Assessment:
Connection to Present Level Statement
 Garnet is 15 years old in the 10th grade. Garnet’s Course of Study is
outlined through completion of high school. Based on informal
interviews with Garnet and completion of her ILP, Garnet’s needs
are in the area of interpersonal and intrapersonal skills.
 Based on an interview with Garnet, teacher and parent
observations, and an interest inventory. She excels in sports,
especially basketball, and she has a competitive edge. Garnet
prefers activities that move at a fast pace and enjoys outside
activities. Her preferences are activities that she can do alone,
such as computer games, riding her bike. Garnet likes coming up
with unique ideas and being in charge. Garnet is a starter on the
varsity basketball team.
Transition Assessment (IEP)
Transition Assessment
(Infinite Campus)
Transition Assessment
(Record Review Document)
Transition Planning Flow Chart
Collect Transition Assessments
Needs
Strengths
Preferences
Interests
Write Measurable Postsecondary Goals
Education/Trainin
g
Employment
Independent Living, as appropriate
Identify Transition Services
Instruction
Related Services
Community
Experiences
Employment, Adult
& Daily Living
Update the Course of Study
Write the Annual Goals
Coordinate Services with Adult Agencies
Student Involvement
(Record Review Document)
Student Involvement
(Notice of ARC)
Making the IEP Student Centered
Students can be involved in their IEP process in four ways:
Planning, Drafting, Meeting, and/or Implementing
Planning: Starting with the student, gather transition
assessment information using multiple strategies from multiple
individuals
Planning: Involve students in selecting meeting participants
(including what outside agencies to invite)
Drafting: Write postsecondary goals and annual IEP goals in 1st
person
Meeting: Involve students in leading the meeting (use
PowerPoints, notes, etc.)
Implementing: Students set and monitor goals and activities
Annual Update
(Record Review Document)
Annual Update (IEP)
Reporting for All Components
(Record Review Document)
Reporting for All Components
(Record Review Document)
Additional Resources and Support

www.transitiononestop.org

www.education.ky.gov

Kentucky Educational Cooperatives Special Education
Services:

•
VANESSA GRONECK
TRANSITION/CCR PROFESSIONAL LEARNING COACH
www.nkces.org