Presented by:
Indiana Secondary Transition Resource Center
www.instrc.indiana.edu
Funded by:
Office of Special Education, Indiana Department of Education
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 Learn about the Statewide Monitoring Process
 Recognize a compliant Transition IEP (vs
writing one)
 Identify procedures for corrections
 Identify between myths and truths of
compliant Transition IEPs
 Learn to align the Transition IEP components
to ensure quality and compliance
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ALIGN
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http://www.youtube.com/watch?v=Ow0lr63y4Mw
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= easily made mistakes or quick fixes
= “whack-a-mole” for careless
mistakes
= time for questions and discussion
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 Districts are divided into 3 groups, rotation every 3rd
year where your district’s data is submitted to the
federal level –Office of Special Education Programs
(OSEP) at the U.S. Department Of Education
 Every year 1 group of data is submitted OSEP
 The group that will be coming up for the next year’s
submission or “proactive” group will be provided TA
to improve data for following year. For example,
group 2’s data is submitted to OSEP; group 3’s data
is provided TA
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 Randomization of STNs of students 14 years and
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

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older occurs with two groups each spring – one
group’s data goes federal level; other group spends
upcoming year in TA to improve data for next year
3% of district SPED population or minimum of 3,
maximum of 10 Transition IEPs are reviewed
Review team spends from May through
August/September reviewing Transition IEPs
Report submitted IDOE September/October
IDOE looks at districts with systemic issues
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 IEP needs to only meet minimal compliance
 Look for responses in other sections (PLAFP for
some transition assessment or for alignment)
 Always remember it is a Case Conference Team
Decision
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March
STNs requested
for 2 groups
May
• Randomization
• Review Team
training with IDOE
September/October
Indicator 13 report
submitted to IDOE
November – April
TA and correction for
the “proactive group” –
September-December
Verification and
correction for districts
whose data will be
May –August
IEPs reviewed for submitted to OSEP
that year
compliance
February
Indicator 13
report
submitted to
OSEP by
IDOE
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1) Is there evidence that the
student was invited to the
Transition IEP Team meeting
where transition services were
discussed?
Y
N
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 Law says: “A transition IEP must contain the
following:
(1) A statement of the student's present levels of
academic achievement and functional performance,
including the following:
(A) How the student's disability affects the student's
involvement and progress in the general education
curriculum.
(B) Information from age appropriate transition
assessments of: (i) strengths; (ii) preferences; and
(iii) interests”
511 IAC 7-43-4
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There is Nothing in the Present Levels
section that is Monitored for
Compliance . However . . . . . . . . . . . .
It is The Beginning of a Story
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 Should be “Front Loaded” with data and
information- it is the starting point for
“connecting the rest of the IEP” or Aligning
the Transition IEP
 Is relevant in that it is connected to the
student’s disability and their needs (now and
future settings)
 Shows how the disability affects their
involvement or progress in the general
education curriculum
 Data, Data and Data . . . “Would you know
where to start instruction?” – stranger test
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Jose participates in a Life Skills program. He
works in the school cafeteria and at Wendy’s. He
does a nice job following instructions and gets along
well with all of his co-workers.
Jose has stronger Math skills than Reading skills.
He understands the next dollar strategy and can do
basic addition and subtraction.
Jose has difficulty with reading vocabulary words
and comprehending what he has read. He goes to a
general education Art class every day. He gets
support as needed from either a peer tutor or a
paraprofessional.
OR
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Jose is participating in a Life Skills program, where he is working on
independent living and prevocational skills. Jose also participates in a
community outing at least once a month with his class. Jose is in a general
education Art class that meets daily.
Jose is able to fill out a self- ID worksheet with minimal assistance. He
still struggles with the spelling of his city and remembering his phone
number. His calendar skills have improved. He is better at reading a
calendar but still struggles with the spelling of the months and days of
the week.
Jose has improved when paying at restaurants. He has a good
understanding of the next dollar strategy and understands how to leave a
tip. He is very socially appropriate on school outings. He is always polite
and respectful in the classroom and community.
Jose has a job working in the dishroom in the school cafeteria. The
cooks enjoy having him and he seems to like the job. He is able to rinse
and put the dishes in the dishwasher with minimal support. He follows
directions well and stays on task. Once in awhile he has to be reminded
not to horseplay.
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Jose also works one day a week at Wendy’s. He cleans
before the restaurant opens (washing windows, tables, chairs,
sweeping runs, etc.). He would like to go to Wendy’s more
often. They love him and said he is a hard worker.
Jose is able to use basic computation in addition and
subtraction. He does have difficulty with basic multiplication
and division. He multiplies single digit numbers with 65%
accuracy. He divides double digit numbers with 40%
accuracy.
Jose shows weaknesses in word recognition, vocabulary,
and comprehension. Of the 100 basic sight words, Jose can
independently read 56, 75% of the time. When given every
day things to read (recipes, newspaper, short passages), Jose
has difficulty with words with more than 2 syllables.
Jose is always willing to do whatever is asked of him and
gives everything 100%.
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Post-Secondary Goal Areas
2) Are there measurable postsecondary goals in these areas?
Education/
Training
Y
N
Employment
Y
N
Independent
Living
Y
N N/A
a) Can the goal(s) be measured?
b) Will the goal(s) occur after the student graduates/transitions
from school?
- If 'Yes' to both these questions, then circle 'Y'. If a postsecondary goal is not stated, circle 'N' for 'No'
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 Not following the drop down menu for a
grammatical correct sentence - For employment “After high school, I will enroll to be a welder.”
 Putting employment postsecondary goal under
education/training or ILS or vise versa
 Writing a “paragraph” requiring the reviewer to
“dig” for the goal
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3) Is there evidence that the
measurable post-secondary
goals were based upon an ageappropriate transition
assessment?
Education/
Training
Y
N
Independent
Employment
Living
Y
N
Y
N N/A
Is the use of a transition assessment(s) for the post-secondary
goal(s) mentioned in the Transition IEP or evident in the
student's file?
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 Law says: Appropriate measurable postsecondary
goals based upon age appropriate transition
assessments related to training/ education,
employment, and where appropriate, independent
living skills
 Information from age appropriate transition
assessments of: (i) strengths; (ii) preferences; and (iii)
interests”
511 IAC 7-43-4
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Transition assessment . . . “ongoing process of
collecting data on the individual’s needs,
preferences, and interests as they related to the
demands of current and future working,
educational, living and personal and social
environments. Assessment data . . .form the
basis for defining goals and services to be
included in the Individualized Education Program”
[(Sitlington, Neubert, & Leconte, 1997, p. 70-71); Division of Career
Development and Transition (DCDT)]
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 Identify the assessment and summarize the
findings /results
 Findings/results are based on preferences,
interests and strengths as well as support needs
 Align to present levels and postsecondary goals
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 Nothing written but grades , ECA, copy of PLAFP

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or what the teacher thinks of the student
Assessments identified but no summary
Summary of “something” but nothing identified
Doesn’t “align” with PLAFP and postsecondary
goal (e.g., summarizes information about handon activities, welder, etc. then postsecondary goal
is to go to college to study hotel management)
Same transition assessment given every year . . .
and to every student . . . . (Systemic)
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Defined as “those skills or tasks that contribute to
the successful independent functioning of an
individual in adulthood” (Cronin, 1996) in the
following domains: leisure/recreation, maintain
home and personal care, and community
participation.
IT’S MORE THAN WHERE SOMEONE LIVES!!!
[NSTTAC-National Secondary Transition Technical Assistance Center]
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 An IL goal is written but no transition assessment
with information to support it or annual goal to align
with it
 No IL goal is written but the need is stated in the
transition assessments or in the PLAFP
 Quality issue – just focus on where someone wants to
live . . . .
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Education/ Employ Independent
4) Are the post-secondary Training ment
Living
goals updated annually?
Y
N
Y
N Y
N N/A
Is there evidence that the post-secondary goals have
been discussed and continue to be relevant.
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 The intent is to make sure the postsecondary goals
are still relevant for the student(e.g., middle school
– NFL player and high school -work in the auto
industry)
 Changes over time– are the goals still relevant
 Non-IIEP users – sometimes difficulty finding it
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5) Is there documentation
regarding whether the student
will pursue a high school diploma
or certificate of completion?
Y
N
Is the discussion documented in the Transition IEP or
evident in the student's file?
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6) Is (are) there measureable
annual Transition IEP goal(s)
that reasonably enable the
student to meet his/her postsecondary goals?
Education/
Training
Y
N
Independent
Employment
Living
Y
N
Y N N/A
Are the annual goals included in the Transition IEP measurable and
will they help the student make progress toward the stated postsecondary goal(s)?
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The Law says: (A) A statement of measurable annual goals,
including academic and functional goals designed to
support and align with the student's postsecondary
goals, that meet:
(i) the student's needs that result from the student's
disability to enable the student to be involved in and
make progress in the general education curriculum; and
(ii) each of the student's other educational needs that
result from the student's disability.
(B) For students who participate in alternate assessments
aligned to alternative academic achievement standards, a
description of benchmarks or short-term objectives.
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(7) A description of the following:
(A) How the student's progress toward meeting the
postsecondary and annual goals described in
subdivision (6) will be measured.
(B) When periodic reports on the progress the
student is making toward meeting the
postsecondary and annual goals (such as through
the use of quarterly or other periodic reports,
concurrent with the issuance of report cards) will be
provided.
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 Must relate to the PLAFP
 Annuals goals (and short-time objectives or
benchmarks) should be able to stand on their own
 Identifies what knowledge, skills and/or behaviors
a student is expected to demonstrate or do
within the period of time the IEP is implemented
 At least one of the annual goals must support each
of the measurable postsecondary goals
 What skills does the student need to be successful
in current and future environments? (e.g.,
learning strategies, organizational skills, etc.)
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 GIVEN WHAT – describes the conditions that will
need to be in place for the goal (or benchmark) to
be completed
 WHO – the student
 DOES WHAT – describes observable behavior
(specific action) that the student will do to complete
the goal (or benchmark)
 WHEN (for benchmarks specifically) – relates to
a specific point in time or timeframe when
something will have been learned or completed–
this relates to the life of the IEP.
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HOW MUCH
 Mastery – describes the performance accuracy
of the behavior to be considered completed
 Criteria – describes how many times the
behavior must be observed for the goal or
(objectives/benchmarks) to be considered
completed or mastered
 HOW WILL IT BE MEASURED – describes
performance data (progress monitoring)

[www.calstate.org/iep]
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 By the end of the 36 weeks and using a 7th
grade-level reading passage, Michael will be
able to correctly answer questions regarding
the elements of the main idea using context
clues, sequencing, and organization of
language with 85% accuracy with 4 our 5
opportunities. (single point based on quiz
scores)
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 Goals written as a measurement (Johnny will increase
his reading on the matrix program from 2.4 to 3.5.)
 Too many goals in one statement (Johnny will tell time
to the 15 minutes intervals, complete 2-digit
multiplications and division, and be prepared for his work)
 Vague goals (Jim will demonstrate self-advocacy skills
100% of the time for all academic subjects or Keith will
improve his skills in Algebra I to demonstrate mastery of
the Indiana Academic Standards with 80% accuracy.))
 Passing Classes . . . .. (Tim will maintain at least a 70% in
his English class or will pass the ECA)
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 Not skills based – Tom will respond appropriately
to his peers
 No baseline data to know the starting point
 Writes goals to fit the progress monitoring tool vs
student needs
 Using a monitoring tool that is based on a program
(not all schools have the program, e.g., student
moves-in)
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7) Are there transition services in
Education/
Independent
the Transition IEP that focus on Training Employment Living
improving academic and
functional achievement of the
student to facilitate their
movement from school to postschool?
Y
N
Y
N
Y
N N/A
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…means a coordinated set of activities for
a student with a disability that . . .
[511 IAC 7-32-105]
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Law says:
(4) The transition services, as defined at 511 IAC 7-32-100,
needed to assist the student in reaching postsecondary
goals, including the individuals and agencies identified
for implementing the transition services.
(5) If appropriate based upon the transition services
identified in subdivision (4), documentation that the
CCC reviewed information, and the public agency
presented written information to the parent and student,
regarding available adult services provided through state
and local agencies and other organizations to facilitate
student movement from the public agency to adult life.
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. . . Must be based on the individual student’s needs,
taking into account the student’s strengths,
preferences, interests , including the following:
1) instruction;
2) related services;
3) community experiences;
4) the development of employment and other postschool adult living objectives; and
5) when appropriate, acquisition of daily living skills
and provision of a functional vocational evaluation
 Refer to handout for definitions and examples
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 Schools need to be part of the service delivery
 Think beyond “giving an assessment” only
 Need to have something aligned to support each
postsecondary goals
 ECA’s are not a transition service
 Reviewing a GPA with a counselor is not a
transition service
 Use the narrative to further explain or justify
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Education/
Training
8) For transition services
that are likely to be
Y
provided or paid for by
other agencies with
parent or student (once
the age of majority is
reached) consent, is
there evidence that
representatives of the
agency(ies) were invited
to the Transition IEP
meeting?
IndepenEmployment dent Living
N/
N N/A Y N N/A Y N
A
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 Age of Majority signatures
 If an outside agency (e.g., VRS, Medicaid Waiver) is
going to provide and/or pay for a transition service
such as situational assessment, psychological test,
etc.), they must be invited
 You cannot assign VRS or other agencies to conduct
transition services without them at the actual
meeting
 If the process with VRS is already occurring (e.g.,
referral and application), you can discuss it in the
transition assessment section or the transition
services section- give yourself credit with the goal to
get students access to services.
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Independent
9) Do the transition services include a Education/
Training Employment
Living
course of study that focuses on
improving the academic and functional Y
N
Y
N Y N N/A
achievement of the student to facilitate
their movement from school to postschool?
Do the transition services include courses of study that align with the
student's post-secondary goal(s)?
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 Each section of Indicator 13 questions for
compliance (and quality) are interrelated
 Once you see the big picture . . . You have a
cohesive and aligned document that guides
your instruction/services for students
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 Teresa Grossi - tgrossi@indiana.edu
 Joni Schmalzried – jeschmal@indiana.edu
 Faith Thomas – fmthomas@indiana.edu
 Mary Held – maheld@indiana.edu
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