Transition IEP Process for Students with ASD
PLAAFP
Supplementary Aids / Services
Goals & Objectives / Benchmarks
To develop a PLAAFP statement,
you must determine:
--aids, services and other supports that
are provided in regular education
classes ….. to enable children with
disabilities to be educated with nondisabled children to the maximum
extent appropriate.
Needs that cannot be met through
supplementary aids and services and
needs that require specialized
instruction must be addressed in goals
/ objectives and/or benchmarks.
How the student’s ASD impacts
access to, participation in and success
/ progress in the general education
curriculum and environments
(considering social competency and
independent skills) and further
education, employment, and
independent living
This determines the student NEEDS.
The following skill areas should be
considered:
 Ability to Participate in
Instruction
 Socialization Skills / Competence
 Communication
 Independent Skills
 Transition Issues
 Ability to Manage Stress /
Anxiety
 Behaviors
PLAAFP statements must also include
assessment and observational data for
each area of need compared to peers.
Data can be derived from any / all of
the following:
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Of the need areas identified in the
PLAAFP, which ones can be
addressed through the use of
supplementary aids and services?
Universal supports for students with
ASD should always be considered
first:
 Visual Supports & Strategies
 Functional Communication
System
 Peer to Peer Support
 Positive Behavioral Interventions
and Supports
 Accommodations / Modifications
 Appropriate Adult Support
Goals & Objectives / Benchmarks
must be measurable.
Measurable goals & objectives /
benchmarks must be designed to meet
the needs of the student that result
from the disability to enable the child
to be involved and make progress in
the general education curriculum.
Goals & objectives / benchmarks
should NOT be a restatement of the
general education curriculum or a list
of everything the student is expected
to learn. They should be the
prioritized needs from the PLAAFP.
It’s often helpful to ask “What skills
does the student need in order to
access / master the content rather
than what content the student needs
to learn.”
Special Education Program and
Related Services
For every goal, there must be a special
education program / service to address
it, including, but not limited to:
Services: SLP, SSW, OT/PT:
Determine amount of time needed to
assist the student in making adequate
progress on goals / objectives.
Consider push-in services FIRST.
Placement / Program: The question to
ask to ensure LRE is considered in the
planning for placement is: “With the
id identified supplementary aids /
services and push in itinerant / related
services, can the student make
adequate progress on the goals and
objectives?”
If yes, no placement outside of
general education is needed.
If no, what amount of time would the
student need to be pulled from the
general education environment to
work specifically on the goal(s) to
ensure adequate progress?
What placement is most conducive to
working on the goals / objectives?
Standardized Measures
Rating Scales
State / Local Assessments
Classroom Output
Grades / Progress Notes
GLCEs
START IEP Development and Implementation Module edited 2-1-13