This document was created for TRAINING PURPOSES ONLY.
Recommendation for Effective Practices in Secondary Transition
Indicator 13 Annotated Review Checklist
Is there evidence that the
student was invited to the
IEP meeting?
1.
20 U.S.C. 1416(a)(3)(B) - PA
Compliance File Review Question
# 247
2. For transition services that
are likely to be provided or
paid for by other agencies, is
there evidence that
representatives of the
agency(ies) were invited with
parent consent to the IEP
meeting?
§300.321(b)(3) - PA Compliance
File Review Question # 246
o Is there an Invitation Letter specifically addressed to the student?
o The same format can be utilized for both parent and student, but two separate documents
must be created and provided.
o Make sure that one box is checked for the parent copy, and the other box checked for the
student copy.
o Determine where in the Present Ed Levels that include information regarding agency
involvement.
o For the current year, is there evidence (may be located in the IEP, IEP Invitation, or the
student’s file) that representatives of any of the following agencies/services should be invited
to participate in the IEP development: postsecondary education, vocational education,
integrated employment (including supported employment), continuing and adult education,
adult services, independent living or community participation for this post-school goal?
o If not invited, indicate based on one of the following reasons:
o It is too early to determine if the student will need outside agency involvement.
o Or, no agency is likely to provide or pay for transition services.
o Or, an agency should have been invited, but parent did not consent.
o Check for documentation that denotes an agency representative was invited to the IEP
meeting.
o Include documentation of LCTI or CCTI representative in attendance.
PLAAFP: Present Level of Academic Achievement & Functional Performance,
ID: Intellectual Disabilities (Lehigh County), DS: Developmental Services (Carbon County)
Indicator 13 IEP Review Checklist, Updated December 19, 2012
Page 1
This document was created for TRAINING PURPOSES ONLY.
3. Is there evidence that the
measurable postsecondary
goal(s) were based on age
appropriate transition
assessment?
§300.320(b)(1) – PA Compliance
File Review Question # 289
o For students whose disability is Emotional Disturbance, contact and invite a Mental Health
Representative from Lehigh or Carbon Counties.
o Completion of OVR application should be done at the beginning of a student’s junior year or
two years prior to the student exiting out of school.
o Provide evidence that assessments are given and/or updated each year. 20 U.S.C. 1416(a)(3)(B))
PA Compliance File Review Question # 291.
o Provide baseline data in the present levels to support the development of the measurable
annual goals.
o Provide information based on the student’s needs, taking into account strengths,
preferences, and interests.
o Compile information from a variety of formal and informal sources and types.
o Assessment data needs to be gathered over time.
o Assessment data needs to be clarified and interpreted.
o Distinguish between Formal and Informal Assessment when providing the results.
o Possible options for Informal Assessments can be purchased from Pro-Ed,
http://www.proedinc.com or found on CLIU Transition Wiki,
http:cliutransition.wikispaces.com/.
o Essential for parents to complete information on Daily Living Skills to support the postsecondary goal of Independent Living (Can be done from home, on the phone, in person).
o Formal Transition Assessment should be completed when a student is 14, going to turn 14
or during RR years.
o Informal Transition Assessments need to be completed every year (at least 3 a year).
o Forward results from Formal/Informal Assessments to the school psychologist.
o Contact guidance department to verify career assessments administered with results.
o Include results from Formal/Informal Transition Assessment(s) in PLAAFP. Even if formal
testing was not given during the current school year, make reference to that test in the
PLAAFP.
o If student will be completing a formal assessment after IEP is written, include results in
PLAAFP by amending IEP without convening or add in next IEP.
PLAAFP: Present Level of Academic Achievement & Functional Performance,
ID: Intellectual Disabilities (Lehigh County), DS: Developmental Services (Carbon County)
Indicator 13 IEP Review Checklist, Updated December 19, 2012
Page 2
This document was created for TRAINING PURPOSES ONLY.
4. Is (Are) there an
appropriate measurable
postsecondary goal or goals
that covers education or
training, employment, and,
as needed, independent
living?
20 USC 1414
614(d)(1)(A)(i)(VIII)(aa) – PA
Compliance File Review Question
# 290
5. Is there evidence that
transition services include
courses of study that focus
on improving academic and
functional achievement and
will reasonably enable the
student to meet his/her
postsecondary goals?
o Provide evidence in present levels that all 3 post-secondary goal areas have been
addressed.
o Write a post-secondary goal for Education/Training, Employment and Independent Living or
a statement that the area was addressed by the IEP team.
o Determine if the goal(s) occur after the student graduates from school.
o PLAAFP needs to address all 3 post-secondary goal areas.
o For any area for which a goal was NOT selected, the PLAAFP needs to provide data and
evidence to support that decision.
o When stating the student is independent in the area of Independent Living, address all three
areas (residential, accessing the community and recreation/leisure (participation) activities)
in the PLAAFP and describe. Remember to include parent input on the areas of
independence.
o Even if the post-secondary goal states the student is independent, list courses and/or
activities, if applicable, in that section.
o Start each post-secondary goal with “(student name)’s goal is”….Students with complex
support needs and the caretaker speaks on behalf of his/her child, the statement may look
something like this: “The IEP team agrees that it would be very difficult for Scott to be
employed, even with supports. The IEP team agrees that the most appropriate goal for
Scott would be an Adult Center Based Program.”
o If the IEP covers two school terms, you must list courses for both years. Include: Projected
Courses: 2012-2013 (in all 3 post-school goal areas).
o List courses by name. Some examples might include, but are not limited to CP English 11,
L.S. English 10, E.S. English 9, Functional Reading 12, etc.
o Courses listed need to be aligned with the student’s identified post-secondary goal(s). Use
best possible professional judgment.
o If the IEP covers two school years and the student’s schedule has changed for any reason
this needs to be updated in the beginning of the school year by indicating the change in
the revisions section of page 1 of the IEP.
o Differentiate courses of study that are applicable to post-secondary goals in all three areas.
PLAAFP: Present Level of Academic Achievement & Functional Performance,
ID: Intellectual Disabilities (Lehigh County), DS: Developmental Services (Carbon County)
Indicator 13 IEP Review Checklist, Updated December 19, 2012
Page 3
This document was created for TRAINING PURPOSES ONLY.
§300.320(b)(2) PA Compliance
File Review Question # 292a
6. Are there transition
services in the IEP that focus
on improving academic and
functional achievement that
will reasonably enable the
student to meet his/her postschool goals?
20 USC 1401 602(34)(A) PA
Compliance File Review Question
# 292b
7. Are there measurable
annual IEP goals that will
reasonably enable the child
o List courses and/or activities, when applicable, in the independent living area, even if the
post-secondary goal states the student is independent.
o For each post-secondary goal, is there
(a) instruction,
(b) related service(s)
(c) community experience
(d) development of employment and other post-school adult living objective
(e) if appropriate, acquisition of daily living skill(s),
(f) if appropriate, provision of a functional vocational evaluation listed in association with
meeting the post-secondary goal.
o Each post-secondary goal area, does the transition grid contain a reference to at least one
measurable annual goal that addresses a skill deficit?
o Check “Yes” at the top of the grid section to indicate that there is one or more measurable
annual goal(s) related to the post-secondary goal.
o All measurable annual goals are to be referenced as services in the Transition Grid.
o Take out language “will” under activities/services. Will holds district accountable that the
activity will happen.
o Begin each activity/service with a verb.
o Remember to list all activities that support independent living to reflect, community living,
how the individual will access his/her community and rec. and rec./leisure activities.
o Be more specific on the person(s)/agency responsible for the activity/service to be
completed. Avoid stating the name of the high school in that column. State: regular ed.
teacher, guidance counselor, OVR transition counselor, etc.
o If stating student and parent include: monitoring by (i.e. special education teacher).
o Information about the career and technical education program is listed as an activity.
o Include contact information in grid for student/family about Mental Health/ID-DS Services.
o Provide multi activities. List more than 2 statements in this area.
o A service is based on a skill deficit; which leads to a MAG.
o Make sure baseline is included in the PLAAFP prior to writing the MAG/STO.
o It is essential that the MAG can be monitored for progress within a time frame where
interventions are applied, if needed.
PLAAFP: Present Level of Academic Achievement & Functional Performance,
ID: Intellectual Disabilities (Lehigh County), DS: Developmental Services (Carbon County)
Indicator 13 IEP Review Checklist, Updated December 19, 2012
Page 4
This document was created for TRAINING PURPOSES ONLY.
to meet the postsecondary
goal(s)?
Indicator 13 language - PA
Compliance File Review Question
# 292c
Other things to remember
o All four components are required for the MAG/ST: Condition, Name, Observable Behaviors
and all three components in the Performance Criteria (how well, how many times, over what
period), refer to document IEP Goal Writing Check Sheet
o Avoid writing per quarter, per marking period, per semester. These are not measurable.
o If using the word “demonstrate” in the MAG/STO, it must be defined.
o Write only 3 to 5 measurable annual goals (prioritize if family is requesting more than 5).
o Check for alignment between the present levels, needs, the Transition Grid, and measurable
annual goals.
o Include all three areas in the Performance criteria in the MAG and/or STO.
1. Level of performance (how well?)
2. Number of times needed to demonstrate mastery (how consistently?)
3. Evaluation schedule (how often and by what method will the student be evaluated?)
o Anytime a need is stated in the PLAAFP, the need must be addressed in the transition grid
under Activities/Services, as well as, a MAG or SDI.
o Check to see that at the very least, one of the needs specifically addresses an area of
transition (Present Levels of Academic Achievement and Functional Performance)
o Beginning at age 14 and until the student graduates or exits out of the school system, the
entire IEP has a focus of transition
PLAAFP: Present Level of Academic Achievement & Functional Performance,
ID: Intellectual Disabilities (Lehigh County), DS: Developmental Services (Carbon County)
Indicator 13 IEP Review Checklist, Updated December 19, 2012
Page 5
This document was created for TRAINING PURPOSES ONLY.
PLAAFP: Present Level of Academic Achievement & Functional Performance,
ID: Intellectual Disabilities (Lehigh County), DS: Developmental Services (Carbon County)
Indicator 13 IEP Review Checklist, Updated December 19, 2012
Page 6