Resources for IEP
Development
Indicator 13 Team Trainings
Materials:
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Getting It Right in the IEP
Web Resources for Transition Assessment
Present Education Levels (AIU 3)
Sample Post-School Goals
Transition Services and Activities Worksheet
IEP Goal Writing Checksheet
Example Goals for Transition Activities (AIU 3)
Revised April 2009
The materials in this packet serve as resources for LEAs for developing IEPs for students ages 14-21. All materials are
available separately on the Shared Work Site www.sharedwork.org/patransition under Indicator 13 FAQs.
Some materials have been updated since initial trainings were completed in October, 2008.
Transition: Getting It Right in the IEP
(IDEA 2004/Chapter 14 2008)
1.
Welcome and Introductions
A student aged 14 or younger, if determined appropriate by the Individualized Education Program (IEP) team,
must be invited to participate in the IEP meeting. Participation may include welcoming and/or introducing those
in attendance, or if appropriate, leading the discussion. It is strongly recommended that the student be
adequately prepared for this new role prior to the IEP meeting.
2.
Complete Pages One and Two of the IEP
Take special note of age, anticipated date of graduation, signatures of student, family members, community
agency representative(s), and career and technical education representative in addition to the other required
members of the IEP team. Note: Identify those members who will be providing written input and who have been
excused from attending the meeting.
3.
Discuss and Identify the Student’s Post-School Goals
Go to section III of the IEP – Transition Services – and in the space after the colon in each post-school goal area
(Postsecondary Education/Training, Employment, and, if appropriate, Independent Living) indicate the transition
post-school goal that the student has identified. For example: Henry has a goal of attending a community
college. A student must have at least one Post-School Goal, but many students will have two or three.
Information for this section should be based on school and agency assessments, student/family surveys,
interviews, etc., conducted PRIOR to the IEP meeting.
4.
Discuss the Student’s Present Levels of Academic Achievement and Functional
Performance
Indicate the student’s academic achievement levels (math, reading, CTE program, content areas, etc.) in
relation to where he or she wants to go and what he or she wants to do beyond school for the post-school
goal(s) selected (see #3 above). Next, indicate the student’s functional performance levels (employability,
mobility, behavior, activities of daily living, etc.) in relation to where he or she wants to go and what he or she
wants to do beyond school for the post-school goal(s) selected. Include strengths relative to those goal(s). The
Present Levels should include a summary of data collected from progress reports from the last IEP as well as
from other sources, such as teacher reports, classroom assessments, district- wide assessments, communitybased checklists, agency evaluations, etc. At the end of the Present Levels, take special care to accurately
describe the student’s Academic, Developmental, and Functional Needs, as these will form the basis of the
services and activities listed in the Transition Grid, and addressed throughout the IEP.
5.
Go to Section III of the IEP – Transition Services
The transition grid covers the period of time the IEP is in effect. Although the grid represents the current year of
planning, IEP teams should also document a multi-year planning process. This step-by-step plan leading the
student from high school to their post-school goals is called the coordinated set of activities. One way to document
the coordinated set of activities might be to keep the grids from year to year. Upon graduation, the IEP team would
then have a coordinated set of activities in the student’s file.
Another way might be to add to the grid each year so that the record of the coordinated set of activities is
documented yearly – resulting in the final IEP containing all activities completed during the student’s school
career. This would also provide the LEA with information to complete the Summary of Academic Achievement
and Functional Performance as the student exits his or her educational program upon receiving a diploma or
aging out.
6.
Section III – CIP Code
For students attending a career and technology center, indicate the Classification of Instructional Program
(CIP) code related to the approved vocational program in which the student is enrolled.
7.
Section III – Courses of Study
The student’s courses of study should identify the courses he or she will be taking within the duration of this IEP
that lead to each post-school goal. Place all courses under each goal area that apply.
8.
Section III – Service/Activity Column
In the Service/Activity column under each post-school goal area, identify specific actions that will be taken within
the duration of this IEP. There must be at least one activity and/or service for each identified post-school goal.
Each student Need listed in the Present Education Levels should be addressed in this column either as an
Activity or Service. This list includes Activities such as visiting postsecondary programs or learning about
employment options. The list also includes Instructional Services that will be offered to address skill deficits,
such as improving reading comprehension, improving task completion, or developing independent travel skills.
The list also includes Services that may be provided as Specially Designed Instruction. When considering each
Service/Activity, determine if instruction is needed to address a skill deficit. If instruction is needed, write a
measurable annual goal in section V of the IEP.
9.
Section III – Location, Frequency, Beginning Date, Duration
In the LOCATION column, identify where each service or activity will take place. Examples might include: regular
education class, learning support classroom, community site, guidance office, etc. In the FREQUENCY column,
identify how often each service or activity will take place. Examples might include: during the school day, weekly,
once in the fall semester, etc. In the PROJECTED BEGINNING DATE column, identify when each service or
activity will begin. Examples might include: the implementation date of the IEP (MM/DD/YYYY), or if the activity
will take place only during the spring semester, indicate that date (MM/DD/YYYY). In the ANTICIPATED
DURATION column, indicate when each service or activity will end. Examples might include: the anticipated
duration date of the IEP (MM/DD/YYYY), or if the activity will conclude before the IEP duration date then indicate
that date (MM/DD/YYYY).
10.
Section III – Person(s)/Agency Responsible
In the AGENCY RESPONSIBLE column, indicate the person’s title or agency that will ensure each
activity/service is completed. Examples might include: OVR, MH/MR, LEA, guidance counselor, supports
coordinator, special education teacher, etc. Adult service agencies that provide services to support youth and
young adults with disabilities to be successful in their targeted post-school goal(s) should be invited to the IEP
meeting.
11.
Section III – Measurable Annual Goal – Yes or No
In the Measurable Annual Goal block, indicate YES or NO whether there will be a measurable annual goal written
for each applicable post-school goal. (See #8 above.). There must be at least one Measurable Annual Goal for
each post school goal. NO should be ONLY checked when the IEP team has determined that a particular postschool goal area is not applicable.
12.
Complete the Remaining Section of the IEP
For students ages 14-21, the entire IEP should be considered as a comprehensive plan to assist the student
in achieving their desired post-school goals. The following sections may include transition-specific
information:
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Program Modifications and Specially-Designed Instruction
Related Services
Supports for School Personnel
Extended School Year
4/2009
Web Resources for Transition Assessment- Examples
Federal and State Employment Sites
 www.careervoyages.gov
 www.pacareerlink.state.pa.us
Pennsylvania Career Zone
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www.pacareerzone.org
Online Career Interest Resources
 Quick Assessment: Explore jobs that best match your personality. Are you realistic, investigative, artistic,
social, enterprising, or conventional? Find out with this quick assessment. (Approx. completion time: 5
minutes)
 Interest Profiler: Discover what your interests are, and how they relate to the world of work. The Interest
Profiler helps you decide what kinds of occupations and jobs you might want to explore, based on your
interests. (Approx. completion time: 30 minutes)
 Work Importance Profiler: What’s important to you in a job? Discover how much you value achievement,
independence, recognition, relationships, support, and working conditions in a job. Get a list of jobs that
reflect your values.
O*NET Online
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http://online.onetcenter.org
Interest Profiler
Ability Profiler
Work Importance Locator
Comprehensive source of occupation information
900+ occupations, including worker attributes and job characteristics
Connect to other online career information resources
Holland Self Directed Search www.self-directed-search.com/Holland
PEPNET
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www.pepnet.org/itransition.asp
iTransition is a free, online transition curriculum to help students who are deaf or hard of hearing prepare
for life after high school. All materials can be accessed at no cost, by any student, except for online
portfolio.
Virginia Commonwealth University – Going to College
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http://www.going-to-college.org
An interactive website designed for students interested in attending a college or university
Virginia Department of Education www.imdetermined.org
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Assessments & Checklists
Student Involvement in the IEP
Family Support
Videos
Literature & Resources
The National Collaborative on Workforce and Disability (NCWD/Youth)
http://www.ncwd-youth.info/index.html
 The 411 on Disability Disclosure: A Workbook for Youth with Disabilities
University of Oklahoma - Zarrow Center
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http://education.ou.edu/zarrow
AIR Self-Determination Assessments
ARC Self-Determination Scale
Choice Maker Self-Determination Assessment
Field and Hoffman Self-Determination Assessment Battery
Student led IEP- Instructional modules
4/2009
PRESENT EDUCATION LEVELS-TRANSITION
Suggested opening sentences for students of transition age:
Include the following information: student age, graduation date, disability, school attending, the
assessments completed, and the services they receive (speech, OT, PT, etc) and post school goals.
Example: Johnny is fifteen year old young man with autism. He’s from the Jollytime School District but
attends Success School due to behaviors, social issues, and communication needs. His predicted graduation
date is June 2013. Johnny has completed the Parent/Student Survey, the Behavior Motivation Scale, and an
Interest Survey. He receives wrap around services at home three days a week and attends an after school
partial program two days a week. Johnny is interested in working in the area of food service after graduation
and he and his parents anticipate him living on his own with some support in the future.
After writing your opening sentence(s) address each bullet under present levels:
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Present levels of academic achievement
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Progress monitoring information
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Measurable data that acts as baseline for goals
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Name assessments used
Functional performance including observations
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Behavioral information (including summary of FBA if completed)
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Organizational skills including homework completion, bringing materials, etc.
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Time on task
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Level of independence
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Progress monitoring information
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Measurable data that acts as baseline for goals
Postsecondary transition goals (and information)
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Name assessments used
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Interests
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Post school goals
Parent concern (always include a statement)
Effect of disability on performance
Strengths (examples of strengths on which to build):
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Communication
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Teamwork
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Attention to detail
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Self advocacy skills
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Academic strengths
Needs : All needs must be met through:
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Measurable Annual Goals
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Transition services and activities
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Specially designed instruction
All information should relate to the student’s future. How is the academic achievement related to the
student’s future goals? How does the functional performance relate to the student reaching their
future goals? Name assessments and tie to transition.
BE CLEAR AND CONCISE!!!
4/2009
SAMPLE POST-SCHOOL GOALS
Statement would be:
Student’s name has a goal of _________________ after high school.
Post-secondary Education/Training
1. 2 or 4 year college
2. Postsecondary vocational training program
3. Short-term education or employment training program
4. Community or technical college
5. Apprenticeship program
6. On–the-job training
7. Licensing program (Nursing, Cosmetology, etc.)
8. Adult continuing education courses
9. Adult Training Facility
10. Adult center program
11. Adult in-home program
12. Other training program - please describe: ____________________
13. OR: The IEP team has determined that this goal area is not needed for this student at this time.*
Employment
1. Competitive employment
2. Military
3. Supported employment (paid work in a community setting for those needing continuous support services)
4. Sheltered employment (where most workers have disabilities)
5. Employment that allows for technological and medical supports
6. OR: The IEP team has determined that this goal area is not needed for this student at this time.*
Independent Living**
1. Independent living
2. Family Support (will access community resources and programs with family support)
3. Agency Support (will access community resources and programs with agency support)
4. OR: The IEP team has determined that this goal area is not needed for this student at this time. *
*Present Levels of Academic Achievement and Functional Performance (PLAAFP) should provide documentation when
this statement is used.
**Considerations when deciding Independent Living Goal:
Residential
1. Live at home with parents or relatives
2. Independent living with no supports
3. Independent living w/ occasional supports
4. Independent living w/ daily supports
5. Supported apartment or community living arrangement
6. Group home – 24-hour supervision and training
7. Group home – skilled nursing care
8. Facility-based – personal care home, nursing home, etc.
9. Other _________________________________
Participation
1. Independent -- will access community resources w/o support
2. Family support -- will access community resources w/family supports
3. Agency support -- will access community resources w/agency supports
4. Other _____________________________________
Recreation/Leisure
1. Independent – will participate in community programs w/o support
2. Family support – will participate in community programs w/ family supports
3. Special support – will participate in community programs w/ agency or outside supports
4. Special programs – will participate in special program with people with disabilities
5. Other ____________________________________
updated 4/2009
Transition IEP Services/Activities Worksheet
Post-secondary Education/Training
Specific area of study ___________________________
School of interest ______________________________
_____ ASVAB ____PSAT/SAT ____ accommodations
_____ College fairs _____ College/facility tour
_____ Application _____ Financial Aid
_____ Note taking _____ Organizational skills
_____ Time management _____ Self-disclosure
_____ Documentation
_____ Recent
_____ Licensed psychologist
_____ Rationale for accommodations
_____ Request accommodations
_____ Hiram Andrews information
_____ Specific Academic Skill Deficit (list in grid, need MAG)
_____ Specific Behavioral/Organizational Skill Deficit (list in grid, need
MAG)
Independent Living - Residential
_____ Home responsibilities
_____ Participate in apartment program
_____ Summer camps
_____ Open case with MH/MR Base Service Unit
_____ Supports Coordination
_____ Community Living Arrangements
_____ Respite care
_____ Companionship / social groups
_____ Community-based instruction
_____ Shopping/money skills
_____ Pedestrian safety
_____ Social skills/communication
_____ Section 8 housing
_____ Specific Academic Skill Deficit (list in grid, need MAG)
_____ Specific Behavioral/Organizational Skill Deficit (list in grid, need MAG)
Employment
Specific career interest __________________________
_____ Career exploration
_____ Choices software
_____ Guest speakers
_____ Graduation project
_____ In-school work experience
_____ Community service
_____ Job shadowing
_____ Job tryouts
_____ Work experience
_____ Career and Technical Center
_____ Tour
_____ Shadow vocational programs
_____ Co-op job placement (career/tech center)
_____ Community-based instruction
_____ Pre-employment skills
_____ Travel training
_____ Social skills
_____ CareerLink
_____ Career TRACK
_____ DPW Employment Program referral
_____ OVR referral
_____ Determination of eligibility
_____ Employment services
_____ Job training
_____ MH/MR referral
_____ Sheltered employment
_____ Adult Training Facility program
Independent Living - Recreation / Leisure
Current hobbies ________________________________
_____________________________________________
Current clubs __________________________________
_____________________________________________
Current social activities __________________________
_____________________________________________
_____ Community-based instruction
_____ Recreation facilities (YMCA, etc.)
_____ Social skills
_____ Sports
_____ Local clubs, teen centers
_____ Service organizations (AkTion Club, Kiwanis,etc)
_____ Church groups
_____ Specific Academic Skill Deficit (list in grid, need MAG)
_____ Specific Behavioral/Organizational Skill Deficit (list in grid, need MAG)
_____ Specific Academic Skill Deficit (list in grid, need MAG)
_____ Specific Behavioral/Organizational Skill Deficit (list in grid, need
MAG)
Agencies
_____ Office of Vocational Rehabilitation
_____ Mental Health
_____ Mental Retardation
_____ Blind and Visual Services
_____ Department of Public Welfare
_____ Children and Youth Services
_____ Juvenile Justice System
_____ Social Security Administration
_____ CareerLink
_____ The Arc
_____ Centers for Independent Living
_____ AccessAbilities, Inc.
Independent Living - Participation
_____ Transportation
_____ Driver’s license _____ Photo ID
_____ Public transportation
_____ Family transportation
_____ Special transportation
_____ Car pool
_____ Voter registration
_____ Selective service
_____ Jury duty information
_____ Court system / obeying the laws
_____ Community-based instruction
_____ Travel training
_____ Social skills
_____ Specific Academic Skill Deficit (list in grid, need MAG)
_____ Specific Behavioral/Organizational Skill Deficit (list in grid, need MAG)
Miscellaneous issues
_____ Family planning
_____ Parent counseling/training (workshops, etc)
_____ Parent support / advocacy groups
_____ Trusts / wills / guardianship
_____ SSI
_____ Medical / Health insurance
_____ Medical assistance
_____ Private insurance
_____ Assistive technology
_____ School attendance
_____ Show transition agency video
_____ Give Transition handbook / agency brochures
_____ Healthcare checklist
_____ PYLN Toolkit
updated 4/2009
IEP Goal Writing Checksheet
Write your goal here:
General Criteria for Writing a Goal
Condition (When, With What, and Where?)
Write the condition here:
Yes
No
Yes
No
Yes
No
Does the goal describe when or under what conditions the behavior will
take place?
Examples: when the bell rings between classes, when given an opportunity
to speak, when the teacher gives a signal to begin
AND/OR: Does the goal describe what the student will use to perform the
behavior?
Examples: using a pen with a gripping device, with a chapter from the end of
a 9th grade reading textbook, using course-required tools in the woodshop
AND/OR: Does it describe where the behavior will be observed or assessed?
Examples: in the cafeteria, on the bus, in the classroom
Student’s Name (Who Will Be Doing the Behavior?)
Write the student’s name here:
Is the student’s first name listed as the subject of each clearly defined
behavior?
Clearly Defined Behavior (Do What to Whom or What?)
Write the clearly defined behavior here:
Is the behavior described an action?
In other words, can it be described in terms of what the student will do?
Can you close your eyes and visualize student DOING something?
Examples: say his name, write the lowercase letters of the alphabet, read
orally a chapter from a 10th grade text book, type a list, bring materials to
class, complete job application, orally request accommodations,
Non-examples: understand his numbers, know his spelling words,
demonstrate the understanding of, behave in class, comprehend what is said,
improve his speech
Can the behavior be observed?
(Does it pass the “dead man’s test” and the “private events” test?)
Dead man’s test = if a dead man can do it, it’s not a behavior.
Examples: will not call out in class, will not curse, will not throw objects
Private events test = thoughts and feelings that have no outward behavioral
manifestation.
Examples: write his name legibly in cursive, tie a bow on his shoe
Non-examples: will think about, will consider
Performance Criteria
(how well, how many times, over what period of time?)
Write the performance criteria here:
Yes
Can the behavior be measured in quantifiable or qualitative terms?
Examples: on 3 out of 4 occasions, 20% of reading time, 4 on a scale of 1-5
with 5 being the highest level of achievement
Non-examples: most of the time, less than expected, as best he can
Is the criterion level (level the student must demonstrate for mastery, how
well the student performs) stated in measurable terms?
Is it important that the student demonstrate mastery more than once? Is that
number included?
Is a consistency level stated: a certain level of performance over a given
period of time? Is there an ENDpoint?
Examples: 90% correct over five consecutive tests, a level of 5 on four
consecutive occasions
Non-examples: every nine weeks, each nine week grading period over the
school year
Is there a stated schedule of assessment/evaluation?
Examples: daily, weekly, bi-weekly, upon each opportunity
Is the method of assessment/evaluation clearly stated?
Examples: based upon homework samples, based upon words spoken
during specified group interaction times, based on words read during an oral
reading trial
4/2009
No
Example Goals for Transition Activities
Remember the goals below are examples related to transition activities; all goals need to be
developed and individualized for a specific student. All goals are transition goals as they
build skills that increase the student’s capacity to reach post-school outcomes.
Measurable Goal with Present Educational Levels:
Present Educational Levels: Corey successfully completed Level D, E, and F Connecting Math
Concepts Series Placement Test, and is currently placed in Pre-Algebra class. On Aimsweb
computation probes, Corey is currently achieving 36 correct digits on Grade 6 probes. During an
interview he said he was interested in pursuing some type of work in the auto industry at this
time. He will need to continue to increase math skill to prepare for future employment.
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Given an 8th grade math probe and 47 digits correct (DC) Corey will increase his DC from 47
to 57 with bi-weekly prompts for 6 consecutive probes. (PA 8.MB2)
Sample Goals for Organization and Study Skills
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Provided a list of required materials in ____ class, Jen will bring all materials (homework,
assignment book, pencil/pen, notebook, textbook) to class ____ out of ____ days 6
consecutive weeks.
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Given instruction in the Cornell method of taking notes, Michael will complete a graphic
organizer that will include 90% of teacher-covered material on four consecutive weekly
samples.
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Given a 40 minute academic class (name it) or all academic classes, weekly assignments,
and teacher support Sam will complete and turn in 4 out of 5 weekly assignments with 70%
accuracy and no more than 2 verbal prompts on each assignment for 9 consecutive weeks.
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Given an a test date and study guides, review sheets, notes, and/or flash cards, John will
create note cards listing critical information as identified by the teacher with 80% of the
required information for the test on three consecutive opportunities.
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Given weekly homework assignments in English class, John will complete and turn in
assignments for 5 consecutive weeks.
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Given a structured study guide and notes from a power point (a completed outline)
presentation in an academic class (name the class) , Billy will complete 8 out of 10 of the
missing pieces of information onto his study guide with 100% accuracy over nine
consecutive weeks.
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Given a schedule of classes and a self-monitoring check list, Johnny will arrive to all classes
before the late bell and get the classroom teacher’s signature on the checklist 5 out of 9
classes per day for 9 weeks.
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Given notification of a test or quiz in ______ class and a checklist of possible
accommodations , Paul will approach his teacher at least 2 days before the test by email or
verbally and communicate the need or lack of need for specific accommodations for 4
consecutive opportunities.
Developed and compiled by the AIU3 Career Development Program 4/2009
Sample Goals for Math

Given a calculator and a list of formulas to follow, Judy will solve math problems using the
correct steps eight out of ten times over six consecutive weekly trials.
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Given consumer math skills activities (i.e. workbook, worksheets) in a life skills class,
Stephanie will compute 10 out of 10 problems weekly with 90% accuracy with over 4
consecutive weeks.
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Given an algebra probe to include story problems, equalities, and inequalities and a
calculator, Jamal will correctly solve them, in writing, with ___% accuracy for ___ out of ___
consecutive bi-weekly probes
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Taking a family-generated shopping list and money, Michelle will make choices and
purchase items without exceeding her allotment for five (five/five) consecutive weekly
shopping trips.
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Given various amounts of money not exceeding $10.00, Sara will purchase items from the
school store without going over the given amount with 100% accuracy 1 time per week for 12
consecutive weeks.
Sample Goals for Communication

During small group sessions in Algebra and World Cultures class, Jen will participate by
verbally sharing one idea with the group once a week for 8 consecutive weeks.

Using a high-tech dynamic screen voice output device and a selection of 20 objects
representing activities of daily living (ADLs), Hector will correctly label these items using 2 or
less verbal cues with 80% accuracy for 4 consecutive speech therapy sessions.
Sample Goals for Reading Comprehension

Given a grade level passage and corresponding worksheet, Josiah will complete the
worksheet by identifying the main theme of the paragraph with 90% accuracy over six
consecutive assignments.

Given a reading assignment in the regular education setting, Mark will orally or in writing
answer probes regarding the main idea/supporting details, inferences, fact vs. opinion,
content and summary, and compare/contrast with no less than 70% accuracy on three out of
four (consecutive/random) classroom opportunities.

Given the social studies book, teacher assignments and tests and inferential and critical
thinking strategies Sam will answer critical thinking questions with 85% accuracy on 4
consecutive biweekly probes.
Sample Goals for Written Expression

Given a prompt during a writing program and a rubric Sally will score proficient or above
using the program rubric (or PSSA scoring guide) 80% of the time for nine consecutive
weeks.

Given a reading selection at Nick’s instructional level (4th grade) in a life skills English class,
Nick will read and summarize by listing or writing a paragraph containing 2 to 3 facts for 5
consecutive trials.
Sample Goals for Self-Advocacy

Given a daily checklist prior to _________ class, John will ask the teacher to initial items
completed on the list 5 out of 5 days for three consecutive weeks. (ie – homework check in,
daily assignments, obtain copies of notes, review tests, check grades, etc.)
Developed and compiled by the AIU3 Career Development Program 4/2009

Given information on her disability, Viki will approach one vocational teacher and one special
area teacher once per month, and orally describe any accommodations or adaptations she
may need to be successful at school or work, scoring at least a three out of four on a teacher
evaluation/rubric for three consecutive months.

Given a list of the Specially Designed Instruction from Paul’s IEP and a script, Paul will
independently approach his regular education teachers weekly and orally request/justify
accommodations he requires with 100% accuracy for nine consecutive weeks.
Sample Goals for Attendance

Using a self monitoring checklist and twice-weekly check-in with the guidance counselor,
Mike will attend school for the entire day, or provide the necessary documentation for
absences as required by the school district, five out of five days per week for eight
consecutive weeks.

Given a schedule of classes and a self-monitoring check list, Johnny will arrive to all classes
before the late bell and get the classroom teacher’s signature on the checklist 9 out of 9
classes per day for 9 weeks.
Employment

Given volunteer career experiences at three different community locations, Mark will
complete a task analysis at the site with no more than one verbal prompt per step in four
consecutive weekly data collections.

Given a card containing personal information and unfamiliar forms, Diane will independently
complete employment paperwork (e.g. application, W-2, insurance) with 100% accuracy on
weekly trials 5 consecutive times.

Given a list of tasks to complete at work and instructions on employer expectations, John will
complete 100% of the tasks when at the job site (independently, with ___ prompts) for four
consecutive weeks.

Given an assignment in auto body and a task analysis and timed industry guideline Phillip
will increase productivity from 60% to 100% on 4 out of 4 projects for 3 consecutive sessions.

Given a task analysis and the task of clearing tables at the job site, Samantha will clear a
table within a 2 minute period of time with 100% accuracy on 4/5 random samples over a 4
week period.
Transportation/Travel

Given a 20-step travel checklist and instruction in the community, Ellen will use public
transportation from school to her job independently with 100% accuracy on for three
consecutive weeks.

When going out in the community with the speech therapist, Joe will follow safety signs
(pedestrian crossing, stop, walk, caution and go) by following each sign direction with no
more than two (verbal) prompts 100% of the time over three consecutive travel sessions.
Behavior

In reading class, given a directive to end a preferred activity and begin a non-preferred
activity (as defined in the present education levels) with verbal prompts from support staff,
Jill will begin the non-preferred activity with no more than 2 prompts on 4/5 occasions that is
charted daily for 10 consecutive days.

Given tests and assignments in Physics and a checklist of strategies to review work Alan will
use all steps on the checklist when reading the assignment and completing written work in
the classroom and score 100% on the checklist matching the teachers checklist score for 4
consecutive weekly probes.
Developed and compiled by the AIU3 Career Development Program 4/2009