Development of the IEP Questions 8 - 24
Transcript
We will now review the development of and the content of the transition IEP. The sections to review will include the
present level of academic achievement and functional performance, the postsecondary goals and the annual goals.
Question 8 is about the consideration of the student’s strengths, interests, preferences and needs. Look at references to
and results of age appropriate transition assessments for evidence of the student’s strengths, interests, preferences and
needs. The Reviewer’s Reference Guide contains several sources of evidence for your consideration.
Question 9 is about concerns. You may find the student or family’s concerns in IEP minutes, in the Present Level or you
may have other sources of evidence as noted in the Reviewer’s Reference Guide. The only time you will use N/A is if
there is no evidence of concern documented.
Question 10 is about student evaluations. Review all sections of the transition IEP and the student’s file for
documentation of evaluations.
Question 11 is about the consideration of the student’s needs. All students with disabilities present with certain needs
and these needs must be evident in the IEP. For example, some students with learning disabilities may have needs
surrounding organizational skills. Some students with certain intellectual disabilities might have needs in the
communication area. You will review the transition IEP for these considerations.
Question 12 is about the student’s present level of academic achievement and functional performance. As you review
the present level, you will be looking for evidence of a relationship between the student’s current level and her desired
postsecondary goals. An example of this may read: “Monica plans to attend a community college after high school to
earn certification in information technology. She is working with the Assistive Technology Team and her occupational
therapist to adapt her laptop to meet her physical needs”.
Question 13 requires you to look closely at the student’s postsecondary goals. A postsecondary goal is a long range goal
that is measurable one year out from public school exit and that reflects the student’s interests, preferences and
strengths. The reviewer needs to determine if the goal is measurable and if the goals are updated annually. Please
note, the IEP must have at least one measurable postsecondary goal.
For Question 14, you are looking for documentation that assessments were administered to assist in determining the
student’s postsecondary goals. Review the PLOP and the student’s file to locate summaries and protocols.
For question number 15 please refer to the transition reviewer’s guide.
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Question number 16 requires close review of the student’s file and IEP. You are looking for documentation that the
student’s strengths, preferences, and interests were considered and reflected in the postsecondary goals. You may find
this information in assessment protocols, reports or summaries in the student file or PLOP.
Question number 17 looks at the student’s annual goals to see if they are focused on improving the academic
achievement of the student. Please remember, be sure that the annual goals relate directly to the student’s ability to
meet his or her postsecondary goals.
Question number 18 looks at the students annual goals to see if they are focused on improving the functional
performance of the student. Review the annual goals to determine if they relate to functional performance. Please
note that functional performance means nonacademic, as in “routine activities of everyday living.” Examples of
functional goals could be in the area of communication, social skills, mobility, organization, study skills, time
management, etc. Please note that any student with an IEP could benefit from annual goals that address functional
performance.
Question number 19 asks the reviewer to determine if the student's annual goals have a direct relationship to the
student’s transition service needs. To meet the requirements of this statement, the annual goal must relate to skills and
abilities necessary for the student to meet his/her postsecondary goal.
As you respond to questions 20a thru 20g, please note that there will be situations where an individual area (instruction,
related services, community experiences, employment objectives, adult living objectives, daily living skills, and functional
vocational evaluation) may not be necessary or appropriate in helping the student achieve his or her measurable
postsecondary goals. In that case, mark N/A.
Question number 20a asks if the student’s transition services include instruction. Instruction as it relates to transition
planning is composed of the needs that a student has in specific areas to complete needed courses, succeed in general
curriculum and gain needed skills in order to achieve desired postsecondary goal(s). Some examples of instruction are:
self-advocacy training, travel instruction, social skills in school and work settings, and academic content areas.
Question number 20b pertains to related services. Related services include speech, occupational or physical therapy
and such developmental, corrective and other supportive services as may be required to assist a student with a disability
to benefit from special education. Some examples of related services included in transition planning: interpreter
services for hearing impaired, assistive technology services to increase use of voice output device, physical therapy
services to improve dribbling a ball.
Question number 20c refers to community experiences. Community experiences are educational opportunities
provided in the community that prepare students to participate in adult life. Examples of community experiences may
include: trips to community college to visit the DSS office, job shadow experiences related to field of interest, practicing
the use of public transportation, or a visit to recreational facilities in the community.
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Question 20d requires the reviewer to determine if employment activities are included in the student’s transition IEP.
Employment activities are components of a transition program that the student needs to achieve desired postsecondary
goal(s), which could lead to a job or career. Examples might be: part time employment, vocational rehabilitation
referral, career exploration activities, or interest inventories.
Question number 20e requires the reviewer to determine if this component is included, if appropriate, to support a
student's ability in meeting post-school adult living objectives. Post school adult living support activities are activities
that are done occasionally. For example: registering to vote, filing for insurance, renting a home, applying for college
financial aid, etc.
Question number 20f references daily living skills. This component is included, if appropriate, to support a student’s
ability to do those activities that adults do every day. Examples might be: maintain a bank account, select clothing for
the day, safety skills in the community.
Question number 20g requires the reviewer to examine the student’s file to determine if transition services include a
functional vocational evaluation. This component involves an assessment process that provides information about job
or career interests, aptitudes and skills. Examples of functional vocation evaluation activities might be: refer to DRS for
assessment of adaptive behavior, career interest and career skills, completing a career preference inventory, completing
an adaptive behavior scale, completing a self-determination scale, or assessing a student’s skills and work-behaviors in a
vocational community-based work experience.
Question number 21 asks whether the transition services including the courses of study are focused on improving the
academic achievement and functional performance of the student to facilitate movement from school to post school
activities. We will address the course of study first. Course of study refers to course work necessary to achieve the
student’s desired post school goals and it must reflect educational program and planning that is individualized.
Additionally the reviewer needs to determine if the transition services focus on improving the academic achievement
and functional performance of the student to assist them in reaching their postsecondary goals.
For question number 22, we are looking for coordination of activities, people, services, and supports to ensure that the
services contribute to a successful transition from high school to post school adult life. As you look for sources of
evidence, review the services in the Transition IEP to ensure that the courses of study here are evident. Do the courses
of study align with the student's identified postsecondary goals? You can also review the activities and responsibility of
all parties to reflect the coordination of all parts of a Transition IEP between school, student, family, other agencies and
post school programs services and supports. You can also review the Transition IEP to determine if the transition
services are based on the individual student's needs making sure to take into account the student's strengths,
preferences and interests. And then determine if all transition services represent a coordinated plan for the transition
from school to post school adult life.
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Question #23 refers to age of majority. Local school divisions must inform parents of the rights of youth with disabilities
a full year before the student with a disability reaches the age of majority. Remember that this statement must be
addressed in the IEP of the student’s 16th year. Please note, the age of majority is 18 years of age in Virginia. If the
student will remain younger than age 16 during the timeframe of the Transition IEP the answer is N/A.
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