Transition Assessment and IEP Help Sheet (2011)
Transition Tool Kit-http://specialed.spps.org, Transition Programs, Minnesota Secondary
Transition Compliance Toolkit
ASSESSMENT
-Transition must be assessed during grade 9 and a transition IEP must be written.
-If an 8th grader is due for a reevaluation, include a transition assessment. If the assessment
shows needs, embed them in the 8th grade IEP, and a transition IEP will be written in 9th grade.
-Must use at least 2 evaluation tools and 1 must be formal (Enderle-Severson, Transition Planning
Inventory (TPI), Transition Brigance).
-You can use whatever informal transition evaluation tools best fit your student. These are all
listed on Easy IEP on the assessment planning page or you may add your own.
The Transition Evaluation must be comprehensive and include post-secondary education and
training, employment and independent living (community participation, home living, and
recreation leisure).
IEP
PLAAFP- needs to include info. from some of these sources:
-Summary of data collected from progress reports
-Teacher reports
-Classroom assessments
-District assessments
-Parent info.
-Community based info.
-Agency evaluations
-Steps evaluations
-Etc.
MUST include where you got the info. Also must include:
Student strengths and weaknesses, needs related to disability, how the needs affect participation
and progress in the general ed curriculum, parents concern, and transition needs.
Any area of need identified in the PLAAFP must be addressed in either the annual goals and
objectives, supplementary aids and services or activities.
Measurable Post-Secondary Goals-Dream Goals
Must be written to say what the student will be doing after high school
After graduation from high school, Jane will be enrolled at a community college in a certified
nursing program.
After graduation from high school, Jane will be employed part-time as a certified nursing
assistant.
After graduation from high school, John will be employed as a bagger at a grocery store.
Upon graduation from high school, John will live in an apartment on his own.
Annual Goals and Objectives
Must be measurable and include all components of a goal. SMART GOALS.
Specific, Measurable, Attainable, Results Driven, Time bound
Bob will increase functional math skills from a level of using whole numbers to solve problems to
being able to use a calculator to solve real life problems involving fractions, percentages,
decimals and percentages by June 2011.
Mike will increase his use of social skills and self-determination behaviors from a level of not
asking for assistance to a level of using specific techniques for verbalizing feedback to adults and
peers by June 2011.
By June 2011, Jeff will increase his reading fluency skills from reading 80 words per minute
correct on fifth grade reading material to reading 135 words per minute, which will increase his
ability to function independently within the community.
Betty will go from not being able to advocate for herself on the job, to being able to list
accommodations needed to her supervisor to be successful while working by June 2011.
Courses of Study
Include courses of study that the student needs to meet their dream goals. List the year you are in,
and the next year. This is not a transcript. Only those courses needed to help reach their future
goals need to be entered. These can be specialized, regular ed, community-based, work based etc.
Transition Activities
Include activities needed to meet the dream goals that are not written in a goal or objective, and
state who is responsible.
What auditors will look for in a transition IEP
To be in compliance you must answer be able to answer yes to the following 8 questions on
your IEP:
1) Are there measurable post-secondary/dream goals for education, employment and (where
appropriate) independent living? Independent living covers: home living, community
participation and recreation and leisure
2 ) Are the post -secondary goals updated annually?
3 ) Is there evidence that the measurable post-secondary goals were based on age appropriate
transition assessments? (list in PLAAFP)
4) Are there annual IEP goals that reasonably enable a child to meet the post-secondary goals?
5) Do the transition services include courses of study that will reasonably enable the student to
meet his/her post-secondary goals?
6) Are there annual IEP goals related to the student’s transition services needs?
7) Evidence that the student was invited to the IEP Team meeting where transition services were
discussed?
8) For transition services that are likely to be provided or paid for by other agencies with parent
(or child once age of majority is reached) consent, is there evidence that representatives of the
agencies were invited?