Quick Check List for SPED Forms Transition IEP
1.
Student Information:
Include agency persons in IEP attendance list
2.
Present Levels:
Use this section page to write a history of the student transition present levels for all academics, social
skills, motor skills and five transition areas. Include strengths in the three areas of transition that fall
under the label “Independent Living”.
Strength statements
Academic achievement and functional performance
Academics
Social Skills if needed
Motor Skills if needed
Write statements to describe how the disability affects the student in the general education
curriculum. Compare with progress and function in academics. Not required to compare with peers for
the five transition areas.
Present level of performance in employment skills: (Get data from formal and informal
transition assessment tools.)
Present level of performance in post secondary planning: (Get data from formal and informal
transition assessment tools.)
Present level of performance in independent living includes Family Living, Community
Participation, and Recreation/Leisure: (Get data from formal and informal transition assessment tools.)
Assistive technology consideration for devices and services. (This statement can be placed in
the prior written notice in the description of options box or here. It can also be put in both places.)
Needs statements: (Instruction, Accommodations, Special Transportation)
IF NEEDED because of the disability:
Positive Behavior Supports statement.
Considerations required for Braille if the student is Blind.
Considerations required for communication and language if the student is deaf or hard of
hearing, or has language needs that require direct
instruction in the language mode (sign language,
AAC are examples.
3.
Student Performances Goals
Optional, but advised to insert succinct information in PLAAFP box for each goal. Here, use brief
statements so that the PLAAFP shows the data used to set the goal.
PLAAFP: Succinct statement about the strength and the numeric data used to set the goal
statement for the area.
Measurable Annual Goal
Time Frame/Conditions/Behavior/Criterion
Ambitious
Able to be monitored
Benchmarks or Objectives
Progress Monitor Statement: How will the goal be measured, how often and by whom?
4.
Transition Services (1)
This page contains the future plan statements, courses of study, and graduation date.
Measurable Postsecondary Goals
Post Secondary Education and Training
Employment
Independent Living
Courses of Study
Start with the ninth grade school year. Complete through the end of the current IEP service
year. List both regular education and special education courses.
Graduation Date
5.
Transition Services (2)
This page lists all the services from both the school and agencies. It also contains the Transfer of Rights
date.
Instruction
Activity
Agency
Related Services
Activity
Agency
Community Experience
Activity
Agency
Development of Employment
Activity
Agency
Optional if needed:
Daily Living Skills and Provision for a Functional Vocational Evaluation.
Transfer of Rights Date
6.
Services and Modifications
This page lists all the special education services and frequencies.
Services and Frequencies
Child Specific Paraprofessional Support
Adaptive Equipment
Special Transportation
Extended School Year
Program Modifications, Supports and Adaptations
LRE Explanation
7.
Assessments
There are 3 different SPED FORMS pages for Assessment.
State Assessments for Accountability
Diploma Requirements
District-Wide Assessments