South Dakota Transition Summer Institute
Going Beyond Indicator 13 Requirements
July 14 – 16, 2014
Dr. Ed O’Leary
Introduction to the I-13 Requirements
Introduction to ‘Enhanced Practices’
Identification of ‘Predictor Activities’
Incorporate into IEP:
 Requirements
 Enhanced Practices
 Predictor Activities
Identify ‘practices’ AND/OR ‘policies’ that need to be put
into place or changed to meet I-13 and enhanced
practices.
Purpose:
 A free appropriate
public education...
designed to meet
their unique needs
and prepare
students for further
education,
employment and
independent living.
Shift in emphasis
to:
 Results oriented
approach.
 Focus on
improved results.
Annual report to the public on the performance of each
local educational agency according to the targets in
the SPP.
Annual report to the Secretary on its performance
according to the states SPP targets. This report is
called the Part B Annual Performance Report (APR).





Outlines 20 Indicators that must be reported annually
Provides Data Sources and Measurement
Delineates Measurable and Rigorous Targets for the
Six Years of the Plan
Outlines Improvement Activities
Four indicators deal directly with transition
efforts
Percent of youth aged 16 and above with an IEP that includes
appropriate measurable postsecondary goals that are annually
updated and based upon age appropriate transition
assessment; and IEP that includes transition services, including
courses of study, that will reasonably enable the student to meet
those postsecondary goals; an IEP that includes annual goals
related to the student’s transition services; evidence that the
student was invited to the IEP Team meeting where transition
services will be discussed; and evidence that a representative
of any participating agency was invited to the IEP Team meeting
with the prior consent of the parent or student who has reached
the age of majority.
March 2009
Indicator 13 Questions
The primary focus of Federal and State monitoring
activities shall be on:
•
Improving educational results and functional
outcomes for all children with disabilities; and
•
Ensuring that States meet the program
requirements under Part B/Part C, with a
particular emphasis on those requirements that
are most closely related to improving
educational/early intervention results for
children with disabilities.
9
Monitoring must use quantifiable indicators and qualitative indicators
needed to measure performance in the following priority areas:
Provision of a free appropriate public education in the least restrictive
environment/provision of appropriate early intervention services to
infants and toddlers with disabilities in natural environments.
State exercise of general supervisory authority, including:
• child find
• effective monitoring
• the use of resolution sessions, mediation, and
• a system of transition services - secondary transition and early
childhood transition
Disproportionate representation of racial and ethnic groups in special
education and related services, to the extent the representation is the
result of inappropriate identification.
10
Indicator 13
Transition Services in Schools
Indicator 14
Employment and Postsecondary
Outcomes
O’Leary, E. 2008
Broad definition:
 Formal process of
cooperative
planning that will
assist students with
disabilities to move
from school into the
adult world.
Present
Level of
Performance
O’Leary, E., 1998 © Copyright
Annual
Goals
Short Term
Objectives
Step II:
Present Levels of
Academic
Achievement and
Functional
Performance
Step I
Measurable
Post-secondary
Goals
Step III:
Transition
Services
Step IV:
Measurable
Annual Goals
Includes: Courses of study
Ageappropriate
transition
assessments
•Training
•Education
•Employment
•Independent Living
Skills – where
appropriate
Includes:
•Instruction
•Related services
•Community experiences
•Employment and other postschool adult living objectives
When appropriate:
•Daily living skills
•Functional vocational evaluation
O’Leary, E., 2005 © Copyright
Is there evidence that the
student was invited to the IEP
team meeting?
TOPs - Question 1.

There is documented evidence the student was invited
to the IEP Team meeting held to consider transition
services.

The student invitation is signed by the LEA and dated
prior to the date of the IEP conference OR

When looking at the Parent Notice to determine
documentation of student invitation, the student's name
is identified as an addressee on the Parent Notice (e.g.
"Dear Mr. & Mrs. Smith and Julie") OR

A review of student records show a record or copy of a
student invitation or telephone log that shows invitation
of the student (student invitation or phone log) OR

There is documentation of a verbal invitation.

The student is prepared before the IEP Team meeting so they know
what to expect and how to best participate.

The student attends and actively participates in the discussions
and decisions at their IEP meeting.

The student:
 Is aware of and discuss their disability and the accommodations they
need to be successful.
 Understands how their disability impacts their daily life in school, at
work and in the community.
 Actively participates in the discussions and decisions.
 Provides information on their strengths, preferences and interests.
 Presents and discusses goals.
 Presents a summary of the transition assessments (strengths,
preferences, interest) and how they used that information to help them
determine their MPGs
 Advocates for themselves.

Students are instructed on how to participate and take
a leadership role in their IEP Team meeting.

Students receive self-advocacy and self-determination
instruction.
9.1, 9.3, 9.5, 9.6, 9.8, 11.6

Beginning with the first IEP to be in effect
when the student turns 16 years of age, or
younger if determined appropriate, the
student must be invited to their IEP meeting.

Parent Notice is NOT an invitation to the
student to attend their IEP meeting.

Invitation to attend does not mean equal
opportunity for participation or decision
making.
Invite or Inform
Invite implies the intent to participate
Inform does not
Participation requires preparation
One of the most critical practices to
immediately improve the development and
delivery of transition services that will impact
post school results is to actively engage the
student in all discussions and decision
making in their IEP
Who Talked The Most – The Least
Average Length of
Meeting
Teacher Directed
 29.05 minutes
Student Self-Directed
 33.57 minutes
Student directed meetings are not
statistically significantly longer than
teacher-directed meetings.
http://www.ou.edu/content/education/centers-and-partnerships/zarrow.html
1.
2.
Incorporate into IEP:
 Requirements
 Enhanced Practices
 Predictor Activities
Identify ‘practices’ AND/OR ‘policies’
that need to be put into place or
changed to meet I-13 and enhanced
practices.
Is there evidence that the
measurable postsecondary
goals were based on ageappropriate transition
assessment?
Step II:
Present Levels of
Academic
Achievement and
Functional
Performance
Step I
Measurable
Post-secondary
Goals
Step III:
Transition
Services
Step IV:
Measurable
Annual Goals
Includes: Courses of study
Ageappropriate
transition
assessments
•Training
•Education
•Employment
•Independent Living
Skills – where
appropriate
Includes:
•Instruction
•Related services
•Community experiences
•Employment and other postschool adult living objectives
When appropriate:
•Daily living skills
•Functional vocational evaluation
O’Leary, E., 2005 © Copyright
Step I
Measurable Post-secondary
Goals
Age-appropriate
transition
assessments
O’Leary, E., 2005 © Copyright
•Training /Education
•Employment
•Independent Living Skills –
(where appropriate)

The results of the age-appropriate transition
assessment(s) can be located in the IEP or file.

That at least one age-appropriate transition assessment
was used to gather information on the student's needs,
strengths, preferences, and interests and that
information was used to develop the Measurable
Postsecondary Goal(s).

The age-appropriate transition assessments provided
(student's needs, strengths, preferences and interests)
information on which to develop each postsecondary
goal.

NOTE: The requirement for age-appropriate transition assessment
is met whether the MPG is or is not measurable.

Transition assessment is an on-going process of collecting and using
information on the individual's strengths, needs, preferences, and
interests to help define the measurable postsecondary goals.

Transition assessment tells a student "story" that leads to the
development of measurable postsecondary goals, course of study,
transition services, annual goals, agency linkages, and the Summary of
Performance (SOP).

Transition assessment is the foundation for the discussions and
decisions in the entire IEP.

Formal or informal transition assessment(s) were selected based on the
individual needs of the student.

The age-appropriate transition assessment is current and updated
annually.

Transition assessment data was gathered through a combination of
methods.

Transition assessment included a variety of sources and
instruments.

Age-appropriate transition assessments range from formal tests
and interest inventories to informal tests, observations of the
student, to discussions with the student.

Two or more transition assessments were conducted that are
appropriate for the age/grade level of the student.

All assessments are available for review (either in the record or at
the school).

The assessment results demonstrate a clear connection to MPG’s,
transition services, course of study, and annual goals.
1.4, 1.5, 4.10, 5.4, 5.8, 9.5, 10.1, 10.2, 10.7, 11.7,
12.3, 12.4, 13.8, 14.7, 16.8
Division of Career Development &
Transition
Transition assessment is "the ongoing process
of collecting data on the individual’s strengths,
needs, preferences, and interests as they relate
to the demands of current and future working,
educational, living, and personal, and social
environments. Assessment data serve as the
common thread in the transition process and
form the basis for defining goals and services to
be included in the IEP" (Sitlington, 1996).
Measurable Postsecondary Goals – Help students
define their MPG’s
Course of study – Help students determine and plan
courses and educational experiences
Transition services – coordinated set of activities –
 what needs to happen
 by when, and
 who will be responsible to carry out and oversee
each activity
Promotes self advocacy and self-awareness
1. Explain the purpose of assessments to students (MPG’s,
course selection, develop long range plan and activities).
2. Describe the variety of assessments (career, self
determination, life skills, etc.) assessment tools and the
different kinds of results.
3. With the student, decide which assessments/assessment
tools.
4. Conduct assessments.
5. With the student review results:
 What the results mean
 Why the results
 How the information can be used
6. Have students report on assessments – what – why - the
results and how they used the information to define their
MPG’s.
South Dakota - Technical Assistance Guide For Transition in the IEP
http://www.ou.edu/content/education/centers-and-partnerships/zarrow/self-determination-assessment-tools.html
Collaboration – Assessment Reviews
Reviews on 20 different transition assessments
Interactive matrix that lists a sampling of different
assessments for use when planning transition
services.
Includes:
 name of the assessment
 area of transition planning (i.e., employment,
education/training, independent living/community participation, etc.)



appropriate age group or grade level
web-based assessment
publisher’s contact information
http://www.vcu.edu/ttac/transition/pdf/assessment_matrix.pdf
http://www.vcu.edu/ttac/transition/pdf/assessment_matrix.pdf
http://www.vcu.edu/ttac/transition/pdf/assessment_matrix.pdf
Interactive matrix that allows you to choose the transition
domain, grade level and disability level. The system
shows Transition Assessments that meet the chosen
criteria.
Includes:
 Title/name of the assessment
 Description of the assessment
 Provides a direct link to the assessment or more
information

http://www.iidc.indiana.edu/styles/iidc/defiles/CCLC/tran
sition_matrix/Transition_Matrix.html
1.
2.
Incorporate into IEP:
 Requirements
 Enhanced Practices
 Predictor Activities
Identify ‘practices’ AND/OR ‘policies’
that need to be put into place or
changed to meet I-13 and enhanced
practices.
•
•
•
•
Are there appropriate measurable
postsecondary goals in the areas of
education
training
employment, and
where appropriate, independent
living skills?

The Measurable Postsecondary Goal(s) (MPGs) are written for
education, training, employment and, if needed, independent living
 MPG can be located in the IEP.
 MPG can be counted or measured (using the word "will" is
measurable; words like "intends", "plans", or "wants" are not
measurable).
 MPG occurs after high school words like "after graduation" or
"after high school" are acceptable).

Education and training may be combined into one measurable
postsecondary goal when determined appropriate by the IEP Team.

Based upon the information available about the student (Present
Level of Academic, Functional Performance, student's strengths,
preferences, and interests), the postsecondary goal(s) seem
appropriate for this student.

The MPGs are well-written and contain all of the
required components.

The MPGs are the basis for decisions regarding
course of study, annual goals and the
development of the transition services.

The MPGs reflect what the student wants to do
following high school and lead to further
education or training, employment and
independent living.

The MPGs are designed to be attainable by the
student.

1.4, 16.1
Step I
Measurable Post-secondary
Goals
•Training /Education
•Employment
•Independent Living Skills –
(where appropriate)
O’Leary, E., 2005 © Copyright
Age-appropriate
transition
assessments
Measurable Annual Goals
Educators/Systems
Measurable Post secondary
Goals
Student’s
Where will student work or engage in productive
activities after graduation?
Where and how will student continue to learn and/or
develop skills after graduation?
Where will student live and how will he or she access
adult services, participate in the community, and have
fun after graduation?
From: Secondary Transition Indicator 13: What Is It and Where Can I Find Resources,
Dr. David Test
There is no requirement for public agencies to determine whether the
postsecondary goals have been met once a child is no longer eligible for
FAPE.
FAPE must be made available to all children residing in the State in
mandatory age ranges. However, the obligation to make FAPE available
does not apply to children who have graduated from high school with a
regular high school diploma or to children who have exceeded the
mandatory age range.
When a child's eligibility for FAPE terminates under these circumstances,
the LEA must provide a summary of the child's academic achievement and
functional performance, including recommendations on how to assist the
child in meeting the child's postsecondary goals.
Nothing in the IDEA requires the LEA to measure the child’s progress on
these postsecondary transition goals, or provide any special education
services to the child after the child has graduated from a regular high
school or exceeded the mandatory age range for FAPE.
If the goal is measurable and occurs after the student has
left…I am concerned about liability issues when student’s
don’t meet the stated goals after school.
NSTTAC Response
…IDEA 2004 does not require that LEAs are held
accountable for the attainment of postsecondary goals.
The stated measurable postsecondary goals are required
components of transition planning. There are numerous
mediating factors that positively or negatively affect an
adult's acquisition of goals, for which a school could not
be held accountable. The purpose of the legislation and
this indicator is that a student's education program
support their goals beyond secondary school.
NSTTAC Indicator 13 Checklist Frequently Asked Questions and Responses – Question
# 14 www.nsttac.org/pdf/i13checklistqa.pdf
For each measurable post-secondary goal
identified, BOTH a linked goal AND at least
one transition service/activity need to be
developed.
Technical Assistance Guide For Transition in the IEP
South Dakota Transition Services Liaison Project
Training or Education
Specific vocational or career field, independent living skills training,
vocational training program, apprenticeship, OJT, job corps, 4
year college or university, technical college, 2 year college,
Vocational Technical School (less than a two year program) etc.
Employment
Paid (competitive, supported, sheltered); unpaid employment
(volunteer, in a training capacity); military; etc.
Independent Living, where appropriate
Adult living, daily living, independent living, financial, transportation,
etc.

Initially, broad descriptions of the student’s
preferences, interests, or vision of what they
might like to do in employment, education,
training, and independent living .

Each year reassess and refine.

Should be specific and measurable one year out
by last year/IEP.
 Use results-oriented terms such as
“attend”, “work”, “live independently”
 Use descriptors such as “full time” and
“part time”
 Begin with “After high school…”
A Helpful Formula
will
(After high school)
(After graduation)
(Upon completion of high school)
(The Student)
From: Secondary Transition Indicator 13: What Is It and Where Can I Find Resources,
Dr. David Test
(Behavior)
(Where and how)
16 year old male student with a disability of Autism
Employment: I will be employed as a math or science college professor.
Education: I will enroll in a public college and major in Math or Science.
Training: N/A
Independent Living: I will live in a dorm by myself or with one roommate.
16 year old male student with learning disability in reading decoding & comprehension
Employment: I will either enlist in the military or work full-time for my dad’s concrete business.
Education: N/A
Training: I will enroll in a Commercial Driver’s License training through Career Learning Center and obtain a CDL.
Independent Living: I will live independently with supports for budgeting & time management.
18 year old female student with significant learning disabilities in math & reading
Employment: I will work part part-time producing Native American artwork.
Education: N/A
Training: I will take a drawing class. I will also take a ‘budgeting class’ through the Independent Living Center .
Independent Living: I will live with family until I can afford to live on my own.
South Dakota Technical Assistance Guide For Transition in the IEP
19 year old male student with mental retardation
Employment: I will work in a school as a janitor, part-time to start with.
Education: N/A
Training: I will receive on-the-job training through the Division of Rehabilitation Services to learn
how to be a janitor.
Independent Living: I will continue living with my dad for several years.
17 year old female with emotional disturbance
Employment: I will enlist in the Navy when I am 18 and enroll in computer programming.
Education: N/A
Training: I will complete the basic training and enroll in an advanced computer training program
Independent Living: N/A
15 year old female with specific learning disabilities in written expression
Employment: I will be a registered nurse and work in a hospital.
Education: I will attend a university in SD which has a 4-year nursing program.
Training: N/A
Independent Living: N/A
South Dakota Technical Assistance Guide For Transition in the IEP
Training and/or Education
Specific vocational or career field, independent living skills training,
vocational training program, apprenticeship, OJT, job corps, 4
year college or university, technical college, 2 year college,
Vocational Technical School (less than a two year program) etc.
Employment
Paid (competitive, supported, sheltered); unpaid employment
(volunteer, in a training capacity); military; etc.
Independent Living, where appropriate
Adult living, daily living, independent living, financial, transportation,
etc.
Where will student work or engage in productive
activities after graduation?
Where and how will student continue to learn and/or
develop skills after graduation?
Where will student live and how will he or she access
adult services, participate in the community, and have
fun after graduation?
From: Secondary Transition Indicator 13: What Is It and Where Can I Find Resources,
Dr. David Test
Postsecondary Goals:
Students with
Moderate Disabilities
Education/Training:
After high school, Lissette will participate in weekly
instruction on independent living skills at the local
Independent Living Center in her community
Employment:
After high school, Lissette will work on-campus parttime in the food court at the college with supports
from Vocational Rehabilitation and the staff at the
college.
From: Secondary Transition Indicator 13: What Is It and Where Can I Find Resources,
Dr. David Test
Independent Living:
• After high school, Lissette will live semi-independently
with a roommate in a assisted living apartment with
supports provided through DD Services
• Upon completion of high school, Lissette will utilize
public transportation, including the public bus and
uptown trolley with time limited supports provided
through Vocational Rehabilitation.
From: Secondary Transition Indicator 13: What Is It and Where Can I Find Resources,
Dr. David Test
1. Independent Living
•
After completion of school, I will live in my own home.
2. Training/Education
•
After completion of school, I will own my own business.
3. Employment
•
After completion of school, I will work and run my own business.
http://www.poppinjoes.com/about_us
www.dol.gov/dol/media/webcast/20110610-odep-ce/
Postsecondary Goals:
Students with
Severe Disabilities
Education/Training:
After graduation, Lilly will participate in a centerbased program with an adult curriculum focused on
gaining maximum social communication, daily living,
and vocational skills.
Employment:
After graduation, Lilly will participate in a centerbased program with an adult curriculum, receiving
services to increase her stamina and mobility to
prepare her for work.
From: Secondary Transition Indicator 13: What Is It and Where Can I Find Resources,
Dr. David Test
Independent Living:
• After graduation Lilly will use an augmentative
communication device at home and the centerbased program to communicate her wants,
needs, and desires and to interact with her
environment more independently.
From: Secondary Transition Indicator 13: What Is It and Where Can I Find Resources,
Dr. David Test
Bill has significant limitations across all areas of
functioning as well as being medically fragile.
Training programs will not be appropriate for
him.
He will require full time nursing care throughout
his life and recreational day service programs
designed for individuals with such specific
needs will probably be most appropriate
following high school.

18 years old.

Receives specially designed instruction with an alternate curriculum in a
self-contained setting all day.

Receives related services of OT, PT and nursing

Fed via G-tube

Has tracheotomy and uses a ventilator with oxygen to breathe
Strengths




Curious, stays alert and awake throughout the school day, seems to
enjoy activity around him.
Enjoys getting verbal and tactile attention from his peers and staff.
Tolerant of position changes on mat table and allows hand-over-hand
assistance to participate in activities.
Likes using a switch (with assistance) to activate a variety of devices,
including the radio and computer.
Present Levels of Academic Achievement and
Functional Abilities

Benefits from sensory stimulating activities and activities to
improve his independence and communication.

Uses facial gestures to communicate his pleasure and
displeasure with his current state. Offers a smile to show
happiness and a blank stare to show his disinterest.

Picture/symbol augmentative communication supports have
not been successful. Will use simple one-button
communication devices with assistance when offered during
class activities.

Uses a manual wheelchair dependently. Requires a 2-person
lift or mechanical device for all transfers. Tolerates positioning
on mat table.

Limited fine motor skills result in dependency for all care and
hand-over-hand assistance for all activities.
Education/Training

Training programs are not appropriate

After graduation, Bill will participate in an in-home
or center-based program designed to provide
habilitative and vocational training with medical
and therapeutic supports.

After graduation, Bill will participate in on the job
training in using micro switches
Employment

Recreational day service program.

Following graduation Bill will participate in
technologically supported self-employment
or volunteer work and receive job
development services from vocational
rehabilitation or a community rehabilitation
program within 1 year of graduation.
Independent Living

After graduation Bill will live at home and participate, to
the maximum extent possible, in his daily routines (e.g.
feeding, dressing, bathing, activating small
appliances/media devices, choice making, etc.) and
environment through the use of technology.

After graduation Bill will participate in communityintegrated recreational/leisure activities at the YMCA,
going to movies, going to church.

After graduation Bill will utilize an augmentative
communication device at home and in the community
that allows individuals to communicate with him
regarding needs, wants, and desires.
Employment

After completion of school Bill will volunteer
at the Heritage nursing home.
Is (are) the postsecondary goal(s)
updated annually?

There are Measurable Postsecondary Goals(s)
for Education, Training, Employment, and as
needed Independent Living in the current IEP.

The MPGs are updated annually.
1.
2.
Incorporate into IEP:
 Requirements
 Enhanced Practices
 Predictor Activities
Identify ‘practices’ AND/OR ‘policies’
that need to be put into place or
changed to meet I-13 and enhanced
practices.
Do the transition services include
courses of study that will reasonably
enable the student to meet his or her
postsecondary goal(s)?
Step II:
Present Levels of
Academic
Achievement and
Functional
Performance
Step I
Measurable
Post-secondary
Goals
Step III:
Transition
Step IV:
Measurable
Services
Annual Goals
Includes: Courses of study
Ageappropriate
transition
assessments
•Training
•Education
•Employment
•Independent Living
Skills – where
appropriate
Includes:
•Instruction
•Related services
•Community experiences
•Employment and other postschool adult living objectives
When appropriate:
•Daily living skills
•Functional vocational evaluation
O’Leary, E., 2005 © Copyright
Step III:
Transition Services
1.Courses of study
Includes
2.Coordinated set of Activities
- Instruction
- Employment and other post-school adult living objectives
- Related services
- Community experiences
- Employment and other post-school adult living objectives
When appropriate:
- Daily living skills
- Functional vocational evaluation
O’Leary, E., 2005 © Copyright
Step III:
Transition Services
1.Courses of study
Includes
2.Coordinated set of Activities
- Instruction
- Employment and other post-school adult living objectives
- Related services
- Community experiences
- Employment and other post-school adult living objectives
When appropriate:
- Daily living skills
- Functional vocational evaluation
O’Leary, E., 2005 © Copyright

The courses of study can be located in the IEP.

The courses of study are a multi-year
description of coursework from the student's
current to anticipated exit year that is designed
to help the student achieve their desired
postsecondary goals.

The courses of study align with the student's
postsecondary goals.

The course of study list specifies classes the
student will take while in school. Classes are
identified according to academic school year
and at least one year of classes is identified.

Students take an active role in all discussions and decisions in developing
their course of study and long range education plan.

The course of study is reviewed and updated annually.

Students meet with the guidance counselor to develop their course of
study.

Guidance counselors take an active role in helping the student decide what
courses to take to achieve their desired postsecondary goals and develop
their course of study (long range education plan).

Students are scheduled into the courses that are designated in their course
of study.

Beginning in middle school, students develop their course of study
identifying all courses they will be taking each year through completion of
their education.

Parents take an active role in helping their child develop and plan their
course of study.
1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3,
3.4, 4.1, 4.2, 4.6, 4.7, 5.1, 5.2., 5.6, 5.9, 7.5, 8.1, 8.2,
8.3, 8.4, 8.5, 9.2, 10.3, 10.4, 10.8, 11.1, 11.2, 12.2,
14.2, 16.2, 16.3, 16.4
The ARD/IEP team helps the student identify the
courses and educational experiences that will
prepare them for post-secondary life.
Focus on:
—
—
—
Courses of study [all courses and educational
experiences]
How the educational program can be planned
and relate directly to the student’s goals beyond
secondary education
Show how those courses are linked to the MPG’s
Promotes the concept that the high school
program focuses on post-school results.
Help students and family select courses of
study that are meaningful and motivate
students to complete their education.
If the student and parent are aware of and agree to
a change in a course and that change would not
have a direct impact on the student achieving his
or her desired post-school outcome; or if the
student taking the course would not require any
accommodations or modifications (which would
require goals and objectives); then this change
would not be considered a substantive change
and would not necessitate another IEP meeting.
South Dakota - Technical Assistance Guide For Transition in the IEP
1.
2.
Incorporate into IEP:
 Requirements
 Enhanced Practices
 Predictor Activities
Identify ‘practices’ AND/OR ‘policies’
that need to be put into place or
changed to meet I-13 and enhanced
practices.
Are there transition services
in the IEP that will reasonably
enable the student to meet his
or her postsecondary goal(s)?
Step III:
Transition Services
1.Courses of study
Includes
2.Coordinated set of Activities
- Instruction
- Employment and other post-school adult living objectives
- Related services
- Community experiences
- Employment and other post-school adult living objectives
When appropriate:
- Daily living skills
- Functional vocational evaluation
O’Leary, E., 2005 © Copyright

Transition services/activities can be located in the IEP.

There is at least one transition service/activity that will
reasonably enable the student to meet each stated
postsecondary goal.

For each MPG, there is at least one transition
service/activity from at least one of the following area is
listed in the IEP:






Acquisition of daily living skills
Community experiences
Employment, including supportive employment
Functional vocational evaluation
Instruction
Other post-school adult living objectives
 Related services

Transition services are the 'long range plan' for adult life. When
planning for the future consider what transition services the student
will need in the areas of postsecondary education, training,
employment, and, independent living.

Transition services activities are a 'coordinated set of activities'.
Coordination implies the active involvement in planning and
implementing activities that include school, student, family and adult
agencies/providers.

Transition services are designed within a 'results-oriented process'.
The 'results' are the student attaining their measurable postsecondary
goals.

Transition services are based upon the student's needs taking into
account their strengths, preferences and interests.

Transition services specify who is responsible for each activity
and a timeline when that activity will be completed.

Transition services include specifying who will provide and pay for
each activity.

The IEP team can include transition activities for the student's
participation in non-academic school activities as well as
participation in community activities like recreation, leisure,
shopping and living.

Include social and community support networks. As students
transition into adulthood they may need support from a variety of
sources. Given the advances in social media technologies, families
and professionals can help build support and social networks that
can include family, social groups, professionals, faith-based
community, or others who could help provide social, recreational,
work, living or financial support and assistance.
1.6, 4.3, 4.8, 5.3, 6.1, 10.5, 11.5, 11.6, 12.5, 12.6,
12.8, 13.1, 14.3, 14.4, 14.5, 14.6, 16.6
“Herding Cats”
The CSA must show evidence that:
1.
Activities are individualized and student specific.
2.
Activities lead toward the achievement of the
student’s measurable postsecondary goals
3.
Activities should show a minimum of 2 years
4.
The activities demonstrate coordination between
school, family, student and/or outside agency(ies)

Multi year - at least a 2 year description of coordinated
activities/strategies to help students achieve their
measurable post secondary goals while they are still in
high school

Should complement the course of study, include
steps/activities needed for successful post school
transition

If there are transition services listed that are likely to be
provided or paid for by an outside agency then you
need to obtain written consent before inviting agency
representative to the IEP meeting.
South Dakota - Technical Assistance Guide For Transition in the IEP
1.
2.
Incorporate into IEP:
 Requirements
 Enhanced Practices
 Predictor Activities
Identify ‘practices’ AND/OR ‘policies’
that need to be put into place or
changed to meet I-13 and enhanced
practices.
Is (are) there annual IEP goal(s)
related to the student’s transition
service needs?

There is at least one annual goal or short-term
objective included in the IEP that will
reasonably help the student make progress
towards each of the stated postsecondary
goals.

There is a reasonable link between the annual
goals and the postsecondary goals.

NOTE: It is not necessary that there be a separate single annual
goal or short-term objective for each postsecondary goal. It is
possible that a single annual goal could help the student make
progress towards each of the stated postsecondary goals may
qualify.
N/A
1.6, 3.6, 4.9, 5.5, 6.1, 6.2, 7.2, 9.7, 11.4, 11.8
Step II:
Present Levels of
Academic
Achievement and
Functional
Performance
Step I
Measurable
Post-secondary
Goals
Step III:
Transition
Services
Step IV:
Measurable
Annual Goals
Includes: Courses of study
Ageappropriate
transition
assessments
•Training
•Education
•Employment
•Independent Living
Skills – where
appropriate
Includes:
•Instruction
•Related services
•Community experiences
•Employment and other postschool adult living objectives
When appropriate:
•Daily living skills
•Functional vocational evaluation
O’Leary, E., 2005 © Copyright
Step II:
Present Levels of
Academic
Achievement and
Functional
Performance
Step I
Measurable
Post-secondary
Goals
Step III:
Transition
Services
Step IV:
Measurable
Annual Goals
Includes: Courses of study
Ageappropriate
transition
assessments
•Training
•Education
•Employment
•Independent Living
Skills – where
appropriate
Includes:
•Instruction
•Related services
•Community experiences
•Employment and other postschool adult living objectives
When appropriate:
•Daily living skills
•Functional vocational evaluation
O’Leary, E., 2005 © Copyright
Education
Strategy/activity
Transition
Services
Strategy/activity
All activities and
services
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Strategy/activity
Strategy/activity
Strategy/activity
Strategy/activity
Strategy/activity
Strategy/activity
Strategy/activity
Strategy/activity
Strategy/activity
Strategy/activity
Strategy/activity
Strategy/activity
General
Education
Strategies
activities
for current
year
1.
2.
3.
4.
5.
6.
Activity
Activity
Activity
Activity
Activity
Activity
Rehab
Strategy/activity
Student
Strategy/activity
Strategy/activity
Parent
Strategy/activity
Others
Strategy/activity
O’Leary, E., 2005 © Copyright
Special
Education
Annual
Goals
1.
2.
Incorporate into IEP:
 Requirements
 Enhanced Practices
 Predictor Activities
Identify ‘practices’ AND/OR ‘policies’
that need to be put into place or
changed to meet I-13 and enhanced
practices.
If appropriate, is there evidence that a
representative of any participating
agency was invited to the IEP Team
meeting with the prior consent of
the parent or student who has
reached the age of majority?

If appropriate, there is evidence that a
representative of any participating agency was
invited to the IEP team meeting with the prior
consent of the parent or the student who has
reached the age of majority.

Invitations of outside agencies are documented
in the student's IEP or file.

For any outside agency that is likely to provide or pay
for any transition services for the current and next IEP
year the adult agency personnel are invited (e.g. phone
call, written invitation, meeting or e-mail).

The invitation states the name(s) of the agency
personnel invited to the IEP meeting.

Invited adult agency personnel attend the IEP meeting.

Adult agency personnel attending the student's IEP
meeting participate in the development of the needed
transition services including the identification of the
transition service activities they will provide and pay
for.
3.5, 5.7, 13.2, 13.5, 14.1, 14.3, 15.2, 15.3, 15.5, 15.6,
15.7, 15.8, 15.9, 16.7
1.
2.
Incorporate into IEP:
 Requirements
 Enhanced Practices
 Predictor Activities
Identify ‘practices’ AND/OR ‘policies’
that need to be put into place or
changed to meet I-13 and enhanced
practices.