Effective IEP Transition Planning Checklist for Student Success
This detailed checklist provides guidance for creating appropriate measurable postsecondary goals in the areas of education/training, employment, and independent living for students with Individualized Education Programs (IEPs). It covers key aspects such as annual goal updates, transition assessment evidence, transition services inclusion, and agency involvement, ensuring a comprehensive approach to student success.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
You are allowed to download the files provided on this website for personal or commercial use, subject to the condition that they are used lawfully. All files are the property of their respective owners.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.
E N D
Presentation Transcript
Checklist and Example of Goals Checklist and Example of Goals
1 1. . KIDS ID KIDS ID________________ Student Name______________________ ________________ Student Name______________________ 2 2. . District District Number Number____________ ____________ 3. IEP Date___________________ 3. IEP Date___________________ 4. . for 4. . Is there an appropriate measurable postsecondary goal or goals for Education/ Training? Is there an appropriate measurable postsecondary goal or goals Education/ Training? Yes or No Yes or No 5 5. for . Is there an appropriate measurable postsecondary goal or goals for Employment Is there an appropriate measurable postsecondary goal or goals Employment? Yes or No ? Yes or No
6 6. Is goals for . Is there an appropriate measurable postsecondary goal or goals for Independent Living there an appropriate measurable postsecondary goal or Independent Living? ? Yes or No / NA Yes or No / NA 7. Is No 7. Is the postsecondary goal(s) updated annually? No the postsecondary goal(s) updated annually? Yes Yes or or 8 8. were based on age appropriate transition assessment? or No . Is there evidence that the measurable postsecondary goals were based on age appropriate transition assessment? Yes or No Is there evidence that the measurable postsecondary goals Yes 9 9. enable the student to meet his or her postsecondary Yes . Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goal(s Yes or Are there transition services in the IEP that will reasonably goal(s)? )? or No No / NA / NA
10. reasonably enable the student to meet his or her postsecondary goal(s 10. Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goal(s)? Yes or No Do the transition services include courses of study that will )? Yes or No 11. transition services needs? 11. Is (are) there annual IEP transition services needs? Yes or No Is (are) there annual IEP goal(s goal(s) that are related to the student s Yes or No ) that are related to the student s 12. meeting where transition services were discussed? Yes or No 12. Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed? Yes or No Is there evidence that the student was invited to the IEP Team
13. 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? Yes 13. 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? Yes or No / If appropriate, is there evidence that a representative of any or No / NA NA
EDUCATION EXAMPLE: After graduation from high school, Alex will enroll at Kings College (a technical school) and take a business math class to improve his work related math skills and to advance his career in business. EMPLOYMENT EXAMPLE: After finishing high school Alex will increase his work hours from 10 hours per week to 20 hours per week in the business department of a local office supply Store.
EDUCATION: Alex plans to apply to Kings College (a technical school). EMPLOYMENT: Alex wants to work after high school.
NSTTAC Assistance Center: http://www.nsttac.org/content/nsttac-indicator- 13-checklist-form-b-enhanced-professional- development%20 NSTTAC- -National Secondary Transition Technical Assistance Center: National Secondary Transition Technical TASN Network: www.ksde.tasn.org TASN- -Kansas Technical Assistance Systems Network: www.ksde.tasn.org Kansas Technical Assistance Systems SEK INTERLOCAL www.sekconnection.com SEK INTERLOCAL- -Resources: www.sekconnection.com Transition: High School Resources: Transition: High School
1. After graduation, Kevin will attend independent living classes at an adult day program and will participate in his daily care routines to the maximum extent possible at home with his parents.
12. After graduation Rolanda will live at home and participate, to the maximum extent possible, in her daily routines and environment through the use of assistive technology (e.g. feeding, dressing, bathing, activating small appliances / media devices, choice making, etc). MANY IEP HOLDERS WILL MARK NA FOR THIS GOAL
Transition Questions in IEP must be answered before age 14 IEP. Remember to send referrals to Interlocal regarding: Vocational Rehabilitation Services and Community Developmental Disability Organizations (CDDO) This has to be addressed in IEP at age 16 at the latest. It can be done at a much younger age if deemed necessary by the IEP team. This is in cases where services are very likely. Regarding graduating students, remember to do survey online through KSDE and SOP before student leaves school. YOU DO NOT HAVE TO MAIL or SEND SOP to the Interlocal.
VOCATIONAL REHABILITATION SERVICES: Helps people with disabilities become gainfully employed and self-sufficient. Records for graduated students must be kept by IEP Holders for: Please contact me with any questions! Beth Stockard: 620-875-1159 bstockard@usd250.org Have a great year!
