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SPP 13 – Secondary Transition Age 16

Florida Department of Education Bureau of Exceptional Education and Student Services

Compliance Self-Assessment

SPP 13 – Secondary Transition Age 16 (T16)

This protocol addresses the requirements specific to SPP 13 – Measurable Postsecondary Goals and Transition Services, as well as secondary transition in general. As such, it must be used in conjunction with the basic protocol when conducting a comprehensive IEP review or a focused self-assessment related to SPP 1 – Graduation with a Standard Diploma and SPP 2 – Dropout Rate for students age 16 and over.

IDEA and the implementing regulations at 34 CFR §300.320(b) require that IEPs for students age 16, or younger if determined appropriate by the IEP team, address the areas of education, training, employment, and, where appropriate, independent living (SPP Indicator 13). The National Technical Assistance Center on Transition (NTACT) developed multiple checklist forms to help states collect data to meet Indicator 13 requirements. Indicator 13 Checklist Form A is designed to meet the minimum requirements for collecting and reporting data on Indicator 13. Indicator 13 Checklist Form B meets the requirements for collecting and reporting data also and allows for schools, districts, or states to deeply analyze professional development and program change needs. Items T16-2 and T16-9 through T16-16 below reflect the items on the NTACT checklist updated in May 2012. Items T16-1 and T16-3 through T16 8 reflect additional procedural compliance standards the bureau determined to warrant inclusion in this self-assessment. Federal law requires “appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills” (§300.320[b][1]). NTACT's Transition assessment toolkit provides more information on assessment and Summary of Performance.

The Summary of Performance (SOP) is an important requirement found in IDEA and the implementing regulations. The SOP is required for students exiting with a standard diploma or aging out of their educational program. NTACT's Summary of Performance Annotated Bibliography, recently updated, provides more information about literature supporting the SOP and recommendations for material to consider for inclusion when completing. Project 10, a discretionary project of Florida Department of Education, developed a Transition Wheel Summary of Performance Description. A Summary of Performance Nationally Ratified SOP is also available on the Project 10 website for viewing and assistance. Please note that during site visits or other desk reviews, districts will be required to pull summaries of performance from the previous year.

For each standard, refer to the guidance provided in this document when determining if the standard is met or not. Some standards include multiple components.

Examples provided within this section were adapted from the NTACT. Student examples and non-examples may be viewed at http://transitionta.org/transitionplanning.

T16-1. The notice of the IEP team meeting included a statement that a purpose of the meeting was the consideration of postsecondary goals and transition services, that the student would be invited, and identified any agency that would be invited to send a representative. (34 CFR §300.322(b)(2))

Review the notice for the following: The notice indicates that a purpose of the meeting will be the consideration of

postsecondary goals and transition services for the student.

http://www.transitionta.org/sites/default/files/transitionplanning/NSTTAC_ChecklistFormA.pdf

http://www.transitionta.org/sites/default/files/transitionplanning/NSTTAC_ChecklistFormB.pdf

http://www.transitionta.org/sites/default/files/transitionplanning/NSTTAC_ChecklistFormB.pdf

http://www.transitionta.org/sites/default/files/transitionplanning/TransitionAssessmentToolkit.pdf

http://www.transitionta.org/sites/default/files/AB_SOP_Final_0.pdf

http://www.transitionta.org/sites/default/files/AB_SOP_Final_0.pdf

http://project10.info/

http://project10.info/files/twsummaryofperformance12.09l.pdf

http://project10.info/files/twsummaryofperformance12.09l.pdf

http://project10.info/files/NationallyRatifiedSOP_11-05_1_.doc

http://transitionta.org/transitionplanning


There is a statement that the student will be invited to the meeting. If needed, there is a statement that an agency representative will be invited to the

meeting (review the participants section of the IEP to determine if an agency participated; if so, this must be indicated on the notice).

Mark “yes” if the answer to the first two bullets is “yes” and the third bullet is “yes” or “n/a.”

Mark “no” if the answer to one or more of the above bullets is “no.”

If an agency is identified after the notice has been sent, a second notice (or an addendum to the first) must be sent.

T16-2. The student was invited to the IEP team meeting. (34 CFR §300.321(b)(1))

Review the notice to determine if the student was invited. Examples of documentation include a salutation on the notice that includes both the student and the parent or a separate notice provided to the student. If there is no evidence the student was invited, review the participants section of the IEP.

Mark “yes” if the student was invited or in attendance.

Mark “no” if the student did not attend and there is no documentation that the student was invited.

T16-3. The student’s strengths, preferences, and interests were taken into account. If the student was unable to attend the meeting, other steps were taken to ensure the student’s preferences and interests were considered. (34 CFR §§300.43(a)(2) and 300.321(b)(2); Rules 6A-6.03028(3)(c)7. and (g)1. and 6A-6.03411(1)(nn)2.-4., F.A.C.)

The student’s strengths, preferences, and interests must be taken into account when developing measurable postsecondary goals to facilitate the student’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. NTACT's Transition assessment toolkit is a resource for assessment consideration. Review the IEP to determine if these were considered.

If a student did not attend the meeting, there should be evidence that the school district obtained student input through other methods, such as student or family conferences, interest inventories, career exploration activities, vocational interest and aptitude inventories, situational assessments, and input from other personnel associated with the student. Information from interest inventories completed prior to the IEP team meeting or information on the IEP itself may be evidence of this requirement.

The student’s preferences and interests may be documented in the present level of performance section(s) of the IEP or may be included as a separate item.

Unless there is evidence to the contrary, the student’s attendance at the meeting is sufficient documentation that the student’s strengths, preferences, and interests were considered.

Mark “yes” if there is evidence that the student’s input was solicited and considered.




Mark “no” if there is no evidence that steps were taken to obtain and consider the strengths, preferences, and interests of a student who did not attend the meeting.

T16-4. For IEPs written before June 20, 2014, for a student who entered grade nine in 2013-14 or earlier, beginning in eighth grade, or during the school year in which the student turns 14, whichever is sooner, the IEP must include a statement of whether the student is pursuing a course of study leading to a standard diploma or a special diploma. (Rules 6A-6.03028(3)(h)8 and 6A-1.09961(2)(a), F.A.C.)

Beginning with IEPs written during the student’s eighth grade year or during the school year of the student’s 14th birthday (whichever is sooner), the course requirements for standard and special diploma options must be discussed by the IEP team, and a proposed diploma option must be determined. The IEP team must review the diploma decision annually and, if appropriate, revise the diploma decision accordingly.

Mark “yes” if the diploma option is indicated.

Mark “no” if the student is 14 years old or older or in the eighth grade or higher and no diploma option is indicated.

T16-5. In order to ensure quality transition planning and services, IEP teams shall begin the process of identifying transition services needs of students with disabilities, to include consideration of the student’s need for instruction or the provision of information in the area of self-determination (and self-advocacy for IEPs written on or after June 20, 2014) to assist the student to be able to actively and effectively participate in IEP team meetings and self-advocate, beginning no later than age 14, so that needed postsecondary goals may be identified and in place by age 16. (Rule 6A-6.03028(3)(h)9, F.A.C.); (1003.5716, F.S.)

Review the IEP for evidence that the IEP team considered the student’s need for instruction or the provision of information in the area of self-determination. This may be addressed through annual goals, short-term objectives or benchmarks, or through services in the IEP.

Although the requirement to consider the student’s need for instruction or the provision of information in the area of self-determination begins no later than age 14, this requirement must be reviewed and addressed annually as part of IEP development. Students’ self-determination needs may differ by age. Self-advocacy may be a critical area one year; goal setting or choice making may be more important during another school year. Districts are encouraged to conduct ongoing assessment to determine the student’s most critical needs in the area of self-determination.

There are numerous ways to address self-determination instruction for students served full-time in general education. It may be integrated into character education or other relevant courses; training may be provided to students via half-day or full-day workshops; or one-on-one information sessions may be provided by the counselor or teacher of record. NTACT's Transition assessment toolkit is a resource for assessment consideration.

Mark “yes” if information regarding self-determination is contained within the IEP.

Mark “no” if no information regarding self-determination is contained within the IEP.



T16-6. If a participating agency responsible for transition services failed to provide the transition services as described in the IEP, the IEP team was reconvened to identify alternative strategies to meet the transition objectives as indicated on the IEP. (34 CFR §300.324(c)(1); Rule 6A-6.03028(3)(h)10b, F.A.C.)

Review the IEP to determine if an agency is expected to provide or pay for transition services. If so, review the student’s record, service logs, and other available documents for evidence that the agency provided the services as required.

Although no longer required as a component of the IEP, it remains a good practice to identify the IEP team member or designee responsible for follow-up with the agency or agencies. This practice will help ensure that transition services are provided or that the IEP team is reconvened in a timely manner to identify alternatives.

Mark “yes” if the agency did not provide services as required, and the IEP team was reconvened to identify alternative strategies to assist the student in meeting the goals and objectives on the IEP. Mark “no” if the agency did not provide services as required and the IEP team was not reconvened.

Mark “n/a” if no agency is involved or if there is no evidence that an agency failed to provide services as required.

T16-7. The IEP for a 17-year-old includes a statement that the student has been informed of the rights that will transfer at age 18. (34 CFR §§300.320(c) and 300.520(a)(1); Rule 6A-6.03028(3)(h)11., F.A.C.)

At least one year prior to the student’s 18th birthday, the student must be informed of the rights that will transfer. If the student is 17, review the IEP for documentation that the

transfer of rights was discussed. This applies only to the year prior to the student’s 18th

birthday.

Mark “yes” if this statement is included on the IEP for a 17-year-old.

Mark “no” if this statement is not included.

Mark “n/a” for all other students.

T16-8. A separate and distinct notice of the transfer of rights was provided closer to the time of the student’s 18th birthday. (34 CFR §§300.320(c), 300.520(a)(1), and 300.625; Rule 6A-6.03311(8)(c), F.A.C.)

This standard applies only to 18-year-olds. There must be a separate and distinct notice to the parent and student informing them of the transfer of rights. If there is not a place on the IEP for this to be documented, ask school staff how this is done.

Mark “yes” if there is documentation of this notice closer to the time of the student’s 18th

birthday.

Mark “no” if there is no evidence the notice was provided.

Mark “n/a” for all other students.


Measurable Postsecondary Goals and Transition Services: Measurable postsecondary goals related to education, training, and employment are required for all students age 16 and older. A measurable postsecondary goal for independent living is required only for those students for whom the IEP team has determined it is appropriate. Note that for the following section of the review there are four response rows, one for each of the areas addressed by IDEA. Respond to each of the following items as they relate to each designated area.

T16-9. There are measurable postsecondary goals (and career goal for IEPs developed on or after June 20, 2014) in the designated areas (i.e., education, training, employment, and, where appropriate, independent living skills). (34 CFR §300.320(b)(1); Rule 6A-6.03028(3)(h)10.a., F.A.C.; (1003.5716, F.S.)

“The IDEA and its implementing regulations do not define the terms ‘training’ and ‘education.’ However, the areas of training and education can reasonably be interpreted as overlapping in certain instances. In determining whether postsecondary goals in the areas of training and education overlap, the IEP team must consider the unique needs of each individual student with a disability, in light of his or her plans after leaving high school. If the IEP team determines that separate postsecondary goals in the areas of training and education would not result in the need for distinct skills for the student after leaving high school, the IEP team can combine the training and education goals…However, the guidance…is not intended to prohibit the IEP team from developing separate postsecondary goals in the areas related to training and education in a student’s IEP, if deemed appropriate by the IEP team, in light of the student’s postsecondary plans. On the other hand, because employment is a distinct activity from the areas related to training and education, each student’s IEP must include a separate postsecondary goal in the area of employment.” A student’s IEP must include a separate postsecondary goal in the area of independent living skills, where appropriate.

(September 26, 2011, OSEP Letter to Commonwealth of Virginia Department of Education Special Education and Student Services Assistant Superintendent H. Douglas Cox, Retrieved http://www2.ed.gov/policy/speced/guid/idea/letters/2011-3/index.html and Questions and Answers on Secondary Transition, Revised September 2011, OSEP, Retrieved http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CQaCorner%2C10%2C)

Each measurable postsecondary goal must meet the following requirements: It must be measurable; you must be able to “count it” or observe it. It must be intended to occur after the student graduates from school. It must include a timeframe. It must be updated annually; the goal need not be revised, but should be reviewed to

ensure that it continues to be appropriate and accurate.

NSSTAC’s formula for writing a postsecondary goal is: (After high school) … student will … (behavior) … where and how (After graduation) … student will … (behavior) … where and how (Upon completion of high school) … student will … (behavior) … where and how NSSTAC’s formula for writing an annual goal that supports the postsecondary goal is: Given … (condition (teaching strategies) e.g., direct instruction, modeling, peer tutoring) … (student) … will … (behavior). Locate the section of the IEP that includes the student’s postsecondary goal(s).

http://www2.ed.gov/policy/speced/guid/idea/letters/2011-3/index.html

http://www2.ed.gov/policy/speced/guid/idea/letters/2011-3/index.html

http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CQaCorner%2C10%2C


Mark “yes” in the appropriate row if there is a measurable postsecondary goal that addresses the designated area (i.e., education; training; or education and training combined; employment; independent living, where appropriate) and, for students age 17 and older, there is evidence that the goal was reviewed and updated, if appropriate.

Mark “no” in the appropriate row if there is no goal for a designated area (i.e., education; training; employment; independent living, where appropriate), if the goal is not measurable, or if there is evidence that the goal was not reviewed, and updated, if appropriate.

Mark “n/a” in the designated row if no postsecondary goal is required for independent living.

Examples could be developed from any of the following: “Immediately following graduation, [the student] will…” “Within six months of graduation, [the student] will…” “Within four years of graduation, [the student] will…” “By September [specific year], [the student] will…”

Phrases such as “[The student] plans to…, wants to…, is thinking about…, has expressed an interest in…” are not measurable. The goals should reflect outcomes, not activities or steps toward a goal. For example, “applying for vocational rehabilitation services” is a step toward achieving a goal, not the postsecondary goal itself. Be certain that postsecondary goals reflect post-school outcomes, not goals to be achieved while enrolled in the school district. A “measurable postsecondary goal” is NOT the same as a “desired post-school outcome.”

The following examples of measurable postsecondary goals for the area of education and training are provided to guide you in the review: Allison

– Within four years of graduation from high school, Allison will obtain a four-year degree from a liberal arts college with a major in Child Development.

Lisette – Within three years of graduation from high school, Lisette will complete the non-

degree program at Montgomery County College. Kevin

– Within three months of graduation, Kevin will participate in supported employment training and home- and community-based training through the Progressive Employment Services (PES) community-based program.

Rolanda – Immediately after graduation, Rolanda will participate in an in-home or center-

based program designed to provide habilitative and vocational training with medical and therapeutic supports.

The following examples of measurable postsecondary goals for the area of employment are provided to guide you in the review: Allison – Within six months of receiving her degree in Child Development, Allison will obtain

employment in the field of early childhood education. Lisette – Within nine months of graduation, through the assistance of Vocational

Rehabilitation and the staff of the nondegree program at Montgomery Community College, Lisette will obtain part-time employment on campus that does not interfere


with her program’s schedule. Kevin – Within three months of graduation, Kevin will obtain a supported employment

position using assistive technology, which allows him to work a minimum of 20 hours per week.

Rolanda – Immediately after graduation, Rolanda will receive job development services from

Vocational Rehabilitation or a community rehabilitation program and will participate in technologically supported self-employment or volunteerism within one year of graduation.

The following examples of measurable postsecondary goals for the area of independent living are provided to guide you in the review: Allison

– N/A; Independent living is only required “where appropriate.” For this student, the transition IEP team determined it was not appropriate.

Lisette – Within one year of graduation from high school, Lisette will use public

transportation, including the public bus and uptown trolley, to independently get to and from classes at Montgomery Community College.

Kevin

– Immediately following graduation, Kevin will continue to live with his parents and will participate in his daily care routines to the maximum extent possible.

– Immediately following graduation, Kevin will participate in one to two age- appropriate community-based activities per week related to horticulture, socialization with young adults, animals, or music.

Rolanda

– Immediately 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 or media devices, choice making).

T16-10. The measurable postsecondary goal (and career goal for IEPs developed on or after June 20, 2014) was based on age-appropriate transition assessments. (34 CFR §300.320(b)(1); Rule 6A-6.03028(3)(h)10.a., F.A.C.; (1003.5716, F.S.)

Review the IEP and other available components of the student’s record to determine if information from age-appropriate transition assessments has been considered in developing measurable postsecondary goals. If so, determine whether the information applies to the area in question (i.e., education; training; employment; independent living, where appropriate).

Mark “yes” for the designated row if there is evidence of information from age- appropriate transition assessment related to that area.

Mark “no” if there is no assessment or if it does not apply to the area in question.

Mark “n/a” in the designated row if no postsecondary goal is required for independent

living.

Transition assessment information must be age appropriate; gathered over time; reflect the student’s strengths, interests, and preferences; and contain information from multiple sources. Consider statewide standardized assessment, Florida Standards Alternate


Assessment (FSAA), college entrance tests, self-determination assessments, interest

inventories, personality or preference tests, career assessments and situational assessments. Ask the following question: “Is the age-appropriate transition assessment information reflected in the IEP sufficient to support this student’s measurable postsecondary goals?”

The following examples reflect best practice in incorporating information gleaned from age-appropriate transition assessments into Present Levels of Academic Achievement and Functional Performance statements and are provided to guide you in the review.

Allison (education, training, and employment)

– Allison has achieved a level 3 in reading on the tenth grade statewide standardized assessment. However, she continues to struggle with reading in the content areas when the material is technical (e.g., science text). Allison’s relative strengths are in the areas of short- and long-term memory and problem solving. Her specific learning disabilities are in the areas of reading comprehension and written expression, but she is able to maintain passing grades in general education classes when provided with additional time to complete assignments and opportunities for re-teaching and reinforcement of concepts. Allison’s oral expression skills are strengths for her as are her interpersonal skills. Academically she has maintained B’s with a C in chemistry during tenth grade and the first semester of the eleventh grade. She met all of her IEP goals for the previous school year.

Lisette (education, training, employment, and independent living)

– Based on teacher observation notes, community-based task analysis checks, and information from the student, her parents, and her teachers collected through the Transition Planning Inventory and Making Action Plans, Lisette is a rule-oriented, quiet young woman with strong skills and interests in employment in the service industry. Lisette learns best through observation and practical experience due to limited verbal and reading skills. Lisette has participated in a curriculum with a functional-academic focus in which she has demonstrated strengths in independent living skills, such as self-care, home management, reading for success in the community, and community math skills, including time and calendar skills. Lisette has expressed an interest in and demonstrated success in the service industry, particularly in the area of food preparation. Lisette indicates that her family encourages her to do well in school and in her job experiences. Her family expresses interest in Lisette’s living outside of their home as she becomes more financially independent after leaving high school.

Kevin (education, training, employment, and independent living)

– Based on FSAA and on- and off-campus situational assessments, Kevin uses a manual wheelchair that has been adapted with trunk support and subasis bar. He is able to use his right hand to manipulate larger items and can use his left hand for stabilization. Kevin receives physical therapy one time a week for 30 minutes and has ongoing therapy services in the classroom, including positioning on adaptive equipment. He wears ankle foot orthoses for stability when using a stander and a left hand-elbow mobilizer. Kevin’s physical therapist would like for him to have a motorized wheelchair but funds have not been available. Kevin also receives occupational therapy on a consultative basis. His teacher and the occupational therapist have developed vocationally related jigs.

– Kevin has little intelligible speech other than single words and yes or no responses but within the classroom has used an iTalk2 to communicate simple needs and choices and is learning to use a GoTalk20+. He does not use an augmentative communication device at home but does have a picture board, which transitions


– with him in school, the community, and home. He requires physical prompting to use his picture board for most tasks. Kevin also receives speech therapy two times a week for 30 minutes each session.

– Kevin has generalized tonic-clonic seizures that are 85 percent controlled with two different anti-convulsant medications (Tegretol and Mysoline). He is fed through a gastrostomy tube although he is able to take some pureed foods by mouth in limited amounts. Kevin can feed himself by mouth using a feeder but has to be closely monitored and reminded to eat slowly to avoid asphyxiation. Usually Kevin is only allowed to feed himself during special occasions, such as a class party or special meal. The gastrostomy tube placement was primarily due to asphyxiation of food during meal times that resulted in recurrent upper respiratory infections (URIs). These URIs have greatly decreased since his surgery.

– A functional vision assessment has indicated that Kevin’s visual acuity with corrective lenses at near distances is 20/80 and at far distances is 20/100. His most effective visual field is slightly below eye level and he is able to localize to visual stimulus and fixate his gaze on objects and people as well as shift his gaze. Kevin does not like wearing his glasses but is cooperative in this area most of the time.

– Kevin has good hearing.

– Kevin has used the Making Action Plans person-centered planning process for transition planning.

– Kevin and his family plan for him to stay in the public school until he ages out at age 22, which will provide him with three more years of educational services.

– Kevin lives at home with his mother, father, 11-year-old sister, and a great-aunt who helps with his care. Kevin also has an older brother who is in college.

– Kevin is approved for Medicaid waiver-funded services. Kevin’s family is hopeful that this funding source will provide him with an array of services based on his individual needs, including the following:

An augmentative communication device

Case management

One-on-one community and home support

Personal care services

Respite

Specialized equipment and services

Medical transportation

Supported employment

Home- and community-based activities after high school graduation

– Kevin appears to have some understanding of becoming an adult and living more independently, possibly away from his family. Kevin’s mother has very mixed feelings about Kevin’s future living arrangements. As Kevin’s primary caregiver since birth, she realizes that as time goes on it might be necessary to seek an out-of-home placement. Kevin’s father would very much like to see Kevin move into a group home or other supervised post-school living arrangement as soon after high school as possible. Kevin’s father would like to spend more time with his younger daughter and wife and believes that his elderly aunt is not going to be able to assist them much longer with

– Kevin’s personal care.

– Kevin has no understanding of money and does not provide input into his health and medical care. The Medicaid waiver program will assist with medical care, equipment, and supplies. Kevin’s parents plan to work with his support coordinator to obtain guardianship because Kevin has now turned 18.

– Kevin enjoys interacting with other people, music, horticulture, computers, and clerical-type activities in which he has the opportunity to complete a project. He


responds well to verbal praise and is able to stay focused on a task for more than 20 minutes with occasional verbal redirection. Kevin has developed the skills to operate a variety of switch-activated devices (e.g., button maker, blender), use a paper shredder, and collate papers with a jig. Kevin has worked successfully on an assembly line in the school-based enterprise and has held an on-campus job in the school library checking books in and out using a scanning system and shelving books with the help of a teacher assistant. Kevin loves school and is always eager to learn new skills. He demonstrates a high level of motivation to please his teachers and his parents report that even when he is sick he wants to go to school. While at home, Kevin’s mother and great-aunt provide total physical care. Although Kevin could assist with some personal hygiene tasks, this is not a current expectation for him while in the home. With the exception of making choices regarding relatively minor concerns (e.g., selecting music to listen to or an item of clothing to wear), all decisions are made for Kevin by his parents. He goes into the community with his family on occasion, although the majority of his community experiences occur through the school. While at home, Kevin enjoys watching DVDs, looking at books, listening to music, watching his younger sister play video games, family meals, and making music on his electronic keyboard.

Rolanda

– Rolanda is an 18-year-old student with multiple disabilities. She is a non-ambulatory teenager with significant intellectual disabilities. She has athetoid cerebral palsy that impacts all motor functioning. Until the age of 12, Rolanda ate soft and pureed foods in small amounts several times a day. Choking became a concern after several problems that scared her parents and teachers. Doctors decided that it was necessary at that point for Rolanda to gain nutrition through a g-tube that another person connects to a source of nutritional liquid. She has bronchial cysts that required a tracheotomy procedure when Rolanda was nine years old.

– Currently, Rolanda breathes with the assistance of a ventilator through her tracheotomy. She is an only child, and both of her parents and a part-time in- home nurse have a structured schedule for her care on a daily basis. Rolanda is a friendly, alert student who is responsive to music. She communicates desires and needs inconsistently through switches and picture symbols. She can make choices from three options to select music to listen to, movies to watch, and places to go.

– Rolanda’s family takes her most places, as long as no food is served there, because Rolanda gets upset when others eat around her. Her mother thinks that she feels jealous that she can no longer eat the foods she loved as a child. Rolanda loves to watch “American Idol” on television. Each summer her family travels to see the contestants on tour in a new city. Rolanda’s parents had her just after they married when they were in their early twenties. Their plan is that Rolanda will live with them for approximately 20 years. At that point they will seek supported housing in a group home, or Rolanda will move in with a relative who is willing to care for her.

– Rolanda’s parents are willing to implement a program that will benefit Rolanda at home, yet they are concerned that she could benefit from technology that they do not have the skills to utilize effectively. They also feel that it is important that Rolanda spend her days working to the best of her ability so that she gains skills and feels a sense of accomplishment in her life. Although her parents are young and strong right now, it is still important to them that Rolanda provides as much assistance as possible in self-care tasks, such as transferring from her wheelchair to the floor, the bed, and to other adaptive furniture throughout the house as well as hygiene tasks. Rolanda’s parents would also like additional information about financial planning and social security income to help them make informed decisions about Rolanda’s security in the future.


– Anecdotal records for an observation period of 10 days indicate that Rolanda is curious, stays alert and awake throughout the school day, and seems to enjoy activity around her. She enjoys getting verbal and tactile attention from her peers and staff. She is tolerant of position changes on a mat table and allows hand-over-hand assistance to participate in activities. She likes using a switch (with assistance) to activate a variety of devices, including the radio and computer. A portfolio assessment indicates that Rolanda accesses the general education curriculum through extension activities. She benefits from sensory-stimulating activities and activities to improve her independence and communication. Rolanda uses facial gestures to communicate her pleasure and displeasure with her current state. She offers a smile to show happiness and a blank stare to indicate disinterest. Picture and symbol augmentative communication supports have not been successful. She uses simple one-button communication devices with assistance when offered during class activities. A physical therapy evaluation and reports from the medical doctor indicate Rolanda uses a manual wheelchair dependently. She requires a two-person lift or mechanical device for all transfers. She tolerates positioning on a mat table and demonstrates limited fine motor skills, which results in her dependency for all care and hand-over- hand assistance for all activities.

T16-11. The IEP includes measurable annual goals, including academic and functional goals that are related to the student’s transition service needs. The annual goals should be designed to meet the student’s needs that result from the disability to enable the child to be involved in and make progress in the general education curriculum, and also to meet the student’s other needs that result from the disability. Benchmarks or short-term objectives must be included for students with disabilities who take alternate assessments aligned to alternate achievement standards, or any other student with a disability as determined by the IEP team. (34 CFR §300.320(a)(2); Rule 6A-6.03028(3)(h)2-3, F.A.C.)

Review the IEP to determine if there are measurable annual goal(s) or short-term objectives or benchmarks, if applicable, that will help the student make progress toward the stated postsecondary goal(s).

Locate the section of the IEP that includes the student’s postsecondary goal(s). For each of the postsecondary goal areas (for both measurable and not measurable goals):

Mark “yes” in the row if there is a measurable annual goal or short-term objective or benchmark, if applicable, included in the IEP that will help the student make progress toward the stated postsecondary goal.

Mark “no” in the row if there is no measurable annual goal or short-term objective or benchmark, if applicable, included in the IEP that will help the student make progress toward the stated postsecondary goal.


Short-term objectives or benchmarks must be included for students with disabilities who take alternate assessments aligned to alternate achievement standards. Short- term objectives or benchmarks may be developed for any other student with a disability as determined by the IEP team.


For an annual goal to be measurable, it must have an explicit, observable behavior (what the student will do), conditions (specific circumstances or assistance that will affect performance of behavior), and criteria (what will be measured and how well the student must perform).

There does not need to be a separate measurable annual goal for each postsecondary goal. It is logical that, when writing (or reviewing), the team should ask “what postsecondary goal(s) does this measurable annual goal support?” The team should also ask “what measurable annual goals are needed to help this student achieve the postsecondary goal(s)?”

The following examples of measurable annual goals, taken from NTACT’s website in the Student Sample Section, are sufficiently descriptive to guide you in the review (short-term objectives or benchmarks are not included in these examples): Alex

Alex is a 17 year old student with autism. He receives special education services in a self-contained classroom in an urban high school. At school, Alex receives instruction both in the classroom and in the community to improve his vocational, academic, and social skills. He is currently participating in community-based training in an office setting completing tasks such as data entry and spreadsheet development. He is diligent and methodical in completing the varied tasks assigned to him. Alex reads grade level texts independently, however, he demonstrates deficits in reading comprehension and oral expression. In elementary and middle school, he participated in general education math course and maintained a B average. In high school, he received two years of Tech Math, opting out of standard courses of Algebra I, II, and Geometry.

After school, Alex works part-time at a local office supply store entering numerical data to keep track of stock and services rendered by store staff. His behavior is appropriate at work and he has expressed that he likes working. He is punctual each day, and he is willing to stay late when needed. He really enjoys getting a paycheck and he usually spends his money on fast food and movies from the local video rental shop. Alex is detail-oriented and reviews each column of numbers several times before moving on to type another column. This results in slower production rates in comparison to other workers who complete similar tasks.

Alex is intimidated by his boss because he knows that the boss has the ability to fire him, a fact that his teachers at school presented during a unit about behavior in the workplace. Alex has perseverated on this fact, making him afraid to talk to his boss. Also, Alex knows that at times his speech is not understood by people he does not know, so sometimes he avoids talking to people he does not know well. As a result, instead of speaking to his boss, Alex usually tells problems or concerns to his school job coach who visits Alex at the job site each week. The job coach is concerned that Alex will not ask for help if an emergency occurs, and that a certain level of communication between Alex and his boss is necessary to develop a good working relationship. The boss views Alex as a valuable employee and is willing to provide opportunities for Alex to develop appropriate communication skills. The boss has also expressed an interest in employing Alex for more hours per week after graduation, if he continues to develop his business skills.

Alex’s mother has expressed that she will support her son in his job at the office supply store by helping him work on skills that are needed for the job, but she believes that he will need support to be successful in this employment setting, especially when new tasks are assigned. She knows that after Alex graduates, his school job coach will stop visiting him at work so she can’t depend on his continued help. Currently, Alex


has no services from the local vocational rehabilitation agency, although his mother voiced an interest in this at his last IEP meeting.


Background Information including strengths, preferences, and interest for Alex

Example Non Example

A formal observation form completed by Alex’s employment specialist and immediate supervisor at Office Depot, regarding his first month of employment, demonstrates Alex’s ability to stay on task and perform to the standards required by all Office Depot employees. Alex reports to work on time each day, cooperates with his boss and co-workers, and completes all assigned task in a timely manner. Results from career interest inventories completed by Alex in the 9th and 11th grade suggest a career in business would be suitable, particularly a job that works with computers. These results suggest that Alex is on track with meeting his postsecondary goal of employment. Alex completed a business employment skill inventory in the 12th grade, which suggests he has many of the prerequisite skills to pursue a career in this area. Alex scored below basic in reading, math, and writing on the state exit exam; however, his scores on the Wechsler Intelligence test suggest that Alex’s academic functioning should be within the average range. Results of the Vineland Adaptive behavior Scale suggest that Alex is functioning below average in the area of communication and socialization and above average in the areas of daily living and motor skills.

Alex’s academic performance is below passing for reading and science and exceptional for math which indicates that he should work with numbers.

This example meets I-13 standards for the following reasons:

It includes information gathered over time.

It reflects student strengths, interests, and preferences.

It is associated with present (end of course and grade scores) and future environments (employer letter and employment specialist observation).

The information is from multiple sources and places.

The data sources are age-appropriate.

This information does not meet I-13 standards for the following reasons:

All of the information relates to academic performance and so is incomplete information

There is no indication of the source of information (i.e., name or type of assessment).

There is no link to postsecondary goals.

It does not reflect assessment data gathered over time.


Postsecondary goals for Alex covering education and training

Example Non 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.

Alex plans to apply to Kings College (a technical school).

After graduation from high school, Alex will enroll in adult education and participate in the Work Keys Test preparation course to improve his employability skill development and earn a Career Readiness Certificate.

Alex wants to take the Work Keys Assessment.

These goals meet I-13 standards for the following reasons:

Enrolling in course in a postsecondary education environment is the focus of the goal.

Goals correspond with Alex’s other postsecondary goals of continuing employment (that is highly math skill focused) with a local business.

Goals reflect Alex’s strengths in the area of math.

These goals do not meet I-13 standards for the following reason:

Goals are written as a process, rather than an outcome that can be demonstrated.

It is not clear whether the goals take place after graduation from high school.

Postsecondary goals for Alex covering employment

Example Non 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 with temporary supports provided through Vocational Rehabilitation.

Alex will work with vocational rehabilitative services to ensure community employment.

Upon completion of high school, given opportunities from his boss, Alex will communicate his wants, needs, and desires to his boss in order to develop more appropriate work place communication skills.

Alex will develop communication skills.

These goals meet I-13 standards for Item following reasons:

Participation in or maintenance of employment is the focus of these goals.

Increasing work hours and communicating wants, needs, and desires are measurable.

Expectation, or behavior, is explicit, as in Alex continues employment, or does not and

These goals do not meet I-13 standards for the following reasons:

Working with VR is not measurable as stated.

The expectation for learning, or behavior, is not explicitly stated.

“Ensure community employment” suggests a process, not an outcome.

It is not clear that the activities will continue to occur, or will occur after high school.


Alex accesses adult agency services monthly (or does not).

It is stated in this goal that increased employment and use of adult services will occur after Alex leaves high school.

Annual goals related to the Alex’s transition needs

Example Non Example

(Education and Training) Given direct instruction in the high school Business Math course and guided practice, Alex will (a) use an adding machine, and (b) create spreadsheets using money management software with 85% accuracy.

(Education and Training) Given instruction in the high school Business Math course, Alex will participate in class assignments throughout the semester.

(Education and Training) Given explicit instruction on appropriate workplace communication skills (e.g., say hello, ask questions or report concerns to boss) in a community vocational training site, Alex will demonstrate appropriate workplace communication skills during community-based vocational training 4 out of 6 opportunities for the duration of his IEP

(Education and Training) Alex will practice appropriate workplace communication skills with his job coach prior to visiting the community vocational training site.

These goal statements meet I-13 for the following reasons:

Goal one is focused on Alex’s acquisition of math skills that will support his enrollment in a postsecondary level business math course.

Goal two is focused on Alex’s acquisition of workplace communication skills that will support his attainment of the postsecondary career readiness certificate.

Goals include a condition, measurable behaviors, criteria, and a timeframe.

These goal statements do not meet I-13 for the following reasons:

There are no criteria stated for the adequacy by which Alex should participate in assignments of the course.

“Participation” does not indicate a skill that Alex will develop that will prepare him for his postsecondary goal of taking a Business Math course at the technical college.

Goals do not include all components (condition, measurable behavior, criteria, and timeframe).

(Employment) Given whole task instruction using a task analysis and a weekly work schedule, Alex will follow the steps necessary to complete a time sheet of the hours worked at his community-based vocational training site with 90% accuracy for the duration of his IEP.

(Employment) Given a work schedule, Alex will practice calculating the hours that he has been assigned to work each week.


(Employment) Given direct instruction on appropriate workplace communication behaviors, role plays and guided practice, Alex will distinguish those that require a meeting with his supervisor at his community based vocational training site with 90% or better accuracy on 1 trial/ week for the duration of the IEP.

(Employment) Alex will role play with his job coach different scenarios at work that require meeting with a supervisor.

These annual goals meet I-13 for the following reasons:

Annual goals primarily focus on supporting the maintenance of employment.

Identifying issues at work that require supervisor meetings (e.g. requesting additional hours) is a critical work skill that is appropriate for Alex to develop while in high school.

“Distinguish” indicates that Alex will be learning a skill.


These annual goals do not meet I-13 for the following reasons:

Statements suggest an activity, rather than a learned skill.



Allison Allison is an 18 year old student with a specific learning disability in reading

comprehension and written expression. She is a friendly student who has several friends and interests outside of school. Allison’s oral expression skills are strengths for her as are her interpersonal skills. Academically she has maintained B’s with a C in Chemistry during her 10th and first half of 11th grade school years. She met her IEP goals for the past school.

Allison is the fourth of seven children. She says that her responsibilities at home include caring for her younger siblings and doing light chores around the house. Her older sister, Jessie, graduated from college and is finishing up her first year teaching first grade at an elementary school not far from their family home. Allison likes to go to her sister’s classroom after school and on the weekends to help her sister make materials for lessons. Allison decided that she wants work with preschoolers or kindergarteners, but she is not sure if she wants to be a classroom teacher.

Allison likes to work out at the gym with her friends, and plays softball on a county league. She loves movies and shopping with her sisters. She has not been completing her homework so her parents are concerned about the impact that her newfound independence will have on her grades at a university. They are concerned that she does not have the organizational skills to effectively manage her study time as well as her social life. Allison has told her friends about her disability status. She views her disability as a challenge, and she realizes that her organizational skills could be a barrier to achieving her goals. She has committed herself to making changes to become more organized but has yet to be successful in using a planner and getting her assignments done on time.

Her parents are also adamant that she attends a university that offers the major she needs to obtain a degree in child development. At her last IEP meeting, they expressed frustration that her older brother began taking courses that were related to his career plans; only to later find out that the degree he hoped to complete was not offered at his college. Allison’s teachers have suggested that Allison meet with a counselor and a representative from disability services on campus prior to the first semester to ensure that her college coursework is well-planned and that she has support to make decisions about her courses and to assist her in organization.


Background Information including strengths, preferences, and interest for Allison

Example Non Example

In the assessment section of the IEP: •Record of student grades throughout high school, indicating a B average throughout high school (9th through first half of 11th grades) and a statement of how her GPA meets the minimal requirements for entry into college • a summary of student Psychological test scores obtained during her 3-year re-evaluation in the spring of 10th grade indicating specific learning disabilities in reading comprehension and written expression •End of grade test scores from the end of 10th grade demonstrating her participation in the standard course of study with passing scores of 3’s (on a 4-point scale) in reading and math and a statement of how she has met the graduation requirements for statewide testing •Scores from curriculum-based measurements that indicate Allison’s level of performance in English and math and a statement describing how her level performance is acceptable for admission into college •A statement by Allison, gathered during an informal interview, recorded on the IEP regarding her interest in attending a university to pursue a degree in Child Development.

In the present levels of academic and functional performance section of the IEP:

Allison has strong problem solving, interpersonal, and oral expression skills. Allison’s learning disabilities are in written expression and reading comprehension, which necessitate accommodations for her to be successful in her general education classes.

Postsecondary goals for Allison covering education and training

Example Non Example

After graduation from high school, Allison will attend a 4-year Liberal Arts College and take coursework leading to a major in the area of Child Development.

The fall after graduation from high school, Allison plans to enroll in a four-year university in the Southeast.

The summer after high school, Allison will take a course in first aid and CPR and obtain certification through the local Red Cross.

Allison wants to take a CPR/first aid class after high school.



Participation in postsecondary education is the focus of this goal.

Obtaining a degree at a college can be observed, as Allison gets a degree or does not.

Obtaining a college degree occurs after graduation from high school.

Obtain CPR certification is an observable goal.


“Plans” does not indicate something that must occur after high school and can be ongoing after exit

“wants” is not an observable goal

Postsecondary goals for Allison covering employment

Example Non Example

After graduation from college, Allison will become an early childhood education teacher in the public schools in her community.

Allison hopes to work with young children someday.

The summer after high school, Allison will work part-time at the child development center near her home.

Allison is thinking about applying for a job at a daycare.


Focus of the goal statement is Allison’s postsecondary employment.

Goal does indicate an outcome (having a career in a particular field) that can be observed as occurring or not.

Outcome must occur after high school.

Goal is supported by Allison’s postsecondary education/training goal.

These goals do not meet I-13 requirements for the following reasons:

“Hopes” is not a measurable outcome.

“thinking about” is not measurable

It is not clear if the goals take place after high school completion.


Allison – N/A; Independent living is only required “where appropriate.” For this student,

the transition IEP team determined it was not appropriate.

Annual goals related to the Allison’s transition needs

Example Non Example

(Education and Training) Given direct instruction on solving algebraic equations and a problem solving mnemonic, Allison will solve multistep word problems with 80% accuracy as measured by curriculum based measurement and teacher-made quizzes and tests by the end of the 1st school semester of 201_.

(Education and Training) Allison will solve single and multistep math problems.

(Education and Training) By the end of the first school quarter, given explicit instruction on problem solving steps during an emergency and role play activities, Allison will state the problem solving steps to be used in an emergency Situation with 100% accuracy as measured by a task analysis and problem solving rubric.

(Education and Training) Allison will state the steps to follow during an emergency.


Developing algebra skills in her Algebra II course is consistent with Allison’s postsecondary goal of attending a four-year liberal arts university.

Problem solving during an emergency is related to Allison’s postsecondary goal of obtaining CPR certification.


These annual goals do not meet I-13 for the following reasons:

There are no criteria stated for the adequacy by which Allison will solve math problems or state steps in an emergency.


(Employment) Given 2 job shadowing experiences, one in each of the following: early childhood education and elementary education, Allison will identify her likes and dislikes of each setting by completing a job site interest survey and verbally describing her references during the duration of this IEP.

(Employment) Allison will job shadow an elementary school teacher and a daycare worker at the local daycare.


(Employment) Given direct instruction for completing a job application, guided practice, and personal information, Allison will complete a job application with 100% accuracy by the end of the 1st school semester.

(Employment) Allison will complete a job application.

These annual goals meet I-13 standards for the following reasons:

Behavior of identifying likes and dislikes of each early childhood setting is a logical step in helping Allison narrow her career path after college.

Annual goals may also provide Allison with information that will help her select courses in college that best prepare for a career in early childhood education.


These annual goals do not meet I-13 standards for the following reasons:

Statements suggest an activity, rather than a learned skill.



Jamerreo Jamarreo is a 19 year old student identified with emotional and behavioral

disabilities. Jamarreo’s interpersonal skills and work ethic are strengths for him. Academically, he has maintained Cs and Bs in 10th and 11th grade. Jamarreo also has a moderate hearing loss that requires him to wear a hearing aid. His speech is intelligible to others despite his hearing impairment. He knows sign language, but typically communicates with others by lip reading and responding verbally.

During elementary school, Jamarreo exhibited behavioral outbursts including yelling and cursing loudly when things did not go his way in the classroom and at school. At the age of 15, he was sure that he would drop out of high school on his sixteenth birthday because he didn’t like school and wanted to earn money like his older relatives. His special education teacher, mother, and uncle worked with Jamarreo to develop a program that included career- related courses, paid work experiences, and job-specific training so that he could earn the money he sought while gaining skills for a career. He worked part-time with his uncle at his welding shop and expressed an interest in working in a similar environment after high school. He enjoyed working with others, doing manual labor, and listening to loud music while working. He exhibits strengths in the area of mechanical work. Career assessments indicate that he is likely to be a serious, dedicated employee. At home, he fixes appliances around the house, which his mother appreciates. One time in the past year, Jamarreo received criticism from his uncle because he was not consistently wearing appropriate safety gear. Jamarreo did not accept the feedback well; he walked out of the shop and went home for the day.

Jamarreo is most interested in racing cars on the weekends. He has never played sports, and does not have an interest in them other than watching stock car races on television. For the past few years, he and his friends have worked to fix up a car they bought from the junk yard for a few hundred dollars. They enter local races on the weekends to win cash prizes. Jamarreo does not race the cars; he does the body work on them. He does not always wear the necessary protective gear when welding, which is dangerous. His uncle sometimes helps him with the more detailed welding work in his welding shop. Jamarreo loves to work on the cars and attend the races on the weekends. This hobby has prepared him with valuable vocational skills related to welding and automotive, but these races are illegal. The local police have begun to pay more attention to these events. Jamarreo does not express any concern that he will be caught participating in the races. Jamarreo’s uncle and mother are concerned that he will get into trouble with the law, postponing his career plans.


Background Information including strengths, preferences, and interest for Jamerreo

Example Non Example

According to the WAIS-R administered on 09/10/09, Jamarreo’s performance IQ is in the high average range while his Verbal IQ is in the low average range. He also performed in the high average range on the Differential Aptitude Test-Mechanical Comprehension and Spatial Reasoning subtests. These results suggest Jamarreo has potential of meeting his postsecondary goals of being a self-employed welder. According to the Woodcock Johnson, administered 9/15/05, his academic achievement in reading and written language is below average. His psychological report and placement paperwork has identified Jamerreo has having an emotional and behavioral disorder as well as a specific learning disability in written expression, oral language processing, and reading. With the provision of the testing accommodations identified in Jamarreo’s IEP (extended time and separate testing location), he demonstrated proficiency on all end of course exams required for 10th and 11th grade. These findings suggest that Jamarreo may need time limited supports after graduation from high school as he transitions into a postsecondary educational setting and employment. An audiological report was completed as part of the three year re-evaluation. A note from his pediatrician dated 8/15/09 states he continues to require use of a hearing aid and will need assistance with proper maintenance and care. Jamarreo reported to his special education case manager on 3/22/06 during an informal interview that he has worked part-time in his uncle’s metal shop for the past year and is interested in welding as a career. Career Planning Survey completed in 2005 and then the Work Adjustment Inventory completed March, 2009 suggest Jamarreo has strengths in the area of mechanical work and will likely be a serious, dedicated employee.” In

Jamarreo is currently functioning in the average range of intelligence. His strengths are in the area of short and long-term memory and problem solving. He has been identified as emotional and behavioral disturbed in addition to having a hearing impairment. Jamarreo’s interpersonal skills and work ethics are strengths for him. Academically, he has maintained Cs and Bs in 10th and 11th grade.


an informal interview with his family in preparation for the IEP meeting, mother noted concerns about Jamarreo’s lack of concern for legal consequences of his behavior. His uncle and mother are pleased that Jamarreo intends on furthering his education and are proud of the skills he has developed thus far.


Data are collected over a period of time.

It reflects student strengths, preferences, and interests.

It addresses information important for current and future environments.

Assessment information is age-appropriate.

This example does not meet I-13 standards for the following reasons:

All of the information relates to academic performance.

No information is provided that would suggest development of Jamarreo’s identified postsecondary goals.

Source of the information is not identified.

Postsecondary goals for Jamerreo covering education and training

Example Non Example

The summer after graduation from high school, Jamarreo will attend BizCamp, a two-week, intensive summer program for students who are interested in entrepreneurship sponsored by the National Foundation for Teaching Entrepreneurship (NFTE).

Jamarreo wants to become an entrepreneur.

Upon graduation from high school, Jamarreo will attend Central Piedmont Community College and participate in the welding industry certificate program meeting the requirements to attain an Entry Level Welding Certificate.

Jamarreo will apply to the industry certificate program at CPCC in high school.


Participation in training is the focus of this goal.

Successful completion of a welding certificate can be observed, as in Jamarreo meets the requirements of the coursework or he does not.

Expectation, or behavior, is explicit, as in Jamarreo attains the certificate or he does not.

It is stated in these goals that the training will occur after graduation.


Learning about welding is not measurable as stated. This goal is not measurable, as no criterion or timeframe is identified.

Expectation for learning, or behavior, is not explicitly stated.

It is not stated that the goals will occur after graduation.

Postsecondary goals for Jamerreo covering employment

Example Non Example


Upon graduation from high school, Jamarreo will work part-time as a shop helper in his uncle’s shop to gain experience in the automotive repair industry.

Jamarreo has expressed interest in the automotive repair industry.

After graduation from CPCC, Jamarreo will obtain a small business license and contract out his services as a welder in his uncle’s shop.

Jamarreo wants to be a welder.


Actions will occur after high school.

Results of the goals are observable (i.e., Jamarion will or will not be a self-employed welder).


“Want” or “expressed interest” are not outcomes.

Goal statements are not measurable.

It is not clear these goals will take place after high school.

Postsecondary goals for Jamerreo covering independent living

Example Non Example

After graduation, Jamerreo will follow the laws of his community, demonstrating an understanding of the need for laws to ensure his and others’ safety.

Jamerreo wants to hang out with friends.

After graduation, Jamerreo will maintain his hearing equipment by attending annual checkups with audiologist.

Jamerreo wants a new less visible hearing aid.

The above goals meet I-13 standards Item for the following reasons:

Actions will occur after high school. Each goal is stated in a manner that can be observed (i.e., “will live”, “participate”, “effectively utilize”).

Results of the goals are observable (i.e., Jamerreo will or will not stay out of jail).


“Want or “expressed interest” are not outcomes.

Goal statements are not measurable.

It is not clear these goals will take place after high school.

Annual goals related to Jamerreo’s transition needs

Example Non Example

(Education and Training) Given explicit instruction on entrepreneurial traits and behaviors, guided practice, and self-assessment, Jamarreo will list 4 out 5 personal traits/behaviors associated with successful entrepreneurial performance prior to the end of the first school quarter.

(Education and Training) Jamarreo will list the personal traits/behaviors associated with successful entrepreneurial performance.

(Education and Training) (Education and Training)


Given small group instruction on shop safety skills, a task analysis, and self-monitoring sheet, Jamarreo will demonstrate appropriate safety skills in shop class with 100% accuracy during the duration of the IEP

Jamarreo will demonstrate appropriate safety skills in class.

These annual goals meets I-13 standards for the following reason:

Annual goals will be accomplished by Jamarreo while in high school to prepare him for successfully completing welding courses at Central Piedmont Community College.

Annual goal focuses on skills and knowledge to be mastered, which are measurable.


These annual goals do not meet I-13 standards for the following reason:

Goals do not include all components

(condition, measurable behavior, criteria, and timeframe).

(Employment) Given a whole task instruction and a task analysis for repairing a corner panel to a car, Jamarreo will demonstrate the steps in the task analysis with 80% accuracy and no more than one verbal prompt weekly by the end of the first school semester.

(Employment) Given a whole task instruction for repairing a corner panel to a car, Jamarreo will demonstrate the steps in the task analysis.

(Employment) Given direct instruction for completing a small business license application, guided practice, and personal information, Jamarreo will complete an application with 100% accuracy by the end of the 1st school semester.

(Employment) Jamarreo will complete an application with 100% accuracy by the end of the 1st school semester.

These annual goals meet I-13 standards for the following reason:

Annual goals will be accomplished by Jamarreo while in high school to prepare him for successfully completing welding courses at Central Piedmont Community College and obtaining a business license.

Annual goals focus on skills and knowledge to be mastered, which are measurable.




(Independent Living) Given computer/video enacted roleplays of legal and illegal activities,

(Independent Living) Jamarreo will meet with the resource


Jamarreo will categorize activities with 80% accuracy by March of 2009.

officer at the school to discuss the difference between illegal and legal activities.

(Independent Living) Given explicit instruction on proper care and cleaning of a hearing aid, a task analysis, and weekly opportunities to practice, Jamarreo will demonstrate the steps of the task analysis with 90% accuracy by the end of the school year.

(Independent Living) Jamarreo will visit the school nurse once a week to talk about hearing aid care.

These annual goals meets I-13 standards for the following reason:

Annual goals will be accomplished by Jamarreo while in high school to prepare him for living independently after high school.

Annual goals focus on skills and knowledge to be mastered, which are measurable.



Goals do not include all components

(condition, measurable behavior, criteria, and timeframe).

Goals suggest an activity rather than learning a specific skill.


Jodi Jodi is a 17 year old student with mild cognitive disabilities. She is currently in

her third year of high school, but she plans to go to school until she is 21 years old. She is completing a specialized course of study that includes both applied academics and vocational preparation to receive a high school diploma. Jodi lives at home with her mother, who is a real estate agent. Jodi’s mother is supportive of her plans, and has a special interest in improving Jodi’s ability to read. Jodi likes to look at magazines, store advertisements, and newspapers. Sometimes she can decode the words in them. She has never had an opportunity to budget her money although she identifies all bills and coins. She can also make change and pay for items in simulated and community experiences.

After high school, Jodi wants to go to the community college and work at a large department store running the register or stocking items on the shelves. This year, she worked at a discount store during school hours, and did well. There, she mostly stocked shelves, but a few days she ran the register with her job coach nearby to assist when needed. She can make change independently, but she got confused and nervous when customers asked her questions she could not answer. Jodi will need to get herself to work each afternoon, but her mom will be able to pick her up. Neither Jodi nor her mother has ever taken a city bus to get anywhere. Furthermore, her mother is scared of the idea of her talkative daughter sitting on the bus with strangers.

Jodi’s mother believes that she would be happy in a retail position, but she would like Jodi to get to explore other jobs within the retail environment, such as janitorial tasks, organizational tasks, and jobs within the store café. Jodi expressed that any of those jobs would be fine, as long as she could earn money. However, her special education teacher has concerns that Jodi’s hygiene skills are not adequate for a food service environment. She frequently touches her hair and face during the day, although she always appears clean. At her most recent vocational experience, Jodi’s site supervisor was pleased with her work ethic but indicated that he had to provide consistent prompting to Jodi about excessive talking when she should have been working. He expressed concern that this could ultimately cause her to lose a job in the future, because as her talking increased, her productivity decreased.


Background information including strengths, preferences, and interests for Jodi

Example Non Example

The review of records indicates quarterly progress notes since 9th grade that document Jodi’s progress in her classes, including employment-related skills in school and community based work experiences. File includes an employee evaluation completed by one of Jodi’s employers regarding her performance during the fall semester of the current year where she demonstrated positive workplace behaviors. Jodi completed the Self-Directed Search Form E with the transition coordinator one year prior to this IEP and the results indicate that Jodi prefers social careers where she can be around people. She can be described as cooperative, friendly, helpful, and social. These results suggest that her postsecondary goal of employment in retail is appropriate. Jodi completed the Brigance Employability Skills Inventory. The test reported that she was functioning at grade 3 in reading and at grade 4 in math. Her intake assessment suggested that she has adequate verbal skills. The Quickscreen indicated she lacked basic employment literacy skills in math and reading which suggests Jodi will need some time limited job coaching services.

Jodi demonstrates consistent accuracy using a computer, calculator, or adding machine to calculate all operations with two and three digit problems. Jodi struggles with reading comprehension at the 3rd grade reading level, but demonstrates oral comprehension skills that are considerably higher. Jodi is a very outgoing young woman who enjoys interacting with others. Within the structure of the classroom and her worksites, she demonstrates good decision-making Skills; however, if there are infinite choices, she needs guidance from someone in authority. Jodi has strong verbal communication skills and is perceptive about the moods of others. Jodi is able to make correct change and count money; however, she struggles to accurately budget her finances in simulated activities. Jodi demonstrates independence in caring For her food and hygiene needs, but is not able to navigate in the community alone.

This example meets I-13 standards for the following reasons: It includes information gathered over time.






It is not clear that the information is gathered over time.

The information does not indicate that it reflects student strengths, interests, and preferences.

The information does not clearly relate to goals or environments beyond Jodi’s current setting.


Postsecondary goals for Jodi covering education and training

Example Non Example

The fall after high school, Jodi will attend the Customer Service Representative course offered through the Pathways to Employment program at Central Piedmont Communication College.

After leaving high school, Jodi wants to take some classes.

After graduation, Jodi will participate in compensatory education courses at the community college focusing on life skills instruction, functional reading, functional math, productivity, and basic employability skills.

Jodi will take compensatory education classes.


Attending courses in a postsecondary education environment is the focus of the goal.

Goals reflect Jodi’s strength, interests, and preferences.

These goals do not meet I-13 standards for the following reason:

“wants” is not observable

It is not clear whether the goals take place after graduation from high school.

Postsecondary goals for Jodi covering employment

Example Non Example

Within three months after graduation, Jodi will be competitively employed, working 20 or more hours, in a in the retail industry with time limited supports of a job coach.

Upon graduation from high school, Jodi hopes to improve her vocational skills through work experiences.

After high school, Jodi will volunteer for 10 hours per week at the local hospital in the medical records department, food service department, and patient services with time limited supports of a job coach.

Jodi will complete 10 hours of community service.


Participation in or maintenance of employment is the focus of these goals.

Expectation, or behavior, is explicit, as in Jodi continues employment, or does not and Jodi accesses adult agency service (or does not).

It is stated in this goal that increased employment and use of adult services will occur after Jodi leaves high school.





Postsecondary goals for Jodi covering independent living

Example Non Example

After graduation, Jodi will travel to and from work using the public transportation system with time-limited supports of a job coach or Community Alternative Program service provider.

Jodi will rely on Mom to take her to and from work each day.

Jodi will assume responsibility for a share of living expenses by saving money earned at work and following a budget set by Jodi and parents


Participation in independent living skill development, specifically community participation, is the focus of this goal

Use of the bus can be measured, as in Jodi performs the necessary activities or does not perform the activities

The expectation, or behavior, is explicit, as in Jodi performs the required activities or she does not.

It is stated in this goal that the instruction will occur after graduation.

This goal does not meet I-13 standards for the following reasons:


It is not stated that the goal will occur after high school.

Annual goals related to Jodi’s transition needs

Example Non Example

(Education and Training) With direct instruction, modeling, and self-paced instruction using the Key Train workplace skills training system, Jodi will demonstrate a performance level of two as measured by the Key Train listening and teamwork assessment by the end of the second school semester.

(Education and Training) Jodi will complete Driver’s education course.

(Education and Training) With daily direct instruction and use of high-interest reading materials such as the newspaper, teen magazines, and young adult women’s magazines, school-approved websites, and short stories for adults, Jodi will increase her reading comprehension scores by one grade level by April 1, 201_.

(Education and Training) Jodi will participate in the coursework for Occupational Course of Study (OCS) English 11.

These goal statements meet I-13 standards for the following reasons:

These goal statements do not meet I-13 standards for the following reasons:


Goal one is focused on Jodi’s acquisition of employability skills that will support her enrollment in the non-degree program at the community college.

Goal two is focused on Jodi’s acquisition of reading comprehension skills that will support postsecondary goal of continued life skills instruction.



Goals not related to Jodi’s postsecondary goals.

(Employment) Given 3 retail job shadowing experiences, Jodi will identify her likes and dislikes of retail employment options by completing a job site interest survey and verbally describing her preferences by April 1, 201_.

(Employment) Jodi will job shadow the cashier at Wal-Mart.

(Employment) Given 2 job shadowing experiences, one in each of the following industries: food service and janitorial, Jodi will identify her likes and dislikes of each industry by completing a job site interest survey and verbally describing her preferences during the duration of this IEP.

(Employment) Jodi will complete the Kuder Interest Inventory.


Preparing for employment is the primary focus of this goal.




Goals not related to Jodi’s postsecondary goals.

(Independent Living) Given direct instruction and guided practice, Jodi will identify which public bus route she will need to ride in order to get from her house to the grocery store, target, and community college 4 out of 4 opportunities by April of 2009.

(Independent Living) Jodi will read the classifieds.

(Independent Living) Given explicit instruction on saving money and balancing a checkbook, Jodi will demonstrate how to write a check, make checking account deposits and withdrawals, manage and balance a checkbook, 4 out of 6 opportunities during the duration of her IEP.

(Independent Living) Jodi will learn to read the phone book.




Annual goals primarily focus on supporting independent living skills.

Balancing a checkbook is a critical independent living skill that is appropriate for Jodi to develop while in high school.



Goals do not support postsecondary goals.

Goals are activities rather than goals.


Kevin Kevin is an 18 year old young man with significant intellectual disabilities who is

attending his neighborhood high school. Kevin is following his state’s Extended Content Standards which are aligned with the general curriculum’s Standard Course of Study. He receives daily instruction in Literacy (reading, writing, and communication), Math, and Science. Kevin also is involved in vocational and daily living skill training. His coursework is delivered in individual and small group settings in the special education classroom except for Digital Communications (a general education Career Technical Course) which he has taken (using a modified curriculum) with the assistance of a one-on-one instructional assistant. Kevin also participates in a school-based enterprise through the Occupational Course of Study (a state endorsed curriculum for students with special needs leading to a high school diploma) and an on-campus work placement in the school library.

Kevin has spastic quadriplegic cerebral palsy and uses a manual wheelchair for mobility which has been adapted with trunk support and subasis bar. He is able to use his right hand to manipulate larger items and can use his left hand for stabilization. Kevin receives physical therapy one time a week for 30 minutes and has ongoing therapy services in the classroom including positioning on adaptive equipment. He wears AFOs for stability when using a stander and a left hand-elbow mobilizer. Kevin’s physical therapist would like for him to have a motorized wheelchair but funds have not been available. Kevin also receives occupational therapy on a consultative basis. His teacher and the occupational therapist have been working on developing vocationally related jigs.

Kevin has little intelligible speech other than single words and yes/no responses but within the classroom has used an iTalk2 to communicate simple needs and choices and is learning to use a GoTalk20+. He does not use an augmentative communication device at home but does have a picture board which transitions with him between school, the community, and home. Kevin receives speech therapy 2 times a week for 30 minutes each session.

Kevin has generalized tonic-clonic seizures which are 85% controlled with two different anti-convulsant medications (Tegretol and Mysoline). He is fed through a gastrostomy tube although he is able to take some pureed foods by mouth in limited amounts. Kevin can feed himself by mouth using a CP Feeder but has to be closely monitored and reminded to eat slowly to avoid asphyxiation. Usually Kevin is only allowed to feed himself during special occasions such as a class party or special meal. The gastrostomy tube placement was primarily due to asphyxiation of food during meal times that resulted in recurrent upper respiratory infections. These URIs have greatly decreased since his surgery. A functional vision assessment has indicated that Kevin’s visual acuity with corrective lenses at near distances is 20/80 and at far distances is 20/100. His most effective visual field is slightly below eye level and he is able to localize to visual stimulus and fixate his gaze on objects and people as well as shift his gaze. Kevin does not like wearing his glasses but is cooperative in this area most of the time. Kevin has good hearing.

Kevin and his family plan for him to stay in the public schools until he ages out at age 21 which will provide him with three more years of services. He lives at home with mother, step-father, 11 year old sister, and a great aunt that helps with his care. Kevin also has one older brother who is in college. After receiving state level mental health funding for personal care and 10 hours of one-on-one community-based services for the last 4 fours, Kevin was recently approved for Medicaid waiver funded services. This funding source will provide Kevin with an array of services based on his individual needs including: augmentative communication devices, case management, one-on-one community and home support, personal care services, respite, specialized equipment and services and medical transportation. Funds will also be available for supported employment and day support after high school graduation.


Kevin has had a comprehensive transition component in place since his 14th birthday. The development of a complete transition component was determined appropriate for Kevin at an earlier age due to his complex needs and the length of time needed to obtain appropriate adult services. His school level transition planning team has consisted of: Kevin and his parents, a special education teacher, a CTE Special Populations Coordinator, Kevin’s case manager, a regular education teacher, Kevin’s one-on-one worker, and a LEA representative (e.g., school administrator or diagnostician). Kevin’s has not been referred for any services other than those he is receiving from Mental Health through the Developmental Disabilities division.

In preparation for transition planning, Kevin has been administered speech, physical therapy, and occupational therapy assessments focusing on the skills and equipment needed for functioning in the home and community. Kevin’s parents have completed Parent Transition Surveys and Kevin provided input by responding to picture choices in post-school domains.

Kevin’s teacher also administered the Supports Intensity Scale to his parents to determine the frequency, amount, and type of support needs in the home living, community living, learning, employment, health and safety, and social activities Kevin will need after graduation from high school. The assessment indicated that Kevin will need regular and extensive support in all areas of adult life to achieve his post-school goals. In addition he will need protection and advocacy services for managing money, legal issues, self-advocacy, and protection from exploitation.

It is anticipated that in the area of future employment Kevin will need ongoing supported employment to work in a competitive employment placement. Using observational data, situational assessment, and modified picture interest inventories Kevin enjoys interacting with other people, music, horticulture, computers, and clerical type activities in which he has the opportunity to complete a project. Kevin responds well to verbal praise and is able to stay focused on a task for 20+ minutes with occasional verbal redirection. Kevin has developed the skills to operate a variety of switch activated devices (e.g. button maker, blender, etc.), use a paper shredder, and collate papers with a jig. Kevin has worked successfully on an assembly line in the school-based enterprise and has held an on-campus job in the school library checking books in and out using a scanning system and shelving books with the assistance of a teacher assistant. He tried a job in the school cafeteria bagging cookies for sale but due to hygiene issues (e.g. drooling) it was determined that this was not a good placement for Kevin.

Kevin loves school and is always eager to learn new skills. He demonstrates a high level of motivation to please his teachers and his parents report that even when he is sick he begs to go to school. Everyone who knows Kevin feels that it would be beneficial for him to be involved in post-secondary education. His recently approved Medicaid waiver services will provide one-on-one ongoing daily and adult living skill training but participation in continuing or compensatory education classes at the local community college might be a good option for Kevin. This type of setting would allow Kevin to develop skills in some of his areas of interest as well as provide a social framework.

Kevin’s residential plans for after graduation are uncertain. Kevin is very happy at home and indicated that he loves his family. Two of his classmates have moved into group homes and through classroom discussion and lessons on post-graduate residential options, Kevin appears to have some understanding of becoming an adult and living more independently, possibly away from his family. Kevin’s mother has very mixed feelings about Kevin’s future living arrangements. As Kevin’s primary caregiver since birth she feels she would be lost without him but realizes that as time goes on it might be necessary to seek an out-of-home placement. Kevin’s father would very much like to see Kevin move into a group home or other supervised post-school living arrangement as soon after high school as possible. Kevin’s father would like to spend more time with his younger daughter and wife and believes that his elderly aunt is not


going to be able to assist them much longer with Kevin’s personal care. Both Kevin’s mother and father are very happy about his recent approval for Medicaid waiver services and have stated that this additional support might result in Kevin remaining in their home for several more years.

While at home, Kevin’s mother and great-aunt provide total physical care. Although Kevin could assist with some personal hygiene tasks this is not an expectation for him while in the home. Other than insignificant type choices, all decisions are made for Kevin by his parents. He goes into the community on occasion with his one-on-one worker when she is allowed to use the family wheelchair lift van. Kevin is able to sit in a car using a seatbelt and then be transferred into a Pogo Buggy for community outings but his parents prefer him not to be transported in that manner. This limits Kevin’s community-based learning activities. A great deal of Kevin’s one-on-one worker’s time is spent in the home with him. While at home Kevin enjoys watching DVDs, looking at books, listening to his I-Pod, watching his younger sister play video games, family meals, and making music on his electronic keyboard.

Kevin’s has no understanding of money and does not provide input into his health/medical care. He has been covered under his father’s work insurance policy but his recent approval for a Medicaid waiver program will assist with medical care, equipment, and supplies. Kevin’s parents plan to work with his Mental Health case manager to obtain guardianship since Kevin has now turned 18 years of age. Kevin has never received SSI benefits.


Background Information including strengths, preferences, and interest for Kevin

Example Non Example

Kevin enjoys interacting with other people, music, horticulture, computers, and clerical type activities in which he has the opportunity to complete a project. He responds well to verbal praise and is able to stay focused on a task for 20+ minutes with occasional verbal redirection. Kevin has developed the skills to operate a variety of switch activated devices (e.g. button maker, blender, etc.), use a paper shredder, and collate papers with a jig. Kevin has worked successfully on an assembly line in the school-based enterprise and has held an on-campus job in the school library checking books in and out using a scanning system and shelving books with the assistance of a teacher assistant. Kevin loves school and is always eager to learn new skills. He demonstrates a high level of motivation to please his teachers and his parents report that even when he is sick he begs to go to school. Kevin is following his state’s Extended Content Standards which are aligned with the general curriculum’s Standard Course of Study. He receives daily instruction in Literacy (reading, writing, and communication), Math, and Science. Kevin also is involved in vocational and daily living skill training. His coursework is delivered in individual and small group settings in the special education classroom except for Digital Communications (a general education Career Technical Course) which he has taken (using a modified curriculum) with the assistance of a one-on-one instructional assistant. Kevin also participates in a school-based enterprise through the Occupational Course of Study (a state endorsed curriculum for students with special needs leading to a high school diploma) and an on-campus work placement in the school library. Signed examination summary from Kevin’s physician, dated during the

Kevin is a student with significant cognitive disabilities. He has severe limitations in cognition, communication, fine motor and gross motor skills.


current year that he is:

18 years old

Is typically fed via G-tube to avoid asphyxiation

Uses a manual wheelchair to ambulate

This example meets the I-13 standards for the following reasons:

Information regarding the student’s strengths and needs is provided.

Information considers current and future environments.

Information is from multiple sources, relevant to Kevin’s strengths, preferences, and interests.

The information provided does not meet I-13 standards for the following reasons:

Stating the type of disability is not sufficient information to conduct comprehensive transition planning, since individuals with the same disability classification likely have varying abilities

There is no information regarding the student’s strengths and skills that are currently present.

Postsecondary goals for Kevin covering education and training

Example Non Example

Immediately after graduation, Kevin will participate in habilitative and functional skill training through CAP services and will attend courses designed to provide specialized academic, functional, and occupational preparation for individuals with disabilities 2 times per week at the community college.

After leaving high school, Kevin plans to attend courses the local community college.

This goal meets I-13 standards for the following reasons:

Participation in training is the focus of the goal.

Participating is an observable behavior.


“Plans” does not indicate an explicit behavior by the student that will occur after high school that can be observed as occurring or not occurring.

This goal does not state the purpose of attending a community college. Stated in observable terms, this may be a reasonable goal for Kevin if specialized academic, functional, and occupational curricula (e.g., compensatory education) are available at the community college.


Postsecondary goals for Kevin covering employment

Example Non Example

Within three months of graduation, Kevin will obtain a supported employment position that allows him to work to his maximum stamina and incorporates the use of assistive technology.

Upon completion of high school, Kevin will express his preferences related to his postsecondary employment options, given picture symbols and the iTalk2, an augmentative communication device.

This goal meets I-13 standards for the following reasons:

It is stated that the goal will occur after graduation from high school.

The goal is stated measurably: “obtain” and “work” can be observed as occurring or not, within three months of graduation.


Expressing preference about employment preferences is an activity.

Expressing preference about employment is not an outcome.

This goal is an activity that should be engaged in with Kevin prior to and throughout secondary transition.

It does not reflect a postsecondary goal for his employment.

Postsecondary goals for Kevin covering independent living

Example Non Example

After graduation, Kevin will continue to live with his parents and will participate in his daily care routines to the maximum extent possible.

Kevin enjoys watching DVD’s, looking at books, listening to his IPod, watching his younger sister play video games, sitting with family for meals, and making music on his electronic keyboard.

Immediately following graduation, Kevin will participate in 1- 2 age-appropriate community and individual community-based activities per week related to horticulture, socialization with young adults, animals, and music.

After graduation, Kevin will effectively utilize an augmentative communication device at home and in the community that allows familiar and non-familiar individuals to communicate with his regarding needs, wants, and desires.


Each goal is focused on Kevin’s independent living


While this information includes a consideration for Kevin’s


(residential, self-care, community participation, communication skills).

Each goal is stated in a manner that can be observed (i.e., “will live”, “participate”, “effectively utilize”).

There are criteria for performing the postsecondary goals that make them explicit and observable.

The goals are stated as outcomes for Kevin after high school, not activities or processes toward outcomes.

preferences and interests, he has already developed this skill.

No timeframe or date is stated for this goal. It is stated as an activity that is currently happening rather than a goal for the future.

“Enjoys” is neither observable nor measurable.

This is a statement of Kevin’s preferences, not what he will do after exiting secondary education.

Annual goals related to Kevin’s transition needs

Example Non Example

(Education and Training) Given the GoTalk20+ augmentative communication device and weekly community practice, Kevin will independently and accurately use the device to communicate single words to communicate a desire for an item in community settings, including restaurants and ticket counters.

(Education and Training) Kevin will participate in occupational therapy two times each week for 30 minutes each session for the duration of the IEP

(Education and Training) This example meets I-13 standards for the following reasons:

Kevin is not able to use a GoTalk20+ effectively and learning to do so is a skill that will prepare him to participate in a habilitative and vocational training program, recreational opportunities, and educational opportunities after high school.

Learning to use a GoTalk20+ effectively will prepare Kevin to incorporate assistive technology use in future employment.

Similarly, communicating choices will prepare Kevin for the goal of participating in leisure activities that interest him.

Finally, learning to use the GoTalk20+ is a step toward preparing Kevin to communicate more effectively with familiar and

(Education and Training) This goal statement does not meet I-13 standards for the following reason:

Participation in occupational therapy does not indicate what knowledge or skill Kevin is expected to gain during the upcoming year.

While it is likely that participation in speech therapy logically supports his postsecondary education/training goal, because there is no skill noted, it is unclear that there is a link.


non-familiar individuals in various settings.

(Employment) Kevin will participate in yearlong on-campus vocational preparation, including the following experiences, each for a period of three months, with a frequency of a minimum of two sessions each week, and session duration of one hour per session in the following positions:

Clerical job experience in school office

School Based Laundry Enterprise

Janitorial work experience throughout school building

(Employment) Given a GoTalk20+, Kevin will use the device to speak in sentences in the community to speak to familiar listeners including his teachers and family members as well as unfamiliar listeners by October, 201_.

This annual goal meets standards for I-13 for the following reasons:

Kevin will gain skills as well needed of employment in these on-campus job experiences.

Data from completion of the annual goal may provide Kevin’s IEP team with information regarding future employment strengths and interests for him.

The goal statement includes specific criteria to attain this goal, including minimum level related to: duration of the work experience, frequency of participation, and as well as the duration of each work session.

This annual goal does not meet standards for I-13 for the following reason:

Kevin is just learning to use of the GoTalk20+ augmentative communication device in the classroom setting, so this behavior cannot logically be demonstrated during the coming year given Kevin’s current level of performance

(Independent Living) Given picture symbols with Velcro adhesive and a wall mountable daily planner, Kevin will utilize a schedule to plan self-care (e.g., showering and eating), employment, educational, and recreational activities, five days each week for the duration of the IEP with a maximum of one physical prompt per activity to place the picture symbol on the schedule.

(Independent Living) Kevin will receive occupational therapy services 3x/ week.

This annual goal statement meets I-13 standards for the following reasons:

Developing the skills to plan necessary to meet this goal will

This goal statement does not meet I-13 standards for the following reasons:

The goal statement does not indicate any skills that Kevin will be


prepare Kevin for his postsecondary goal of maximum participation in his daily routine.

The goal statement provides conditions, criteria, and a timeframe, so that it is measurable.

gaining.

This is a related service, not a statement of an annual goal.


Paulo Paulo is an 18 year old student with a mild cognitive disability and autism.

According to his IEP, he is identified as a student with Autism. His verbal skills have dramatically increased in the past six years, although he still primarily communicates through adapted sign language, gestures, words, and vocalizations that his family and teachers understand. Paulo’s family has been actively involved in Paulo’s education and transition planning process. Paulo lives at home with his mother and father, his older brother, and his younger sister. His mother and father immigrated to the United States from Brazil 22 years ago. All of the children were born in the United States and they speak both English and Portuguese fluently. His parents expect Paulo to live with them for at least the next 10 years. When they are no longer able to care for him, he will live with one of his siblings, most likely his sister. Paulo’s independent living skills are important to his family. In fact, at times his teachers were concerned that Paulo did too much housework in comparison to his siblings because sometimes he would arrive at school smelling of bleach and appear tired. When asked about this, his parents explained that work was good for him and that he enjoyed it.

Paulo was provided with the services of an interpreter in elementary and middle school and provided with training in sign language. His IEP team, including his parents, discontinued the services because they agreed that he was not benefiting from the services and that he could effectively communicate with others using adapted sign language, some words, gestures, and vocalizations. Paulo can independently take directions and answer questions that require a yes or no response in both English and Portuguese. He also uses adapted signs and gestures for names of activities he likes and to express basic wants and needs.

Paulo loves watching movies in his house with his sister. He also enjoys outdoor activities such as raking leaves in the yard and sweeping the patio. His older brother played soccer in high school and now plays in college. Paulo can run fast, and has picked up some soccer skills from his brother’s lessons like shooting the ball and passing to a teammate. He has few opportunities for fun outside of the family home, and his parents are open to him having leisure activities as long as he gets his chores done at home.

At school, Paulo loved going to the grocery store to job shadow a man who collected the carts and bagged groceries. Even though Paulo was only supposed to watch the job, the employee he was shadowing was willing to share his work, and Paulo did a good job with collecting the carts. He will need more training to bag groceries. Also, he was unresponsive to the man’s corrective feedback. Paulo kept saying to himself “Good job, Paulo” to himself after he packed each bag, even though the employee tried to show him a better way to pack the bags. He apparently enjoyed the experience, because Paulo would request that his teacher take him to the store even on days that it was not scheduled by signing “Me, work, store, please” over and over. Paulo is quiet and well-mannered. The store manager was impressed with his work ethic and is interested in having Paulo work part-time after he graduates.


Background information including strengths, preferences, and interests for Paulo

Example Non Example

Results from the Casey Life Skills transition assessment indicate Paulo has strengths in the following life domains related to his postsecondary goals in education and training, employment, and independent living: daily living, home life, and self-care particularly kitchen clean up, leisure activities, caring for clothing and home safety issues. Reports from family interviews parallel the results of the Casey Life Skills. Paulo’s parents describe some of the many household duties Paulo accomplishes each day independently such as raking leaves, cleaning, and other household chores. Paulo demonstrated through work samples that he is unable to complete all of the steps for writing his name in the appropriate spaces on an application, given several trials, recorded on a teacher-developed task-analysis. During an informal interview, Paulo expressed a desire to apply to participate in the soccer league at the YMCA. With continued instruction and support Paulo will make progress toward his postsecondary goals of continued postsecondary functional skills training, financial independence, and recreation options.

When prompted, Paulo could not write his full name on an application. He likes soccer.


It includes information gathered over time.






It is not clear that the information is gathered over time.

The information does not indicate that it reflects student strengths, interests, and preferences.

The information does not clearly relate to goals or environments beyond Paul’s current setting.


Postsecondary goals for Paulo covering education and training

Example Non Example

After graduation, Paulo will participate in compensatory education courses at the community college focusing on life skills instruction, employment and social skills training to improve his independent living skills, work stamina, productivity, and basic employability skills.

Paulo will enroll in compensatory education courses

Immediately after graduation, Paulo will participate in functional skill training through CAP services one time per week at his home and in the community to further develop his functional communication skills.

Paulo will continue to use some words, gestures, and vocalizations to communicate.


Enrolling in course in a postsecondary education environment is the focus of the goal

Goals reflect Paulo’s strengths, interest, and preferences.


“wants” and “expressed interests” are not observable

It is not clear whether the goals take place after graduation from high school

Postsecondary goals for Paulo covering employment

Example Non Example

After graduation, Paulo will work 20 plus hours a week at the local grocery store and provided temporary supports through Vocational Rehabilitation.

Paulo will be referred to Vocational Rehabilitation for assistance with job placement.

Immediately after high school, Paulo will complete light landscaping activities such as raking and cutting grass for pay at home and for willing neighbors.

Paulo will complete household chores such as raking and cutting the grass.


Participation in or maintenance of employment is the focus of these goals. Expectation, or behavior, is explicit, as in Paul continues employment, or does not and Paul accesses adult agency service (or does not).

It is stated in this goal that increased employment and use of adult services will occur after Paul leaves high school.




Activities as opposed to goals

Postsecondary goals for Paulo covering independent living

Example Non Example

Upon completion of high school, Paulo will play soccer in a recreational soccer league at the YMCA.

Paulo will sign up to play soccer with the YMCA.


Paulo will assume responsibility for a share of living expenses by saving money earned at work and following a budget set by Paulo and his parents.

Paulo will write a budget for living expenses.


Participation in independent living skill development, specifically community participation, is the focus of this goal.

Use of the bus can be measured, as in Paul performs the necessary activities or does not perform the activities.

The expectation, or behavior, is explicit, as in Paul performs the required activities or she does not.

It is stated in this goal that the instruction will occur after graduation.



It is not stated that the goal will occur after high school.

Annual goals related to Paulo’s transition needs

Example Non Example

(Education and Training) Given explicit instruction on appropriate social skills say hello, take turns, wait, listen, and stay on topic/reciprocal conversation) in a community vocational training site, Paulo will demonstrate appropriate social skills during community-based vocational training 4 out of 6 opportunities during the duration of his IEP.

(Education and Training) Paulo use appropriate hygiene skills while at vocational training.

(Education and Training) Given direct instruction on basic employability skills and modeling, Paulo will list 9 out 10 appropriate work-place behaviors prior to the end of the 1st school quarter.

(Education and Training) Paulo will demonstrate appropriate classroom behaviors by coming to class on time and being in his chair prepared to work by the time the tardy bell rings.

These goal statements meet I-13 standards for the following reasons:

Goal one is focused on Paul’s acquisition of communication skills that will support his enrollment in a postsecondary non degree program.

Goal two is focused on Paul’s acquisition of employability skills that will support postsecondary goal of continued life skills instruction.



Goals not related to Paul’s postsecondary goals.



(Employment ) Given a list of jobs at a grocery store and a demonstration of each of the job requirements, Paulo will choose 3 jobs that interest him the most and shadow an employee in each of the jobs by January 23, 201_.

(Employment) Given a list of jobs at a retail store, Paulo will choose which job interests him the most 2 out of 3 times.

(Employment) Given a whole task instruction and a task analysis for bagging groceries, Paulo will demonstrate the steps in the task analysis with 80% accuracy and no more than one verbal prompt weekly by April 6, 201_.

(Employment) Paulo will shelf books at the local library once a week.


Preparing for employment is the primary focus of this goal.

Acquisition of specific work skills are an important skill for a person who will maintain employment.




Goals do not support postsecondary goals

(Independent Living) Given the phone number for the YMCA and a YMCA application, Paulo will call to request an application and complete the application by writing his personal information in the spaces provided with 90% accuracy by January 201_.

(Independent Living) Paulo will take an application for the McDonalds home to his parents to complete.

(Independent Living) Given explicit instruction on saving money and balancing a checkbook, Paulo will demonstrate how to write a check, make checking account deposits and withdrawals, manage and balance a checkbook, 4 out of 6 opportunities during the duration of his IEP.

(Independent Living) Paulo learn how to make a collect phone call.


Annual goals primarily focus on supporting independent living skills.

Grocery shopping is a critical independent living skill that is appropriate for Paul to develop while in high school.



Goals do not support postsecondary goals.



T16-12. There are transition services on the IEP to assist the student in reaching the measurable postsecondary goals. (34 CFR §300.320(b)(2); Rule 6A-6.03411(1)(nn), F.A.C.)

Review the IEP to determine if a type of instruction, related services, community experience, or development of employment and other post-school adult living objectives is included. If appropriate, determine if acquisition of daily living skills and provision of a functional vocational evaluation are listed in association with meeting the postsecondary goal(s).

Locate the section of the IEP that includes the student’s postsecondary goal(s). For each of the postsecondary goal areas, check to see if one or more of the following are addressed in the measurable annual goal(s) or in other components of the IEP in association with meeting the postsecondary goal(s): Instruction Related service(s) Community experience(s) Development of employment and other post-school adult living objectives

Acquisition of daily living skill(s) Provision of a functional vocational evaluation

Transition services may be addressed through the development of measurable annual goals or short-term objectives or benchmarks, if applicable, special education services, related services, program modifications or supports for school personnel, supplementary aids and services, or statewide and district wide assessment accommodations or modifications. The examples below could be further developed into measurable annual goals or addressed in other relevant sections of the IEP.

Mark “yes” in that row if one or more are evident.

Mark “no” in that row if none are evident.


The following examples of transition services are provided to guide you in the review:

Services for Alex

Examples Non Examples

(Education and Training Instruction) • Self-advocacy skills instruction • Personal banking instruction • Work related social skills instruction • Computer skills (word-processing, data entry) instruction

(Education and Training Instruction) • Reading instruction • Cooking instruction • Personal Hygiene Instruction • Drivers education instruction

These services meet the I-13 requirements for the following reasons: • Instruction is related to postsecondary goals

These services do not meet the I-13 requirements for the following reasons: • Alex does not have a learning disability in reading


• Services can be provided by the school

• Alex performs above average in the area of daily living • Alex does not wish to obtain a driver’s license

(Education and Training Related Service) • Speech language services to increase oral language fluency

(Education and Training Related Service) • Occupational therapy for object manipulation

This service meets the I-13 requirement for the following reasons: • Alex has documented deficits in oral language fluency

This service does not meet the I-13 requirement for the following reason: • Alex performs above average in motor skills

(Employment and Other Post School Living Objectives) • Work hours (for credit) in the school district business department • After school paid work experience in the business office of Office Depot • Interview with adult agency staff regarding possible future needs (self-advocacy support, tax form completion assistance, transportation services) • Voter registration

(Employment and Other Post School Living Objectives) • Community-based instruction at a local church for exposure to industrial cleaning skills • Tour of adult job training centers • Job coaching services at a local laundry facility • Allowance provided by parents for completing “jobs” at home • Field trip to the mall

These services meet the I-13 requirements for the following reasons: • Instruction is related to postsecondary goals • Services can be provided by the school

These services do not meet the I-13 requirements for the following reasons: • Alex does not wish to work in the janitorial field • Alex performs above average in the area of daily living

(Functional Vocational Evaluation) • Completing a computation/ business math skill inventory • Completing an office skill inventory

(Functional Vocational Evaluation) • End of grade civics test • ACT test completion

These services meet the I-13 requirements for the following reasons:

Instruction is related to postsecondary goals

Services can be provided by the school

These services do not meet the I-13 requirements for the following reasons:

Alex is not taking civics

Alex plans to attend a community college and for the school he plans to attend he is only required to take their placement exam.

Services for Allison

Example Non Example

(Education and Training Instruction) • Instructional support of guided notes for lessons • Instructional support for organization and study skills • Audio-taped texts for English 12 • Extended time on tests in English, Algebra II and Advanced Biology • Modified ACT testing

(Education and Training Instruction) • Instructional support for decoding • Use of calculator for math


These services meet the requirements for I-13 for the following reasons:

Allison has a disability in reading comprehension.

It is documented she has difficulty with time management and organization.

She receives testing accommodations throughout the school year therefore would qualify for accommodations on standardized tests

These services do not meet the requirements for I-13 for the following reasons:

Allison’s reading disability is in comprehension rather than decoding.

Allison does not have a Math disability.

(Employment and Other Post School Living Objectives) • Job shadow experiences with children • Visit three university campuses, including a tour through the admissions department and a visit to the disability services office, between the late Spring and early Fall • Part time employment in a position related to working with children • Apply for possible college financial aid • Vocational rehabilitation referral to determine eligibility for tuition assistance • Apply for college and disability support service, no later than December

(Employment and Other Post School Living Objectives) • Complete application process at community college • Job shadowing at local fast food restaurant • Referral to the Developmental Disabilities Services

These services meet the requirements for I-13 for the following reasons:

Allison’s postsecondary goal for education is to attend a 4 year institution.

Allison’s postsecondary goal for employment is child development.

Allison has a learning disability and would qualify for services through VR.

These services do not meet the requirements for I-13 for the following reasons:

Allison’s postsecondary goal for education is to attend a 4 year institution

Allison’s postsecondary goal for employment is child development

Allison has a learning disability not an intellectual disability. She would not qualify for services through DDS.

Services for Jamerreo

Example Non Example

(Education and Training Instruction) • Social skills training • Instruction related to on the job safety • Self-determination training • Instruction related to safety in the workplace • Instruction related to workplace social behavior

(Education and Training Instruction) • Coursework related to performing arts • Intense Reading Instruction • Advanced Trigonometry






Jamarreo does not have a learning disability in reading.

Jamarreo is not interested in the performing arts.

Advanced trigonometry is not an appropriate class for Jamarreo’s skills level

(Related Services) • Interpreter services for the hearing impaired • Counseling services to increase ability to manage anger • Audiology for hearing aid maintenance

(Related Services) • Speech services • Occupational therapy

These services meet the I-13 requirements for the following reasons: • Jamarreo made need interpreter services in the event his hearing aids are not working properly • Anger management is a documented deficit for Jamarreo • The services are related to Jamarreo’s postsecondary goals

These services do not meet the I-13 requirements for the following reasons: • Jamarreo does not have a speech impediment • Jarmarreo has no needs for refining his fine motor skills

(Employment and Other Post School Living Objectives) • Community based instructional experiences related to construction work • Work-based instruction with a local welder • Referral to Medicaid for augmentative communication device coverage (i.e., hearing aid)

(Employment and Other Post School Living Objectives) • Community based instructional experiences related to the food service industry • Two trips to adult vocational day placement





Jamarreo does not wish to work in the food industry

Jamarreo does not need ongoing supports provided by an adult vocational program, he is capable of obtaining full-time competitive employment.

(Community Experience) • Mentor program through local YMCA/police department

(Community Experience) • Swimming classes at the local YMCA



Services can be provided by the school.


Jamarreo is not interested in swimming

Services for Jodi

Example Non Example


(Education and Training, Employment Instruction) • Travel training • Instruction related to hygiene • Instruction related to functional math skills • Personal banking instruction • Community based instruction at Wal-Mart to introduce to retail employment skills • Instruction related to social skills in school and work settings

(Education and Training, Employment Instruction) • Driver’s education • Community based instructional experiences in restaurant settings





Instructional activities do not correspond with postsecondary goals

(Education and Training, Employment Related Service) • Counseling services to improve self-confidence • Occupational therapy to improve fine motor skills and performance of activities of daily living

(Education and Training, Employment Related Service) • Community visits to retail environments • Instruction related to money usage






(Employment Community Experience) • Job shadowing in a retail environment • Practice using public transportation • Visit four retail settings that are prospective employers • Mock interviews with an employment specialist at a community based instruction site

(Employment Community Experience) • Watch series of videos depicting appropriate community behavior • Participate in role play activities in the classroom related to using a register • Visit aquatic center for Special Olympics swimming practice • Use internet to identify directions to job site • Call bus company to ask about route and schedule information






(Employment and Other Post School Living Objectives) • After school paid work experience at Target • Volunteer position at Habitat for Humanity Thrift Store

(Employment and Other Post School Living Objectives) • Paid at home to walk family pet two times daily • Job coaching services at veterinary clinic







(Functional Vocational Evaluation) • Completing a career preference inventory

(Functional Vocational Evaluation) • Completing an algebra exam

Services for Kevin

Example Non Example

(Education and Training, Employment Instruction) Participation in academic and functional curriculum • Participation in self-advocacy training

(Education and Training, Employment Instruction) Class field trip to the movies • Situational assessment at local hotels

Related Services Speech therapy services for training in use of augmentative communication device • Speech therapy, occupational therapy for augmentative communication evaluation and selection of appropriate augmentative communication device for school and post school environments • Occupational therapy consultation for use of assistive technology • Occupational therapy consultation for assistive technology evaluation for determination of devices to increase independence in home and community environments • Physical therapy to maintain and improve strength and flexibility • Transfer of therapy services to adult service arena

Related Services Counseling services related to anger management • Instruction related to self-determination

(Employment and Other Post-School Living Objectives) Example: • Meeting with job coach in classroom and community settings • Meeting with SSI representative to determine possible financial benefits • Vocational rehabilitation referral

(Employment and Other Post-School Living Objectives) • Apply for college disability support services • Complete application for job at local mall

(Daily Living Skills) Maintain a bank account • Express preferences related to saving money for personal • Safety skills in the community • Selecting clothing for the day

(Daily Living Skills) Preparing simple meals for himself • Travel training in the community


(Community Experiences) Visits to recreational agencies/facilities in the community • Leisure and recreational interest survey through student response to different leisure opportunities in the community • Referral to Teens on the Town, a recreation program for young adults with developmental disabilities

(Community Experiences) Employment preference survey • Watching a movie in the classroom • Calling the movie theater from the classroom to determine movie times

(Functional Vocational Evaluation) Refer to Vocational Rehabilitation for non-verbal, modified assessments of adaptive behavior, career interest, and career skills

(Functional Vocational Evaluation) Administration of assessments intended for verbal students

Services for Paulo

Example Non Example

(Independent Living Instruction) • Social skills training • Travel training • Soccer skills training in adaptive physical education • Instruction related to preparation for sport activities • Self-advocacy training • Laundry instruction to wash uniform after games • Instruction o proper care for equipment (cleats, knee guards, ball)

(Independent Living Instruction) • Instruction related to civil rights • Instruction on food preparation • Instruction related to life sciences • Instruction related to basketball rules • Driver’s education instruction • Schedule and calendar skill instruction




These services do not meet the I-13 requirement for the following reason:

Services do not support postsecondary goals

(Independent Living Related Service) • Physical therapy services to improve dribbling ball • Therapeutic recreation services to improve sportsmanship

(Independent Living Related Service) • Participation in after school intramural sports • Instruction related to first aid




These services do not meet the I-13 requirement for the following reason:

Services do not support postsecondary goals


T16-13. The transition services include course(s) of study needed to assist the student to reach the postsecondary goal(s). (34 CFR §300.320(b)(2))

The course(s) of study describe the student’s instructional program and experiences. Examples include the following: – Participation in advanced-placement courses – Participation in courses that provide community-based experiences to help the

student acquire adult living and employment skills

Review the IEP to determine whether the student’s course(s) of study aligns with the student’s identified postsecondary goal(s). Mark “yes” if the student’s course(s) of study aligns with the student’s identified postsecondary goals.

Mark “no” if the student’s course(s) of study does not align with the student’s identified postsecondary goals or if there is no course of study identified.


T16-14. If transition services are likely to be provided or paid for by another agency, a representative of the agency was invited to participate in the IEP team meeting. (34 CFR §300.321(b)(3))

For each of the postsecondary goal areas, review the IEP to determine if there are transition services included that will likely be provided or paid for during the current year by any agency other than the school district. If agency participation is expected, review the notice of the meeting and the participants section of the IEP or other documentation to determine if an agency representative was invited. Mark “yes” if an agency representative is included on the notice of the meeting or if an agency representative attended the meeting.

Mark “no” if there is no evidence that the district attempted to invite the agency representative.

Mark “n/a” if either of the following is true:

No agency is likely to provide or pay for transition services for one or more of the postsecondary goals during the current year.

The district sought consent from the parent to invite an agency representative but consent was not given.

It is important that the IEP team begin discussing possible agency involvement early. In some cases agencies may need to be invited to an IEP team meeting when the student is 16 or younger. In other cases it may be determined that, although communication with the agency or between the family and the agency is required, it isn’t necessary to invite an agency representative to participate in an IEP team meeting until closer to the


time the student exits. Districts are encouraged to work with their interagency councils to determine when agencies need to be invited for students who don’t have immediate needs from agencies but will need services post- school.


T16-15. The district obtained consent from the parent, or from the student whose rights have transferred, prior to inviting to the IEP team meeting a representative of an agency likely to provide or pay for transition services. (34 CFR §300.321(b)(3))

If an agency representative was invited, review the folder for evidence that the parent or adult student provided consent. A separate consent must be obtained from the parents or a child who has reached the age of majority for each IEP team meeting.

Consent must be obtained before a representative of any participating agency that is likely to be responsible for providing or paying for transition services can be invited to the meeting.

Notice cannot be provided to agency representatives prior to the district’s receipt of parent consent or consent from the student whose rights have transferred. Consent may be documented on the notice of the IEP team meeting, as long as the notice was not sent to the agency representative prior to receipt of the consent, or on another form.

Mark “yes” if either of the following is true:

Consent is evident.

The parent initiated the invitation.

Mark “no” if both of the following are true:

Timely consent is not evident.

The agency representative was invited.

Mark “n/a” if an agency representative was not invited to the meeting.

T16-16. The IEP includes appropriate measurable postsecondary goals that are annually reviewed and based upon: an age-appropriate transition assessment; transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals; and annual IEP goals related to the student’s transition services needs. There also must be evidence that the student was invited to the IEP team meeting where transition services are to be discussed and evidence that, if appropriate, 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. (34 CFR §§300.320(b)-(c) and 300.321(b); Rule 6A-6.03028(3)(b)-(c) and (h), F.A.C.)

Mark “yes” if standard T16-2 and standards T16-9 through T16-15 are all answered “yes” or “n/a.”

Mark “no” if one or more of standard T16-2 and standards T16-9 through T16-15 are all answered “no.”

T16-17. For students who entered grade nine beginning with the 2014-15 school year, the IEP team and the parent collaborated to determine an intent to pursue a standard diploma with a scholar or merit designation, as applicable. (1003.5716 and 1003.4282 (10), F.S.)


Mark “yes” if there is evidence to indicate collaboration regarding intent to pursue a standard diploma with a designation or a certificate of completion.

Mark “no” if there is no evidence to indicate collaboration regarding intent to pursue a standard diploma with a designation or a certificate of completion.


Mark “n/a” if the IEP is for a student who entered grade nine prior to the beginning of the 2014-15 school year.

T16-18. A summary of performance (SOP) was provided to the student before the student graduated with a standard diploma or before the student exceeded the age of a free, appropriate public education (FAPE). The student participated in the process of completing the SOP, and the SOP contains a summary of the student’s academic achievement and functional performance. The SOP also contains recommendations on how to assist the student in achieving the student’s post-secondary goals, including the use of accommodations, especially those the student felt were most beneficial. (34 CFR §300.305(e)(3); Rule 6A-6.0331(8)(f), F.A.C .)

Mark “yes” if the following is true:

An SOP was provided to the student before the student graduated with a standard diploma or before the student exceeded the age of FAPE.

The student participated in the process of completing the SOP.

The SOP contains a summary of the student’s academic achievement and functional performance.

The SOP contains recommendations on how to assist the student in postsecondary goals.

Mark “no” if one or more of the four criteria above is marked “no.”

Mark “n/a” if either of the following is true:

The student has not graduated.

The student did not graduate with a standard diploma.

T16-19. For IEPs written on or after June 20, 2014, any change in the post-secondary and career goals are approved by the parent (or as applicable, the adult students). (1003.5716, F.S.)

Mark “yes” if the IEP indicates approval by the parent or adult student in the change of post-secondary and career goals.

Mark “no” if there is no evidence of approval by the parent or adult student if postsecondary and career goals have been changed. Mark “n/a’ if parent failed to respond to district’s request to approve.

compliance self-assessment spp 13 secondary transition age ... · spp 13 – secondary transition...

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