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Assessment for Transition in the IEP

By Eleanor Armstrong,2014-06-29 10:59
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Assessment for Transition in the IEP

     Wisconsin Statewide Transition Initiative

    Transition in the IEP Checklist

    A best practice approach to meeting the IDEA 2004 transition requirements

    Demographic Information

Date of Birth ____________________

    Date of Most Recent Annual IEP Meeting __________________ Age at IEP Meeting Date ____

    First Name and Last Name of Student ___

    First and Last Name of Reviewer ___________________________ School District ____

    Building ___

    CESA #: 1 2 3 4 5 6 7 8 9 10 11 12

    Gender of Student: M F

    Ethnicity: White Asian African-American or Black Hispanic, Latino or

    other Spanish origin Native American Native Hawaiian or Other Pacific Islander Bi-or multiracial Other (please specify) ____________ Information is Not

    Available/Don’t Know

    Primary Disability SLD EBD CD LI

    School Year __________

    Transition in the IEP Checklist Review Date___

Select one:

     Initial IEP Review

     Second IEP Review

     Third IEP Review

Directions on how to use the checklist:

    ; If you mark NO for any question, please add a comment.

    ; If you mark YES for any question and need to provide additional information,

    please add a comment.

    ; Possible IEP pages to review for information are found in parenthesis ().

    ; Notes are added to questions to provide a guide for reviewers on how to evaluate

    the information in the IEP.

    4/24/07 Linda Maitrejean, Lori Turim, Donna Hejtmanek and Katherine Strong 1 Adapted from Ed O’Leary’s Transition Requirements Checklist 11/06

1. Yes No

    Was the student provided a written invitation to the annual IEP meeting at least 10

    calendar days prior to the meeting?

    (IEP meeting notice page or separate student invitation) Yes = The student must be provided a written invitation (student name included on the parent invitation or

    a separate invitation) AND the transition box must be checked on the invitation page. Comments:

2. Yes No

    Was the invitation to the IEP meeting provided at least 10 calendar days prior to the

    annual IEP meeting?

    (IEP meeting notice page)

    Comments:

3. Yes No

    Did the student attend the IEP meeting?

    (IEP cover page)

    Comments:

4. Yes No N/A (If 4 is marked No or N/A then 5 will be N/A)

    Does the invitation to the IEP meeting indicate that an outside agency has been invited?

    (IEP meeting notice page)

    Yes = an outside agency was invited.

    No = an outside agency was listed in the coordinated set of activities for this year and was not invited or there was

    no documentation to indicate that the outside agency was communicated with. N/A = an outside agency was not listed in the coordinated set of activities for this year and was not invited.

    Comments:

    5. Yes No N/A (If 4 is marked No or N/A then 5 will be N/A) For transition services that are likely to be provided or paid for by outside agencies is

    there evidence that written consent for agency participation at the IEP meeting was obtained prior to the invitation being sent?

    (Signed consent form with appropriate dates)

    Comments:

6. Yes No

    Does the invitation to the IEP meeting identify that a purpose of the meeting will be the

    consideration of postsecondary goals and transition services of the student?

    (IEP meeting notice page)

    Comments:

    4/24/07 Linda Maitrejean, Lori Turim, Donna Hejtmanek and Katherine Strong 2 Adapted from Ed O’Leary’s Transition Requirements Checklist 11/06

7. Yes No

    Is there descriptive information in the IEP regarding the student’s strengths, preferences

    and interests?

    (Present level of performance page and transition services page) Comments:

8. Yes No

    Is there a measurable postsecondary goal for education or training?

    (Measurable postsecondary goals page)

    Comments:

9. Yes No

    Is at least one measurable annual goal listed in the IEP that will enable the student to reach his/her measurable postsecondary goal in education or training?

    Yes = The reviewer can determine what the student wants to accomplish in the area of education/training

    after high school (even though there may not be a measurable postsecondary goal evident) AND at least

    one annual goal leads to the measurable postsecondary goal area. (Measurable annual goal page and measurable postsecondary goal page)

    Comments:

10. Yes No

    Is there descriptive information resulting from age appropriate transition assessment that was used to develop the measurable postsecondary goal for education or training?

    (Present level of performance page and transition page)

    Comments:

11. Yes No

    Is there a measurable postsecondary goal for employment?

    (Measurable postsecondary goals page)

    Comments:

12. Yes No

    Is at least one measurable annual goal listed in the IEP that will enable the student to reach his/her measurable postsecondary goal in employment?

    Yes = The reviewer can determine what the student wants to accomplish in the area of employment after

    high school (even though there may not be a measurable postsecondary goal evident) AND at least one

    annual goal leads to the measurable postsecondary goal area.

    (Measurable annual goal page and measurable postsecondary goal page) Comments:

    13. Yes No

    4/24/07 Linda Maitrejean, Lori Turim, Donna Hejtmanek and Katherine Strong 3 Adapted from Ed O’Leary’s Transition Requirements Checklist 11/06

    Is there descriptive information resulting from age appropriate transition assessment that was used to develop the measurable postsecondary goal for employment?

    (Present level of performance page and transition page)

    Comments:

    14. Yes No N/A (If 15 is marked N/A then 16 and 17 will be marked N/A) Is there a measurable postsecondary goal for independent living skills?

    Yes = Goal is present and is written in measurable terms.

    No = Goal is present but not measurable.

    N/A = IEP did not include a measurable postsecondary goal for independent living skills. (Measurable postsecondary goals page)

    Comments:

    15. Yes No N/A (If 15 is marked N/A then 16 and 17 will be marked N/A) Is at least one measurable annual goal listed in the IEP that will enable the student to

    reach his/her measurable postsecondary goal in independent living skills?

    Yes = The reviewer can determine what the student wants to accomplish in the area of independent living

    skills after high school (even though there may not be a measurable postsecondary goal evident) AND at

    least one annual goal leads to the measurable postsecondary goal area. (Annual goal page and measurable postsecondary goals page)

    Comments:

    16. Yes No N/A (If 15 is marked N/A then 16 and 17 will be marked N/A) Is there descriptive information resulting from age appropriate transition assessment that was used to develop the measurable postsecondary goal for independent living

    skills?

    (Present level of performance page and transition page)

    Comments:

17. Yes No

    Is there a multi year list of courses (unless the student is in his/her last year of school, then only one year) that will enable the student to reach his/her measurable postsecondary goals?

    (Multi year list of courses page)

    Comments:

18. Yes No

    4/24/07 Linda Maitrejean, Lori Turim, Donna Hejtmanek and Katherine Strong 4 Adapted from Ed O’Leary’s Transition Requirements Checklist 11/06

Is there a multi year coordinated set of activities (unless the student is in his/her last

    year of school, then only one year) for instruction that will enable the student to reach his/her measurable postsecondary goals?

    Yes = all of the following:

    ; Must be student specific based on measurable post secondary goals.

    ; Must be evidence of at least two years of coordinated set of activities.

    ; Must be evidence of coordination between school, family, student and/or outside agency.

    OR

    ; Must be documented evidence that this area was at least considered by the IEP team (can be N/A). (Coordinated set of activities page)

    Comments If no, select all that apply:

     Not student specific

     Less than two years of coordinated set of activities

     No evidence of coordination between school, family, student and/or outside agency

    Other:

19. Yes No

    Is there a multi year coordinated set of activities (unless the student is in his/her last

    year of school, then only one year) for related services that will enable the student to reach his/her measurable postsecondary goals?

    Yes = all of the following:

    ; Must be student specific based on measurable post secondary goals.

    ; Must be evidence of at least two years of coordinated set of activities.

    ; Must be evidence of coordination between school, family, student and/or outside agency.

    OR

    ; Must be documented evidence that this area was at least considered by the IEP team (can be N/A).

     (Coordinated set of activities page)

    Comments If no, select all that apply:

     Not student specific

     Less than two years of coordinated set of activities

     No evidence of coordination between school, family, student and/or outside agency

    Other:

20. Yes No

    Is there a multi year coordinated set of activities (unless the student is in his/her last

    year of school, then only one year) for community experiences that will enable the student to reach his/her measurable postsecondary goals?

    Yes = all of the following:

    ; Must be student specific based on measurable post secondary goals.

    ; Must be evidence of at least two years of coordinated set of activities.

    ; Must be evidence of coordination between school, family, student and/or outside agency.

    OR

    ; Must be documented evidence that this area was at least considered by the IEP team (can be N/A).

     (Coordinated set of activities page)

    Comments If no, select all that apply:

     Not student specific

     Less than two years of coordinated set of activities

     No evidence of coordination between school, family, student and/or outside agency

    Other:

    21. Yes No

    4/24/07 Linda Maitrejean, Lori Turim, Donna Hejtmanek and Katherine Strong 5 Adapted from Ed O’Leary’s Transition Requirements Checklist 11/06

Is there a multi year coordinated set of activities (unless the student is in his/her last

    year of school, then only one year) for employment that will enable the student to reach his/her measurable postsecondary goals?

    Yes = all of the following:

    ; Must be student specific based on measurable post secondary goals.

    ; Must be evidence of at least two years of coordinated set of activities.

    ; Must be evidence of coordination between school, family, student and/or outside agency.

    OR

    ; Must be documented evidence that this area was at least considered by the IEP team (can be N/A).

     (Coordinated set of activities page)

    Comments If no, select all that apply:

     Not student specific

     Less than two years of coordinated set of activities

     No evidence of coordination between school, family, student and/or outside agency

    Other:

22. Yes No

    Is there a multi year coordinated set of activities (unless the student is in his/her last

    year of school, then only one year) for other adult post school living objectives that

    will enable the student to reach his/her measurable postsecondary goals?

    Yes = all of the following:

    ; Must be student specific based on measurable post secondary goals.

    ; Must be evidence of at least two years of coordinated set of activities.

    ; Must be evidence of coordination between school, family, student and/or outside agency.

    OR

    ; Must be documented evidence that this area was at least considered by the IEP team (can be N/A).

     (Coordinated set of activities page)

    Comments If no, select all that apply:

     Not student specific

     Less than two years of coordinated set of activities

     No evidence of coordination between school, family, student and/or outside agency

    Other:

23. Yes No

    Is there a multi year coordinated set of activities (unless the student is in his/her last

    year of school, then only one year) for acquisition of daily living skills that will enable the student to reach his/her measurable postsecondary goals?

    Yes = all of the following:

    ; Must be student specific based on measurable post secondary goals.

    ; Must be evidence of at least two years of coordinated set of activities.

    ; Must be evidence of coordination between school, family, student and/or outside agency.

    OR

    ; Must be documented evidence that this area was at least considered by the IEP team (can be N/A).

     (Coordinated set of activities page)

    Comments If no, select all that apply:

     Not student specific

     Less than two years of coordinated set of activities

     No evidence of coordination between school, family, student and/or outside agency

    Other:

    24. Yes No

    4/24/07 Linda Maitrejean, Lori Turim, Donna Hejtmanek and Katherine Strong 6 Adapted from Ed O’Leary’s Transition Requirements Checklist 11/06

Is there a multi year coordinated set of activities (unless the student is in his/her last

    year of school, then only one year) for functional vocational evaluation that will

    enable the student to reach his/her measurable postsecondary goals?

    Yes = all of the following:

    ; Must be student specific based on measurable post secondary goals.

    ; Must be evidence of at least two years of coordinated set of activities.

    ; Must be evidence of coordination between school, family, student and/or outside agency.

    OR

    ; Must be documented evidence that this area was at least considered by the IEP team (can be N/A).

     (Coordinated set of activities page)

    Comments If no, select all that apply:

     Not student specific

     Less than two years of coordinated set of activities

     No evidence of coordination between school, family, student and/or outside agency

    Other:

25. Yes No N/A (N/A if student is not yet 17)

    Does the IEP include a statement of how the student and parents have been informed

    of the rights that will transfer to the student at age 18 if no legal guardian has been

    appointed, or to the legal guardian?

    (Age of majority page)

    Comments:

4/24/07 Linda Maitrejean, Lori Turim, Donna Hejtmanek and Katherine Strong 7 Adapted from Ed O’Leary’s Transition Requirements Checklist 11/06

    Wisconsin Statewide Transition Initiative

    Summary of Performance Checklist

    A best practice approach to meeting the IDEA 2004 transition requirements

    Demographic Information

    Date of Birth ___________________________________________ Date of Most Recent Annual IEP Meeting _____________________ Age at IEP Meeting Date _______

    First Name and Last Name of Student ________________________________ First and Last Name of Reviewer_____________________________________ School District ___________________________________________________ Building _________________________________________________________ CESA #: 1 2 3 4 5 6 7 8 9 10 11 12

    Gender of Student: M F

    Ethnicity: White Asian African-American or Black Hispanic, Latino or

    other Spanish origin Native American Native Hawaiian or Other Pacific Islander Bi-or multiracial Other (please specify) ____________ Information is Not

    Available/Don’t Know

    Primary Disability SLD EBD CD LI

    School Year _2006-07_

    Summary of Performance Checklist Review Date__________________________

Select one:

     Initial SoP Review

     Second SoP Review

     Third SoP Review

Directions on how to use the checklist:

    ; If you mark NO for any question, please add a comment.

    ; If you mark YES for any question and need to provide additional information,

    please add a comment.

4/24/07 Linda Maitrejean, Lori Turim, Donna Hejtmanek and Katherine Strong 8 Adapted from Ed O’Leary’s Transition Requirements Checklist 11/06

26. Yes No

    Was a summary of academic achievement completed for the student, specifically a description of both grade level and skill in:

    ; Reading (basic reading/decoding, comprehension and speed) and,

    ; Math (calculation, algebraic problem solving, quantitative reasoning) and,

    ; Written language (written expression)

    Comments:

27. Yes No

    Was a summary of functional performance completed for the student which may include general ability and problem solving, attention and organization, communication, social skills, behavior, independent living, self-advocacy, learning style, vocational employment, etc?

    Comments:

28. Yes No

    Were recommendations provided on how to assist the student in meeting his/her measurable postsecondary goals? These recommendations may be based on current effective accommodations, adaptive devices, assistive services, compensatory strategies and/or support services to enhance access and participation in measurable post secondary goals?

    Comments:

29. Yes No (Auto fill, do not need to complete on hard copy).

    Did the school provide the student with a complete summary of performance? Yes = Questions 27, 28 and 29 were all yes.

    No = Questions 27, 28 and 29 were NOT all yes.

4/24/07 Linda Maitrejean, Lori Turim, Donna Hejtmanek and Katherine Strong 9 Adapted from Ed O’Leary’s Transition Requirements Checklist 11/06

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