What a Transition IEP Document Should Include
From Autism Transition Handbook
From the National Center on Secondary Education and Transition, Institute on Community Integration (NCSET))[1]
The Transition IEP document should include the following:
- Present level educational performance—may include information as it relates to post school goals and information from families, employers, and others;
- Statement of transition service needs (age 14)—generally based on such factors as transition assessment, environmental barriers, and future adult goals; (N.B. This is no longer required under IDEA 2004)
- Statement of needed transition services (age 16)—may include instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and if appropriate, acquisition of daily living skills and functional vocational evaluation;
- Annual goals—generally based on long-term future adult goals (using assessment information and adult goals);
- Short-term objectives or benchmarks—are measurable and represent steps to meet annual goals;
- Statement of interagency responsibilities—generally includes information about who will provide needed transition services outside of the local education agency;
- Statement of participation in state and district-wide tests—describes the modifications in the administration of these tests that the students will need. If a test is not appropriate for the student, the IEP must state why the test is not appropriate and how the student will be tested instead; and
- List of special education and related services—to be provided to or on behalf of the child, including supplementary aids and services, modifications of the educational program, and supports for school personnel, such as training or professional development, that will benefit the student.
References
- ↑ IEP & Transition Planning: National Center of Secondary Education and Transition. [online] Retrieved 5/4/08, from www.ncset.org
