Question

YES

NO

1. Does transition drive the process of developing the student’s IEP by the time the student is 14 years old?

2. Do transition goals address outcomes for the student’s life beyond high school?

3. Do these transition goals represent and support the vision of the student and family?

4. Does the IEP specify a course of study (the educational coursework and experiences in school and the community) that will enable the student to pursue post-secondary goals?

5. Does the educational coursework outlined in the IEP meet the requirements of the diploma option that the student/parent(s) have selected?

6. Are transition goals translated into IEP objectives that address the student’s needs in the areas of:

  • Instruction

  • Related services

  • Community experiences

  • Employment/other post-school adult living skills

  • Acquisition of daily living skills, if appropriate

  • Functional vocational evaluation, if appropriate

7. By age 16, does the IEP describe interagency responsibilities and needed linkages that support the student’s transition goals?

8. Does the IEP team invite to its meetings the representatives of agencies enumerated in the IEP, as well as other individuals who can support the student’s transition goals?

9. Are ample opportunities for IEP revision provided as a result of the student’s experiences and changing interests ?