Transition IEP: What’s New and A Little Review Webinar
Question and Answers
For further information please contact:
Teresa Grossi, Ph.D., email@example.com
Center on Community Living and Careers
Indiana Institute On Disability and Community
I. Student Invite to Transition IEP
What the Law says. . . .
The members of the Case Conference Committee (CCC) who must participate in the development or
revision of a transition IEP are specified in 511 IAC 7-43-3(d)(2), which states that the public agency
(1) The student, and if the student does not attend, the public agency must take other steps to ensure
that the student’s preferences and interests are considered
1. What happens if we forgot to put the student on the invite list, but they came to the
They obviously knew since they attended but I would make note of it in the case conference notes.
However, students must be on the invite list and must be invited (written notice) before the
2. What if the parent does not want the student to attend?
If the student is less than 18 the school must still invite the student although the parent gets to
choose whether or not the student will actually attend, and the school must ensure that the student’s
preferences and interests are considered in the student’s absence.
3. How does prior invite be given if conference is scheduled for the next day or arrives in
the mail after the conference has been held?
The parent must be given adequate notice of the CCC meeting in the parent’s native language . . .
early enough to ensure that one (1) or both parents have the opportunity to attend. 511 IAC 7-43-
4. All conferences on ISTART7 require a transition component for secondary students, why
is it necessary to wait longer if the parent requests the next day? How is the notice
documented since transition has to be discussed?
If a parent requests a meeting for the next day and the public agency or school agrees, you must still
invite the student.
Transition IEP: Q & A - 1
5. The invite does not require the student to attend especially if the parent does not want
them there . . . .correct?
Yes, you must invite the student. It is the student’s choice (if of legal age) to attend or not. However,
if the student doesn’t attend, you must take other steps to ensure that the student’s preferences and
interests are considered.
II. Present Level of Academic and Functional Performance including
Age-Appropriate Transition Assessment
What the Law says. . . .
The Transition IEP must contain the following:
(1) A statement of the student’s present levels of academic and functional performance, including the
(A) How the student’s disability affects the student’s involvement and progress in the general
(B) Information from age-appropriate transition assessments of
(ii) preferences; and
(iii) interests 511 IAC 7-43-4(h)(1)
1. I thought grades were subjective and we were supposed to stay away from grades as
Grades are only one small piece of data to be used.
2. ISTART lists age-appropriate transition assessment as an assessment selection; do we
need to obtain parent consent to do an age-appropriate transition assessment?
No, parent consent is only needed for evaluation for eligibility. Transition assessment is an ongoing
process and tied to instruction.
3. When the state starts monitoring this evidence, will they need the hardcopies of
"evidence" attached (and will they look for it) OR is a well-written summary enough
A well-written summary of the findings that identifies the assessments used will be sufficient.
However, you should keep a hard copy of the assessments in the student’s file.
4. What are other examples of transition assessments other than the Iowa Assessment?
What is "What's My Bag"?
There are numerous assessment tools available. Some samples can be found at
http://transitionassessment.northcentralrrc.org/. We are working on developing a list of resources for
the state. “What’s my bag” is a inventory to assess job preferences.
Transition IEP: Q & A - 2
5. Are there assessment for independent living skills on the IOWA website or should we just
There are numerous independent living skills assessments. The IOWA website has one
http://transitionassessment.northcentralrrc.org/; use of ISTAR data is also good as a one piece of
data. We are working on developing a list of resources for the state.
6. Do we need to attach the assessments to the current IEP on ISTART 7?
No, you just need to identify what assessment you used and summarize the findings. You should
keep a copy of the assessment you used in the student’s file.
7. What type of evidence do we need for the independent living area?
An assessment must be identified that was used and summarize the findings.
8. Please give examples of specific projects in various content classes?
Co-Teaching English with 10 minute transition-focused lessons each day gave students the tools
they needed to help them in setting goals, figuring out a career path, and attaining their goals.
Career units conducted in English or Social Studies class
Hands-on or project-based learning—use of reflective journals, what students liked and didn’t like;
what worked for them and didn’t; how does it related to careers, etc.
9. What are self-determination skills?
Self-determination skills such as choice making; decision making; problem-solving; independent living
(risk taking and safety skills); goal setting and attainment; self-observation, evaluation, and
reinforcement; Self-instruction, self-understanding; self-advocacy and leadership.
10. What is a self-determination survey? Or What is a self-determination assessment?
There are a number of curriculums and assessment tools. You can go to www.youthhood.org to find
one; the Iowa Assessment Model also has some http://transitionassessment.northcentralrrc.org/.
Here are some resources:
Self-Determination Curriculum Resources
American Institutes for Research (AIR) Self Determination Assessments, (2009);
Curtis, E. (ND) It’s My Life: Preference-Based Planning for Self-Directed Goal Meetings, Facilitator’s Guide
and Goal Planner’s Workbook, I Want My Dream and New Hats Decks. Castle Valley, UT New
Curtis, E. (ND).The Self-Determination Profile. Castle Valley, UT: New Hats Inc.
Hoffman, A., Field, S., & Sawilowsky, S. (1996) Self-Determination Knowledge Scale. Austin, TX: PRO-ED
Field, S. and Hoffman, A. (1996). Steps to Self-Determination: The Self-Determination Curriculum. Austin,
Transition IEP: Q & A - 3
Halpern, A.S., Herr, C.M., Wolf, N.K., Doren, B., Johnson, M.D., & Lawson, J.D. (1997). Next S.T.E.P.:
Student transition and educational planning (Teacher manual, student workbook, & videos). Austin,
Martin, J., & Huber Marshall, L. (2009) ChoiceMaker Self-Determination Assessment. Longmont, Co:
Sopris West. http://sopriswest.com
Wehmeyer, M., & Kelchner, K. (1995).The ARC’s Self-Determination Scale. Silver Springs, MD: The ARC.
Wehmeyer, M. & Lawrence, M. (1995) Whose Future is it, Anyway? A Student Directed Transition
Process. Silver Springs, MD: The ARC.
11. Can the Planning for community living worksheet be used to document the student's lack
of need for an independent living goal?
Yes, it is an excellent worksheet to document as evidence that the student doesn’t need an
independent living goal OR as a starting point to develop the goals and activities.
12. The checklist you provided is a good way to show whether or not independent living
skills have been achieved?
Yes, it is an easy tool to determine if a postsecondary goal is needed and/or a starting point to
develop independent living skills.
13. Do you have free independent living assessment?
Yes, you can use the one that was sent for the webinar; you can go to
http://transitionassessment.northcentralrrc.org/. If you need more, just let me know.
14. If the student does need to work on independent living skills, but family and student
don't think so...what do you do? In other words, not an agreement on need for
independent living goal needed or not?
I would suggest you summarize your data and recommendations and document it in the IEP or the
case conference notes. Such as something like “although the data suggests that a Postsecondary
Independent Living Goal is recommended in the area of______________, the family and student
don’t believe it is necessary. The family has agreed to provide that support”.
15. How often do you need to do an age-appropriate assessment?
Each year the data should be sufficient to determine the student’s preferences, strengths, interests
and needs that support the postsecondary goals. Therefore for many students, yearly assessments
and/or activities will need to be conducted. Remember, assessments are both formal and informal.
16. Can we just update the Planning for Community Living worksheet if a mild disabilities
student has responded to it positively one year --need it be done year after year--or just
Transition IEP: Q & A - 4
You can update it and/or revisit it yearly if preferred. Unless something has happened within the
year, if you have evidence the student doesn’t need a Postsecondary Independent Living Goal then
you don’t need to continue to complete one.
17. Can a Person centered plan be used as evidence?
Absolutely. You will need to identify it in the summary section and summarize the findings from the
18. The slide titled Another Way to Present the Information is this located in the summary of
the age appropriate assessment?
Yes, it just helps identify what you are assessing for each of the postsecondary goals.
19. Evidence - independent living survey - does it need to be scanned and uploaded?
No, you just need to identify what assessment you used and summarize the findings. You should
keep a copy of the assessment you used in the student’s file.
20. Do you recommend having the "based on updated info..." in the actual outcomes section
of ISTART 7 or would you recommend putting it in the notes?
This should go either in the “Summary of Findings for Age-Appropriate transition Assessment” section
or if you say N/A under the postsecondary goal for Independent Living Goal, it can go right under it
where is says “Evidence that an ILS goal is not needed”.
21. Can this be used as a valid transition assessment piece for life skill students?
The Planning for Community Life Worksheet is a great starting point for all students. Many students,
such as students who participate in Life Skill classes will most likely need more in-depth information.
22. If assessments have been listed only, do I need to go back and summarize?
ISTART7 specifically says “summary of findings” as well as the law says to identify the “preferences,
strengths and interests”
23. Must you have completed an assessment before filling this section out?
Not necessarily. For students who are turning 14, this will be the starting point. So you may
summarize what you know of the student and maybe include an interview survey with the student
and parents. Then you should identify what you want to conduct for the upcoming year, e.g., “a
career interest inventory and a life-skill assessment will be conducted in the Career and Life
24. Do you recommend any career interest inventories online?
There are so career interest inventories available online and published hard copies. I would first start by
talking to your guidance counselor and see what they use (and possibly use it). You can also look at
www.learnmoreindiana.org or http://transitionassessment.northcentralrrc.org/ as a starting point. There
is also O’Net - http://www. online.onetcenter.org and Work Interest Quiz-www.myfuture.com
Transition IEP: Q & A - 5
1. Do you recommend the hard discussion with middle school students?
I would always error on the side of diploma. However, it is important for students and families to
understand the expectations and demands of high school and the CORE 40 requirements. It is
actually a discussion that should have begun at least by 3 rd grade during the process of considering
the appropriate state assessment.
2. In middle school it would be great if they would at least share the requirements of what
it takes to get a Waiver Diploma.
Here is a flowchart and a glossary of terms that may assist when talking with families. Of course, we
will need to update it after ISTEP is no longer available.
3. Are their waivers for ECA's?
No, not at this time.
4. We have students who are struggling to graduate from high school who still think they
are going to get a job that requires multiple college degrees.
As a professional, it is our job to make sure the student and families have all the information to make
an informed decision. Therefore, we need to ensure we have conducted the appropriate
assessments, provided appropriate experiences and provide the data to the student and family.
IV. Measurable Postsecondary Goals
What the Law Says . . .
The Transition IEP must contain the following:
Appropriate measurable postsecondary goals, based upon age appropriate transition assessments
that are related to: education or training; employment and if needed, independent living. 511 IAC 7-43-
A postsecondary goal is “generally understood to refer to those goals that a child hopes to achieve after
leaving secondary school (i.e., high school).”(IDEIA 2004, Federal regulations, analysis of comments and
1. How do you measure a goal that will occur after high school?
That is where the post-school follow-up survey is used. Did the event occur or not (e.g., enrolled in
college, employed, etc.). For purposes of accountability, can you determine (1-year following school
exit) the extent to which the student has been able to achieve what they set out to do and the extent
to which the education system did a good job in preparing students for the next step in life (Indicator
Please see http://www.iidc.indiana.edu/styles/iidc/defiles/CCLC/UnderstandingGoals.pdf to help you
meet compliance for measurable postsecondary goals.
Transition IEP: Q & A - 6
2. Where on ISTART 7 do we put all this information
It is under the section of “Outcomes” and says “Postschool Goals”.
3. When writing goals, with the wording of "will work, will get a job", is the school held
responsible if the student doesn't do these things?
As stated in question 1 of this section, “the extent to which the education system did a good job in
preparing students for the next step in life” means the course of study, instruction, transition services
and activities are aligned and support the student’s post-school goals.
4. How do you write postsecondary goals for a 14 yr old 6th grader who has no idea what
they want to do post high school?
As most typical 14 year olds, these are very broad goals (e.g., Will go to college, will get a job after
high school, etc.). For many students, each year as we learn more about the student’s preferences,
interests, strengths and needs, the goals will become more defined.
5. Do you need a timeframe - like will get a job within 6 months of graduation?
No, it just has to occur after high school.
6. Within Encore - the post secondary goals page are updated annually - meaning the fields
are open each year to address - is this sufficient for DOE that this is addressed/updated
According to the new regulation, you must provide evidence on the current IEP so I would suggest a
checkbox and/or a statement. For example, “based on the transition assessment information and
student/family input, the postsecondary goals will remain the same” OR have been changed to meet
the student’s desire.
7. What if the student is not realistic about their abilities and post-secondary options? Ex.
Student with low IQ thinks they will be a doctor? What happens when the student is not
willing to face reality about their limitations?
Data needs to guide the decision. Our job as professionals is to make sure the student and families
have all the information to make an informed decision. Therefore, we need to ensure we have
conducted the appropriate assessments, provided appropriate experiences and provide the data to
the student and family. We need to make sure we have done all we can.
8. Do you consider "placement" in sheltered workshop as employment?
Indiana uses the Rehabilitation Act’s definition of employment as
Competitive employment is work (a) in the competitive labor market that is performed on a
full or part-time basis in an integrated setting, and (b) is compensated at or above the minimum
wage, but not less than the customary wage and level of benefits paid by the employer for the
same or similar work performed by individuals who are not disabled [Rehabilitation Act 1998,
Section 7(11) and 12 (c), 29 U.S.C. 705(11) and 709(c)].
“Supported employment is competitive work in integrated work settings, or employment in
integrated work settings in which individuals are working toward competitive work, consistent
Transition IEP: Q & A - 7
with the strengths, resources, priorities, concerns, abilities, capabilities, interests, and informed
choice of the individuals, for individuals with the most significant disabilities for whom
competitive employment has not traditionally occurred; or for whom competitive employment has
been interrupted or intermittent as a result of a significant disability; and who because of the
nature and severity of their disability, need intensive supported employment services”
[Rehabilitation Act 1998, Section 7(11) and 12 (c), 29 U.S.C. 705(11) and 709(c)].
9. Is job coaching (supported employment) considered education/training?
No, job coaching is a service not a goal.
10. How do you write goals for students who are very limited? Nonverbal, no self help
IDEA’s intention and spirit is to raise the expectations for all students. Because of this, we have seen
through good supported employment services, individuals with very high support needs working
competitively. However, this does present challenges for us for those students who are medically
and/or technology-dependent. I can’t write a goal without knowing the student and knowing what
the data says.
11. Please clarify for someone whose ultimate goal is to participate in sheltered workshop is
to have an employment post-secondary goal? We know that they will not qualify for
“After high school, I will work in a job based on my interests and strengths”. However, please be
careful not to assume who qualifies for VRS and who doesn’t. That is the role of the VRS counselor.
They must take an application on anyone that is referred.
12. What if the child is only in the 6th grade and only needs minor modifications?
I assume you are talking about a child who primarily needs accommodations. If the child has an IEP
then they must meet the Transition IEP requirements.
13. Do those transition goals go under outcomes in ISTART7?
The measurable Postsecondary goals go in the section of “Outcomes”; Annual goals go under the
section of “Goals”. All the annual goals should be transition goals, that is, helping the student move
toward their postsecondary goals.
14. If the goals go under the outcomes section in ISTART7, do we also need a separate goal
sheet in the goals section?
Post secondary goals describe the long term expectations and go under the “Outcomes” section.
Annual goals refer to student achievement that will be developed during the upcoming year.
15. Please give an example of a post secondary employment goal for a MS student that is
broad but still is in compliance.
Please note I don’t know the student nor do I have any data on the student to use for developing the
goal however, you can go to http://www.iidc.indiana.edu/styles/iidc/defiles/CCLC/GoalExamples.pdf
for goal examples.
Transition IEP: Q & A - 8
V. Annual Goals
What the Law Says . . .
The Transition IEP must contain the following 511 IAC 7-43-4(h)(6 and 7):
(A) A statement of measurable annual goals, including academic and functional goals designed to
support and align with the student's postsecondary goals, that meet:
(i) the student's needs that result from the student's disability to enable the student to be involved
in and make progress in the general education curriculum; and
(ii) each of the student's other educational needs that result from the student's disability.
(B) For students who participate in alternate assessments aligned to alternative academic
achievement standards, a description of benchmarks or short-term objectives.
(7) A description of the following:
(A) How the student's progress toward meeting the postsecondary and annual goals described in
subdivision (6) will be measured.
(B) When periodic reports on the progress the student is making toward meeting the postsecondary
and annual goals (such as through the use of quarterly or other periodic reports, concurrent with the
issuance of report cards) will be provided.
1. How do we obtain a copy of the Effective Goal Writing Book?
Go to the DOE website under ISTART7: https://ican.doe.state.in.us/beta/tm.htm
Also there are a number of hard copies available for pick up if you contact Jolly Piersall at
2. Is example 1 on slide 49 considered a measurable goal? If so, how would it be
• James will demonstrate his self-advocacy skills by communicating his accommodation needs to
his general education teachers.
• As measured by accommodations used and verbal or written reports to TOR by general education
3. What if the goal the parent and/or student wants is not realistic for that student's level?
I assume you have data to help guide the discussion and not just subjective information. Therefore,
the baseline data should be the starting point for the goal.
4. Can you give us an example of a goal that is an approximation . . .
Think about this in terms of how the student’s goals can progress toward and demonstrate
appropriate mastery of specific grade-level content. See page 22 of “Effective Goal Processes: A
training module for educators”, Dawn McGrath, 2009. See question #1 to obtain the booklet.
5. Can you recommend the name of a goal writing book or manual?
I don’t know of a book that just has a list of goals however you can obtain the Effective Goal Writing
booklet at https://ican.doe.state.in.us/beta/tm.htm or see question #1.
Transition IEP: Q & A - 9
6. What is a curriculum rubric?
Rubrics are scoring guides that helps to evaluate a student's performance based on the sum of a full
range of criteria rather than a single numerical score. There are rubrics that are used throughout the
curriculum such as writing, science, etc.
7. There is confusion as to how many goals should be in the IEP. We've heard 3-5 goals is
our target. What about parents who want much more than that.....?
This is a local decision and something you need to discuss with your Director of Special Education.
The quantity will vary from student to student, but the effort should be on writing quality goals that
are manageable. I would remind each of you to remember that there are numerous skills that you
work on daily with students that are not part of an individual student’s IEP.
8. I thought measureable had to have a specific number or obtainable time period for the
Each goal should contain information on the time frame and means to measure student performance
but most importantly, how it will be measured. If you are using the graphing tools in ISTART7, you
will be defining that which will be measured, the present level, how it will be measured, and the
target point just by nature of creating a graph.
9. Give examples of data for self-advocacy goals.
You must first have a clear definition of what you want the student to do. Remember the definition of
self-advocacy - Self-advocacy refers to:
an individual’s ability to effectively communicate, convey, negotiate or assert his or her own
interests, desires, needs, and rights. It involves making informed decisions and taking
responsibility for those decisions. (VanReusen et al., 1994)
Self-knowledge is the first step towards advocating for your rights. You need to know your
strengths, needs, and interests before you can begin to advocate.
So it can be something such . . . As reported by general education teacher to TOR; number of times
the student decides to . . . . . ;
10. How is 80% different from getting a C or better in a class?
80% or better is on a specific goal/skill to help support the student's needs that result from the
student's disability to enable the student to be involved in and make progress in the general
education curriculum; and other educational needs that result from the student's disability. The 80%
or whatever criteria are established should be determined based on baseline data. The most
important piece of information to address is “80% of what”. Make sure that you have selected a
performance metric that translates meaningfully to this percent. Some classroom assessments meet
11. Do we not have our staff update transition goals monthly like the state requires for every
We are unaware of any requirement to update any goals monthly.
Transition IEP: Q & A - 10
12. For those of us using ISTART7, are the post-secondary goals listed with the other
"annual" goals or in the Outcomes Tab with the I will statements?
They are listed in the Section titled “Outcomes” and yes they do start with “I will” statements.
13. What if the accommodation question added to their goal, "as measured by reports from
general education teacher to TOR?"
Yes, this is appropriate especially if you determine the frequency of the reports.
VI. Transition Services and Activities
511 IAC 7-32-100 "Transition services" defined
Sec. 100. (a) "Transition services" means a coordinated set of activities for a student with a disability
(1) are designed to be within a results-oriented process that is focused on improving the academic
and functional achievement of the student with a disability;
(2) are incorporated into the student's transition IEP in accordance with 511 IAC 7-43-4; and
(3) facilitate movement from school to postschool activities, including, but not limited to:
(A) postsecondary education;
(B) vocational education or training, or both;
(C) integrated employment, including supported employment;
(D) continuing and adult education;
(E) adult services;
(F) independent living; or
(G) community participation.
(b) The coordinated set of activities described in subsection (a) must be based on the individual student's
needs, taking into account the student's strengths, preferences, and interests, and include the
(2) Related services.
(3) Community experiences.
(4) The development of employment and other postschool adult living objectives.
(5) If appropriate:
(A) acquisition of daily living skills; and
(B) provision of a functional vocational evaluation.
1. I work at a charter school only up to eighth grade. How do I connect with high school
and representatives for transition services and what services should they be?
You should be providing some of the activities already such as a career plan given by guidance
counselors. However, I would suggest you talk to your local high school personnel that your
students will feed into for high school.
2. For eighth graders, what transition services are we to provide?
There are career plans, career interest inventories, and some schools offer Life skills classes while
others offer “reality stores”. Any school or class activity that supports the movement toward the
student’s postschool goals or that you learn more about the student’s preferences, strengths,
interests and needs.
Transition IEP: Q & A - 11
3. Is there a specific form for us to use to get consent sophomore year to talk to VRS or do
we just use our corporation consent forms?
You need to check with your local Director of Special Education. As long as the consent form meets
requirements of whom it is for and what is being shared with signatures, you should be fine.
ISTART7 has one as well. The main thing to remember is that you cannot talk about a specific
person to an outside agency (e.g., VR, BDDS) unless you have the consent. You can only talk
general terms and not use names.
4. Where do we get a consent form for VR?
Your local district should have a consent form or you can call your local VRS office to determine an
acceptable form. If you are using ISTART7, there is a form included.
5. If the local district does the plan during the 9th grade or at the end of the year, is this
acceptable and do we have to have annual consent for Vocational Rehabilitation?
No, Vocational Rehabilitation can only serve students 16 years and older as well in the last year of
their school. That is why we encourage districts to invite VRS to the CCC during the student’s junior
6. What if the student is 18 but staying until they are 22? VR told me they didn't need to
come until the last two years of the student's schooling. What should we do?
You should be providing transition services. VRS should only be invited for those students who will
receive their services (not all students will) and in the last 2 years of schooling (either junior year or
next to the last year such as 21 years old).
7. Could you define services that are provided by VR before completion on high school,
because we have been told there cannot be an overlap?
The ultimate goal for all students is that service connections are made prior to leaving school,
regardless of whether they will obtain VRS services or not (e.g., college, housing, residential). It is
not that the services can’t overlap, it is that they cannot provide services that the school is and/or
should be providing (e.g., work experiences, teaching self-determination, etc.).
However, for students going directly into college or any higher education institution, it is important
that by January of the student’s last year that the application and intake process are underway. You
will want to make sure the student has submitted all the financial aid information so that services
that are going to be provided by VRS can be determined before the student leaves school. I would
suggest you take a look at the booklet “Is College For You?: Setting Goals and Taking Action”. See
http://www.iidc.indiana.edu/index.php?pageId=84 to obtain a copy. This booklet is wonderful for
students and families.
If a student is going straight into the workforce and will need assistance, then VRS can ensure that
the student and family choose an employment provider to assist with the employment process. The
employment provider (e.g., local community rehabilitation program or mental health center) can
begin getting to know the student, providing job development activities, figuring out transportation,
etc. to ensure the student leaves school connected to the agency and ultimately with a job. If a
student is obtaining a diploma, this may be a little more challenging since the student will need to
concentrate on completing the credits. Again, I would highly recommend you talk to your local VRS
Transition IEP: Q & A - 12
8. Since our regional VR office has said they will not participate until the Junior year,
should we not invite them until that time?
Yes, that is correct. There is nothing the VRS counselor can do prior to the junior conference unless
you need specific consultation (e.g., van modification or a student is at-risk for dropping out).
9. Could you address VR intake process for students with disabilities?
1. The VRC is invited by the school to the Case Conference the student's year prior to exit.
2. The VRC explains services and depending on time, can take the application for services at that
time, or schedule an appointment to take the application at a later date when convenient for
everyone (VRC, parent, student, guardian) involved. The scheduling of this will also depend on
when the school holds the conferences....and how they are held.
3. Once the application is taken, the VRC has 60 days to determine eligibility. The VRC may need to
have additional testing completed and that will need to be completed within those 60 days.
4. If determined eligible, the VRC and student then have 120 days from the day they are
determined eligible to develop the Individualized Plan for Employment. They then have 60 days
to implement the IPE from the day it is approved. This Plan must be developed prior to the
student's exit from high school.
5. Once the Plan has been approved by the Area Supervisor, services can begin.....even if the
student is still in school and it is appropriate.
10. Once VR has come and met with the student, should you continue to invite to future
conferences on the same student?
Depends on what the purpose is? This is something that you can ask the local VRS counselor. If
they will be providing a service or consultation, yes. However, it is based on individual cases.
11. But if the student is 20 and Voc. Rehab. isn't invited because they still have 2 or 3 more
years, it looks like we aren't compliant?
There is nothing in the law that says not inviting VRS would make the IEP noncompliant. The law
says “For transition services that are likely to be provided or paid for by other agencies with
parent or student (once the age of majority is reached) consent, is there evidence that
representatives of the agency(ies) were invited to the Transition IEP meeting”? So if they are not
providing or paying for a service, then it is not appropriate to invite them.
12. In the transition section of ISTART7, it requires that written documentation be provided
to parents at the conference. Is there a stipulated type or quality of this
Article 7 (511 IAC 7-43-3) says “At the CCC meeting, orally advise and provide written materials to
the student and the parent that describe the:
(A) Array of vocational rehabilitation services that may be available; and
(B) Process to access those services
13. What about the student who will not be accessing VR services? And family has not
selected a desired agency to connect with? There would be no "outside agency"
That is correct. You would mark “N/A” on the transition checklist.
Transition IEP: Q & A - 13
14. What kinds of community service assistance is available?
It depends on your community. Please feel free to contact me so I can guide you to local resources.
15. I am confused because last year I had to reconvene conferences for kids like James
because we had not listed a vocational rehabilitation person on the NOCC. This seems
to go against first bullet on slide 55.
See question 8 and 11 above.
16. What is available besides vocational rehabilitation?
It depends on what the needs of the students are: mental health, developmental disabilities, Work
One Centers, etc. There are a number of local community resources available. Please feel free to
17. Where does standardized testing (act/psat/sat,etc) fit in on their transition IEP when
accommodations are needed?
It taking one of these tests help a student meet their post-secondary goal (e.g., going to college),
then it is a transition activity. This would mean that the school would be responsible for ensuring the
student has all the necessary information to sign up and take the test, including the
18. What's too early to invite VRS? 6th, 7th, or 8th grade ever??
Yes, See questions #6 and 9.
19. How much explanation do we give the parent on the idea of inviting VRS if the student
is still in middle school?
I think this would be confusing. I believe the year before you are going to invite them is a good time
to provide the information about the array of services and how they can assist. However, depending
on the student/family, it may be appropriate to provide the information earlier.
20. If a college needs an educational evaluation less than three years old in order to provide
accommodations for that student in college, do we have to test or can VR?
IDEIA 2004 has stated “The evaluation described in subparagraph (A) shall not be required before
the termination of a child’s eligibility under this part due to graduation from secondary school with a
regular diploma, or due to exceeding the age eligibility for a free appropriate public education under
State law. [Part B, Section 614 (B) (i)]”
Therefore, a school can but it is not required. VRS can but the student would need to be eligible and
have an open case first. Otherwise the testing cost would be the responsibility of the student/family.
21. After a student has completed 4 yrs of high school, but the district offers an 18-22
transition program can the student be eligible to begin receiving VR services at the end
of their 4 yrs or do they have to wait until they exit from the transition program at age
They must wait until the student’s last year of school (e.g., senior year or 22).
Transition IEP: Q & A - 14
22. ISTART7 automatically prints out a permission form that we can invite VRS to the
conference. Does that count as permission to talk to them?
Yes, if it is signed by the family
23. Can the consent to transfer and the consent for the VR counselor to attend - be put on
the same form?
I’m not sure what you mean by “transfer”. But one form can serve many purposes if signed and
24. Does the ISTART 7 notice requesting consent for VRS sufficient in the junior year or do
you have to do it in the sophomore year?
It must be signed prior to inviting the VRS counselor. You cannot use a student’s name or invite a
counselor to a conference if the student/family has not given your written permission
25. Is it appropriate for teachers to list services like SSI or BDDS for a student who will
need those contacts after the K-12 system?
It is appropriate to state that information/materials has been provided on these specific services
under transition activities/services section.
26. Do you have any knowledge about the renewal of the funding grant for First Link?
It has been delayed.
27. Are there schools that are having success with adult providers coming in and being
willing to take over job coaching services for an adult student in their senior year?
Yes, there are many, however, the student must have an open VRS case.
28. Do you have a list of services and agencies that provide services without cost to the
student and his parents?
It depends on what the student needs for services. You can contact me directly.
29. If we know that a student needs to, or has applied for Medicaid waivers, do we need to
invite a BDDS rep?
Not necessarily. It depends on the purpose of their attendance. They don’t have to be there
however please see question #11
VII. Course of Study
1. At what age must the course of study be initially completed by the school?
The course of study typically occurs during high school with the guidance counselor or at the time of
creating the Transition IEP.
2. Shouldn't the course of studies list classes working towards post-secondary?
Transition IEP: Q & A - 15
Yes and it is typically done with guidance counselors in a 4-year plan. Since CORE 40 is rather
prescriptive, identifying electives or courses to support postsecondary is very important. From an
accountability standpoint, the following 2 questions may help.
Does the course of study (instructional program of study) or list of courses of study align with the
student’s identified postsecondary goals? That is, if a student wants to go onto a 4-year college
then they need to be obtaining the requirements for a CORE 40 diploma. If they want to go onto
Ivy Tech then either CORE 40 or General Diploma should be the focus.
Are the courses of study a multi-year description of coursework from the student’s current to
anticipated exit year that is designed to help achieve the student’s desired post-school goals?
This occurs mostly with guidance counselors’ plan. However it often depends on the courses
passed, etc. You are expected to identify the classes in which the student will participate that will
lead to the expected outcomes.
3. With regard to "Course of Study", do we need to include the type of diploma the student
is working toward, their schedule of classes, or both?
You need to state the diploma they are working on and the assumption is that if a site visit occurred
that a course of study could be found either in their file or in the guidance counselor’s office.
VIII. Other Questions
1. What if the parent requests the conference the next day?
According to Article 7, 511 IAC 7-42-2 (a). A CCC meeting must be scheduled at a mutually agreed
upon date, time and place.
2. What do we do if a parent walks in and wants to have a conference?
Please see question #1
3. What is a transition coordinator and how do we find out who this is?
I would suggest you ask your local special education director or department head. Each LEA defines
the position a little differently in that some are located in central administration and others are
located in the high school. Overall, a transition coordinator serves as a facilitator and a resource for
teachers to support students and their family transition to college, employment and/or community
Transition coordinators assist individuals and their families to plan for their future by connecting to
personnel and community resources specific to their needs. This requires knowing the community
resources and systems to help students and families navigate and understand what is available to
4. When will we be expected to include these new requirements?
If they do not meet the standard, you will be found out of compliance.
5. Will we need to go back and revise transition IEPS?
No. the invitation to the student should already be in place (at least for ISTART7 users) and the
updating post-secondary goals annually was just been added. So from this point on you need to
make sure it happens.
Transition IEP: Q & A - 16
6. Will we be completing an exit survey this year and if so what form should we be using
Please see the message below from Dawn McGrath sent to Directors.
7. What do we know about the monitoring of the exit interview now?
Sent January 6, 2010
I have received a number of questions from those of you who are wondering if you should gear up
for the Post Graduate Follow Up Study. After answering a few individual emails, I thought it made
more sense to answer the question broadly.
(Do not try to pronounce this…) The PGFUS data was used to address Indicator 14 of the APR. That
indicator only asks for the percent of youths who had IEPs and are now competitively employed
and/or enrolled in post secondary schooling within one year of leaving high school. There is no
federal requirement to collect exit data* or to collect data after more than one year from leaving
Although the additional data is interesting for research, we are purposeful in reducing the clerical
burden for nonessential activities. Therefore, we will be employing a contractor to conduct the
survey that will be used for reporting Indicator 14. At this time, the RFP selection process for this
work is still in progress, but once the contractor is selected, we will have more detailed information to
share. You may be asked for light cooperation, like submitting contact information to support the
survey process, but in general you can plan to dedicate to other purposes those local resources that
had been spent on this data collection expectation.
*(Although exit data for PGFUS is not required, the exit conference is still an expected practice for all
students, with SOPs being provided for students with IEPs.)
Dr. Dawn McGrath
Coordinator of Special Education
Indiana Department of Education
Transition IEP: Q & A - 17