Highlighting Transition and the IEP

1. Highlighting Transitionandthe IEP Presented By: IEP Managers NYCDOE Integrated Service Centers 2009 - 2010 1

2. The IEP Managers Staten Island ISC Janet Blit: jblit@schools.nyc.gov Brooklyn ISC Nick Chavarria: nchavar@schools.nyc.gov Manhattan ISC Madeline Rochelle: mrochel@schools.nyc.gov Queens ISC Tanya Smith: tsmith18@schools.nyc.gov

3. Table of Contents • I – The What and Why of Transition • II – Phases of Transition • III - Transition Focused Reviews 2009-2010 (NYC/SED) • Random Sampling – Indicator 13 • IV – Transition Mandates and the IEP • V – Exit Summary • VI - Appendix

4. Audience Poll • Who is in the audience? • Teachers • Administrators • Related Service Providers • Clinicians • Other

5. The What and Why of Transition and The Level I Vocational Assessment for the ISC PROTRAXX Professional Development: “Educational Benefit Review Process” 5

6. Audience Poll • What is Transition? • A coordinated set of activities designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the student with a disability, to facilitate the student’s movement from school to post-school activities • The movement of a student from elementary to middle school • The movement of a student from middle to high school • The evaluation process for “Turning Five” students

7. Transition is: A coordinated set of activities designed to be within a results-oriented process, that is focused on improving theacademic and functional achievementof the student with a disability, to facilitate the student’s movement from school to post-school activities.

8. Coordinated Set of ActivitiesShall include statements that show inter-connectedness among transition activities in the following areas: Instruction e.g.:studying resume writing, career exploration, personal finances Community experiences e.g.:including summer jobs The development of employment and other post-school adult living objectives Acquisition of daily living skills and functional evaluation, where appropriate e.g.: navigating the subway, banking/ budgeting, self care, etc. Related servicese.g.:working with the speech provider on interview strategies, business etiquette or how to speak to a supervisor/customer IEP meetings (include student & parent) Exit Summary

9. Transition services include, but are not limited to: • Post-secondary education • Vocational education • Integrated competitive employment • Continuing and adult education • Adult services • Independent living • Community participation

10. When and How are Transition Services Indicated? • In the year that the student turns 12: A Level 1 Vocational Assessment is conducted (See SOPM pages 220-222). • In the year that the student turns 14: Incorporate findings from the Level 1 Vocational Assessment into the IEP • Begin using the Transition page (10) of the IEP (Long Term Adult Outcomes only). • In the year that the student turns 15: The Transition Services (bottom half of the page) are added to the Transition page of the IEP and implemented by the school. • Transition Services begin. • In the year the student graduates or turns 21 (leaves school): An Exit Summary must be conducted (See SOPM pages 224-229)

11. Level I Vocational Assessment(SOPM Page 50 & Pages 220-222) The Level I Vocational Assessment is required for all initially referred students age 12 or older and must be part of the information considered at the review of an IEP for all students receiving special education services who will turn age 12. A Level 1 Vocational Assessment incorporates information gathered from the: student parent teacher(s) / provider(s) utilizing the DOE Level 1 Vocational Assessment interview forms, and a review of school records to determine vocational skills, aptitudes, and interests.

12. Levels of Vocational Assessments Based on the student’s age, abilities, expressed interests, and needs, an appropriate vocational assessment may include: Level I - the review of existing school information and the conduct of informal interviews (SOPM page 220-222) Level II - the administration of one or more formal vocational evaluations Level III - job and student performance analyses made in real or simulated work settings as reported by the student, employer, job coach, or vocational evaluator.

13. IEP Meetings – Transition Planning Beginning at age 14, if appropriate, students must be invited to all IEP meetings. An invitation letter must be sent to the student. The invitation should prepare the student for the IEP meeting by asking the student to think about the following: What do you want to do after you complete school? What can you do now to achieve these goals? What skills do you still need to learn? What kind of support do you need?

14. NOTICE OF INDIVIDUAL EDUCATION PROGRAM (IEP) TRANSITION PLANNING MEETING (distribute along with Notice of IEP Conference) Dear (Student’s Name): You are invited to participate in your next IEP/Transition planning meeting scheduled for: DAY/DATE:______________________________ TIME:____________________________________ PLACE___________________________________ At this meeting we would like to talk with you about how you are doing in school, what you would like to do when you complete school, and what activities your Individualized Education Program (IEP) should include. These activities will be added to your program to help you prepare for your future, and learn the skills that you will need as an adult to be successful in living, learning and working after you complete school. Before the meeting please think and talk with others about what you want to do after you complete school, what you can do now to achieve those goals, what skills you still need to learn and what kind of help you will need. We would like you to come to the IEP/Transition meeting ready to share the following information: What kind of job do you want to have? Where will you live-on your own or with others? What do you want to know more about? What will you do with your free time? How much money can you earn, how will you pay your bills? How will you get around-by car, by subway, bus, special transportation? At the IEP/Transition meeting you will also be getting information to help you make choices. The following people have been invited to come to the meeting to help your program: STAFF:_______________________________ SCHOOL:_____________________________ AGENCY:_____________________________ These people know you and have suggestions to make, or they know about different programs for you. If you would like to invite anyone else to the meeting please let us know. Remember this is the first step. You will have time during the next few years to try out different ideas. We will work with you to help you explore and decide what you want to do in the future and to help you prepare for it. I look forward to seeing you at the meeting and assisting you in planning a good program for your future success. Please have your parent call ______ to confirm at _____. Sincerely, _______________________________________ Title: SAMPLE 14

15. The Phases of transition and Indicator 13 for the ISC PROTRAXX Professional Development: “Educational Benefit Review Process” 15

16. NYS Performance Plan 6 year plan 20 State Performance Plan indicators Measurable & rigorous targets Improvement strategies Annual Performance Reports (APR) Public reporting of district results Consequences for insufficient progress

17. Audience Poll • What is Indicator 13? • A Halloween ritual • A part of the New York State drivers’ test. • Part of the performance plan that requires NY State to annually report the percentage of youth aged 15and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the (measurable) post-secondary goals. • A procedure used by NY State to gather data on students who have graduated/left secondary education that evaluates Transition preparation of the students.

18. State Performance Plan Indicators

19. State Performance Plan: Indicator 13 #13: …requires the State to annually report the percentage of youth aged 15and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the (measurable) post-secondary goals. ((20 U.S.C. 1416(a)(3)(B))

20. State Performance Plan Reporting School to NYSED NYSED to USDOE (Annual Performance Report – APR) (Statewide results) NYSED to Public State reports annually to the public on the performance of each District /School on the targets in the State Performance Plan http://eservices.nysed.gov/sepubrep/

21. Indicator 13 in NYC Random Sampling 100 students Sample & report each year Maintain documentation 7 years Team reviews IEP’s Tallies results, determines compliance Reports results to SED Must meet all 8 criteria for compliance Expectation = 100% compliance

22. Transition Focused Reviews 2009-2010(SED / NYC) • Transition Focused Review Activities: • (Random Sampling) • Student record reviews • Students’ current IEP, including transition plan; • Students’ transcripts; • Students’ latest report cards and /or interim assessments conducted for the student since September 2008 to the present; • Students’ current class schedules/program cards; • Interviews • Building administrators • Transition linkage coordinator • Special education teachers • General education teachers • Students • Visits to classrooms and other areas of instruction • Career track classes (e.g., law, economics, medicine, etc.) • Vocational classes/internship placements (e.g., culinary arts, electronics, aviation, etc.) • General academic classes that relate directly to the students postsecondary interests as noted in their IEPs (e.g., math, music, science, etc.) • Education benefit activity-Transition focus • Determining if the IEP/Transition Plan was reasonably calculated to result in educational benefit and attainment of measurable post-secondary goals • Reviewing IEP Transition Plan for three students over a period of three years • Parent informational sessions

24. Educational Benefit Chart/ Focus Transition

25. Classroom / Instructional Area Visitation Observation Form

26. Parent Informational Session Discussion Questions • Do you know what Transition means in relation to your child? • Do you know if your child has been evaluated in relation to his/her postsecondary interests, goals and/or needs and aptitudes? • Do you know if your child will graduate with a local/Regents diploma or an IEP diploma? • Have you asked your child about their future interests and concerns? • Have you been asked by someone at the school what you feel your child needs in order to prepare for postsecondary and adult life? • Did you attend your child’s IEP meeting (either in person or over the telephone)? • Did your child attend the meeting? • Was your child’s transition needs and goals discussed at the meeting? • Was there sufficient time to discuss all areas of concern? • Did you receive a copy of your child’s IEP and Transition Services? • Were you satisfied with the transition recommendations? Why/why not? • Is your child receiving his/her transition services? • SUGGESTED TOPICS FOR DISCUSSION AT PARENT INFORMATIONAL SESSIONS FOR TRANSITION • 1. IDEA 2004- describes the required components of the transition plan. • Student must be invited to participate in the IEP meetings to discuss his/her goals for life after high school. • Meetings to discuss Transition planning may be requested during the school year. • Representatives of local agencies may be invited to Transition meetings to discuss goals and services to support goals. • The IEP, including the transition plan, should reflect the student’s interests and skills. • Annual transition goals in the IEP should lead to successful post high school outcomes. • Progress towards meeting post-secondary goals should be documented and measurable. • For example – progress reports about a child’s community based work experience should be reported and included in any discussion about employment after graduation. • 2. Definitions and clarifications of terms relating to Post Secondary Goals and Transition Planning • Preparation for postsecondary school, careers, and adult living and requires that the school analyze child’s interests and abilities in relation to these outcomes and provide goals and services that will help your child to achieve success in realizing his/her goals. • What is Transition? • What are transition services? • What is an Individualized Educational Program (IEP)? • 3. What must be included in a Transition IEP? • Present Levels of Performance, • Postsecondary goals, • Annual goals • Transition Services and supporting activities including monitoring of progress, roles of school, parents, outside agencies. • 4. What parents need to know about for transition and post secondary planning • Graduation requirements and the effect of graduation on eligibility for special education services • Names of local agencies that provide transition program, job coaching, etc. • If appropriate contact information for local Office of Mental Retardation • Post high school training programs, local vocational schools, etc.

27. The IEP Page-by-Page Connections: Educational Benefit Review Process for the ISC PROTRAXX Professional Development: “Educational Benefit Review Process” 27

28. Determine if there is a clear relationshipamong: Present levels of performance Identified needs Annual goals Transition Short term objectives (required only for Pre-K & Alternate Assessment Students) Progress reports Accommodations/modifications Recommended services THE IEP:DOES IT ALL CONNECT? Is there a clear connection of the student’s transition needs throughout the IEP? 28

29. Educational Benefit Chart/ Focus Transition

30. Educational Benefit Chart/ Focus Transition

31. Summary of Educational Benefitreflects on the quality of IEP development to increase student access, participation, and progress in the general education curriculum The intent of a “Free Appropriate Public Education” (FAPE) for students with disabilities is: to design individualized instruction with sufficient supports and services to enable the student to receive educational benefit. What is Educational Benefit? Determining if there is a clearrelationship between: the identified needs/present levels of performance, annual goals, accommodations/modifications & services/placement (DOES IT ALL CONNECT?) Have changes to annual goals, services/placement been made based on the results of the student’s progress? (HAS THE IEP BEEN WRITTEN/MODIFIED TO MEET THE STUDENT’S CURRENT NEEDS?) Information on the student’s IEP: strengths, needs, annual goals, accommodations & modifications, services/placement & progress compared – looking for patternsover the past 3 years (DOES THE IEP GIVE A CLEAR PICTURE OF THE STUDENT’S PROGRESS THROUGH THE YEARS?) The Purpose of the Educational Benefit Review Process is: to determine whether the design of the IEP was *reasonably calculated for the student to receive educational benefit. * Reasonable Calculationevaluates if the IEP reflects on the student’s present levels of performance, goals, supports & maximize access, participation & progress in the general education curriculum 31 Staten Island Integrated Service Center (ISC)

32. Infusing Transition into the IEPTransition elements must be included in students’: Present Level of Performance Statements Measurable Post Secondary Goals Measurable Annual Goals Special Education Services Coordinated Transition Activities Participating Agency Assistance 200.4(d)(2)(ix) 32

33. Audience Poll • How many viewers have read or written a Transition IEP? • I have read/written a Transition IEP. • I have not read /written a Transition IEP.

34. The IEP Must IncludeStatements that show the interconnectedness between transition activities in the following areas: Instruction Related services Community experiences The development of employment and other post-school adult living objectives and Acquisition of daily living skills and functional vocational evaluation, where appropriate 34

35. School: ____________ Student’s Name: _______________________ Date: ___________ SAMPLEIEP Meeting Agenda (SOPM p. 77) • Note: The District Representative “chairs” the meeting • 1) Member Introduction: title and role at the IEP Meeting • 2) Purpose of IEP Meeting and summary of the IEP team obligations • 3) Review of Procedural Safeguards with parent(s) • 4) Identification of evaluations and other information for consideration to determine: • • whether the student has an identified disability; and • • whether the student requires special education services • 5) IEP Development • present levels of performance • • annual goals* • • accommodations, if necessary • • promotion criteria • • diploma objectives/transition • • recommended services and level of service delivery • 6) Summary of IEP determinations and opportunity for parent to ask questions • 7) If the meeting is a subcommittee meeting, inform the parent of their right to request a Full Committee meeting if s/he disagree with the recommendation** • 8) Next Steps, as necessary (for example, the placement process outlined in SOPM-section 7) • 9) Finalized IEP to be distributed at the end of the meeting or immediately sent to parent. • NOTES: • The date the IEP is provided to parent must be indicated on the Contact Sheet in the student’s file. • Complete “Placement Preference Form” located in the SOPM-page 210, if program is not available in current school. • Complete Level 1 Vocational Assessment (age 12+) and/or Diploma Objective/Transition Plan (*age 14+). • Students 14+ MUST be invited to the IEP Meeting (if applicable). • *Draft IEP goals may be brought to Annual Review meetings by the special education teacher and/or Related Service Providers to be discussed and finalized at the meeting with the parent. • **The DOE has ultimate responsibility to ensure that the IEP includes the services that meet the needs of the student.

36. SOPM: Spotlight on the IEP Page-by-Page Color Codes: Yellow-SOPM pages Orange-Transition Highlights Grey-FYIs Blue-Transition Citations 36

37. We urge schools to combine the 3-year-review (Tri) (if applicable) and the annual review, by moving the IEP Meeting up to the earlier compliance date, when possible. An IEP may be amended onlyafter an annual review meeting.(See SOPM Pages 13, 72-73) Check this box to indicate that this IEP reflects Transition Services IEP Meeting Agenda (See SOPM Page 77) (ISP-See SOPM Page 92, 119-121) VERIFY 200.4(d)(2)(ix) Indicate the student’s current grade. VERIFY Definition of a Parent (See SOPM Pages 35-38) Parental Revocation (See SOPM Pages 41, 140-141, 193 & 194) VERIFY - NEVER LEAVE BLANK Note: for all CTT classes K-12 the staffing ratio is 12:1 (See SOPM Page 13) IEP meeting recommendations are written here at the end of meeting e.g. Special Class with Related Services (if applicable) Checking this box indicates “Special Education” Transportation Medical/physical:”ABR” (See SOPM: Pages 92, 120- Alternate placement statements- if applicable:) (See SOPM page 55: Bilingual Cascade) (The type of vehicle (e.g. mini wagon) is not to be indicated on the IEP-See SOPM page 94) Prior to writing on this line, contact your school’s Special Education Liaison for “Specialized Transportation” Procedures 37

38. NOTE: All mandated members MUST sign this page only if they attend the IEP meeting Check appropriate box below Mandated Member (See SOPM Page 65) (See SOPM Page 64 & 67) Mandated & designated by the Principal Mandated Member (See SOPM Pages 66-67, 71, 76, 103, 109 & 153) (See SOPM Pages 67, 69, 71 & 72) Mandated Member (See SOPM Pages 64, 65, 67, 70, 75, 104 & 153) Students age 14 and older, must be invited to the IEP meeting - (see sample invite) See Sample Student IEP Meeting Invitation Handout (See SOPM Page 66) 200.4(d)(4)(i)(c) Additional Members (See SOPM Page 68) Chapter 408 (See SOPM Page 112) (See SOPM Pages 64, 67, 69, 70 & 74)) Member Excusal (See SOPM Pages 70 – 72 & 179) NOTE: IEP TEAM MANDATED MEMBERS CANNOT BE EXCUSED FROM INITIAL MEETINGS All changes must be written here & check appropriate box These dates must be indicated not to exceed one year not to exceed one year These dates must be indicated These dates must be indicated (See SOPM Page 76) (See SOPM Page 76) SC/CTT Preference Form(See SOPM Pages 109) 38

39. 200.4(d)(2)(ix)(a) JARGON-FREE Present Levels of Performance Samples (See SOPM Pages 105-107) Student’s STRENGTHS & needs should be described in this section. Describe the instructional implications of the testing results listed below (What does the testing results listed below look like in classroom instruction?). Transition interests and needs are part of the PLoPs IMPORTANT: All student’s academic needs described in this section should be addressed on IEP page 6-annual goals. Include present levels of performance from related service providers (if applicable). 200.4(d)(2)(ix)(c) Transition statements in the present levels of performance on this page must be used to develop transition plan goals on IEP pages 6 & 10 _____ _____ Results of the assessments in this section should be described above (Scores recorded should be current – within 1 year) Results of the assessments in this section should be described above (Scores recorded should be current – within 1 year) Mandated Three-Year Review (See SOPM Pages 31, 73 & 175) (See SOPM Pages 81, 105 & 107) Indicate the instructional modifications and resources to enable the student to succeed (e.g. learning styles, visual aids, books on tape, manipulatives, etc.). What will the student need immediately for access to grade-level curriculum (what modifications, if any) while remediation related to Annual Goals is taking place? 39

40. ____ 200.4(d)(2)(ix)(a) Social skills relevant to job interviews or on-the-job behaviors need to be described here. (See statement above for details) Present Levels of Performance Samples (See SOPM Pages 105-107) FBA/BIP(See SOPM Pages 48, 51, 105, 149, 151, & 153) If either of these last 2 boxes are checked then FBA & BIP Required (See SOPM Pages 81 & 107) A BIP should be developed and implemented collaboratively by the teachers, paraprofessional (if applicable), related service providers (if applicable) and staff working with the student. FYI: All students with an IEP recommendation for a behavior management/crisis paraprofessional should have an FBA & BIP 40

41. 200.4(d)(2)(ix)(a) Health needs that might affect career development/occupational skills must be described here. (See SOPM Pages 105-107) All Special Alerts from IEP Page 1 should be reflected here Include present levels of performance from related service providers (if applicable, e.g. OT, PT, Health, etc.) This should be reflective of page 1 Do not write specific name of any medication (See SOPM Pages 52, 70, 96, 105 & 256) (See SOPM Pages 81, 105 & 107) e.g. F.M. Unit 41

42. Progress reports are to be completed and sent home every marking period for every annual goal # of Report cards (See SOPM Pages 107-108) Annual Goals are statements developed to address the needs from the PRESENT LEVELS OF PERFORMANCE and are written in measurable terms, describe a skill, knowledge or behavior that the student can be reasonably expected to accomplish within one year. All Related Service Providers must collaborate & contribute functional goals See Progress key below Short term objectives (required for Pre-K & alternate assessment students only) are intermediate steps moving towards the achievement of the student’s annual goals (See SOPM Pages 107-108) (See SOPM Pages 108) Goals relating to transitionshould address the educational instruction that will be provided to the student to achieve post-secondary goals & interests as indicated on IEP pages 3 &10. Student’s aspirations and post-secondary goals must be addressed in this section. 200.4(e)(7) PROGRESS KEY 42

43. SOPM: Annual Goals Annual Goals The IEP must include measurable annual goals Goals that are consistent with the student’s needs and abilities Annual goals are statements, which emanate from the present levels of performance in measurable terms, describe a skill, knowledge or behavior A goal that the student can reasonably be expected to accomplish within a twelve-month period. Goals may be academic social, behavioral and/or transition needs where appropriate related to physical needs or other educational needs resulting from the student’s disability. Annual goals must be specific to and reflect the students’ needs as identified by the IEP Team. There must be a direct relationship between the annual goals and the present levels of performance. Annual goals must be measurable, clearly defined & observable for the ISC PROTRAXX Professional Development:“Writing Measurable Goals” 43

44. . CTT: Do not write “core subjects” or “content area subjects” You must indicate the name of each subject which will be CTT (e.g. Math) For students who receive related services as a supplementary aid & service simply indicate “Related Service(s).” It is not necessary to list each related service here since they are specified on IEP page 9. Collaborative Team Teaching (CTT) - Integrated Co-Teaching - 12:1 (See SOPM Page 13) For students who receive related services as a supplementary aid & service simply indicate Related Service(s). It is not necessary to list each related service here since they are specified on IEP page 9. 44

45. _________________________ Least Restrictive Environment(See SOPM Page 81) • General Education with Supplementary Aids & Services should be your first consideration. • Provide an explanation of all programs/services considered and the reason for rejection. (See SOPM Pages 11, 66, 81, 98 & 103) NOTE: All services/program options discussed at the IEP meeting should be listed The programs listed should be written in the language consistent with the Continuum of Services (e.g. Special Education Teacher Support Services, etc.) Students who demonstrate severe language & communication difficulties which significantly interfere with their school performance may be considered for exemption. These deficits must be clearly indicated in the Present Levels of Performance & the team must provide an explanation for the exemption. 45

46. (See SOPM: Page 128) (Must be consistent with page 2) (See SOPM: Page 92- if applicable:) “Interim Monolingual Speech pending availability of a bilingual provider” “Conference Result” I-INITIATION C-CONTINUATION M-MODIFICATION T-TERMINATION Indicate the mandated group size General Education Classroom OR Separate Location Specify time e.g. Speech and Language Therapy Testing accommodations MUST reflect the individual student’s needs Declassification test accommodations(See SOPM Page 88) Students in 8th grade should not have modified promotion criteria written on their IEP for the following school year if their IEP is developed after January 31st. • High school students (grades 9-12) with disabilities must attain the necessary number of credits in order to be promoted to the next grade. They do not have modified promotion criteria. 46

47. NOTE: Transition MUST be reflected throughout the IEP - e.g. pages 3-6 & 10 (See SOPM Pages 66, 77, 81, 87 & 108) The school year that the student turns 14 Measurable post secondary goals 200.4(d)(2)(ix)(b) 200.4(d)(2)(ix)(c) The school year that the student turns 14 (See SOPM pages 77, 81, 89, 90, 99 & 230) The school year that the student turns 15 200.4(d)(2)(ix)(d) 200.4(d)(2)(ix)(e) Level 1 Vocational Assessment (See SOPM Pages 48, 50, 105 & 220-222) EXIT SUMMARY (See SOPM Pages 13, 90 & 224 - 229) 47

48. Transition Activities 9th Grade: Begin to work with transition team to develop transition plan. Securing working papers Level I vocational assessment administered. Transition folder Proof of address Working papers Social Security Participate in: IEP preparation, Annual Review meeting, Mandated 3-year Reevaluation if applicable, Transition meeting. Travel training if needed. 10th Grade: Continue to work with transition team to develop transition plan. Explore and participate in on-campus work experiences. Parent questionnaire to folder (Level I vocational assessment). Level I vocational assessment administered. Birth certificate to folder. Participate in school based extra-curricular activities. Participate in C.B.O.’s. Apply for Summer Youth Employment Program (SYEP). Evaluate high school transcript. Participate in: IEP preparation, Annual Review meeting, Mandated 3-year Reevaluation if applicable, Transition meeting. 11th Grade: Continue to work with transition team to develop transition plan. Secure working papers. Level I (or Level II) vocational assessment administered. Apply for Training Opportunity Program (TOP). Explore competitive P/T employment. Visitations to : 5th year programs Colleges VESID programs Upon turning 18 register for Selective Service. Participate in: IEP preparation, Annual Review meeting, Mandated 3-year Reevaluation if applicable, Transition meeting. 12th Grade: Continue to work with transition team to develop transition plan. Fine tune transition exit summary, meet with student, and provide copy to student. Evaluate transcript. Apply for financial aid if applicable. Apply for VESID. Continue visitations. Participate in transition exit interview and written summary preparation. Sample Student’s Name: _________________________ ID#: ________________________________

49. Sample

50. TRANSITION SERVICES CHECKLISTS The checklist will be used to review IEPs together during the SED Educational Benefit Activity (EBA) training and may be used by the school to monitor IEPs for quality and completion of Transition Planning. Within each of the five (5) areas listed (Instructional Activities, Community Integration, Post High School, Independent Living and Acquisition of Daily Living Skills) under the Transition Services section of the Transition Plan, check any activities that have been considered in the development of the child’s IEP goals and objectives. The Transition Services checklist was adapted from a checklist posted on-line by the Connecticut Transition Task Force of the Connecticut State Education Department.