Transition Planning for Students with Disabilities under IDEA

What should teams consider when deciding whether to invite an external agency to the meeting?

• If the external agency is paying for the transition services within the current IEP.

• If the external agency was listed in the consent for the IEP meeting.

• If it is appropriate to invite an external agency to the meeting.

• If consent from the parent or adult student was obtained before inviting an agency representative to the meeting.

What must be documented in the IEP if outside agencies are not invited to the Transition IEP meeting?

• The list of outside agencies that were invited

• The reasons why the student does not require outside agencies

• Documentation that outside agencies were considered and not needed

• Written consent from the parent or adult student

Whose written consent is required for an outside agency to be included in the IEP file?

• The IEP team

• The outside agency's representative

• The parent or adult student

• The school principal

Which agency has an interagency agreement with USBE to facilitate the transition of students with disabilities from school to work?

• Division of Services for People with Disabilities (DSPD)

• Vocational Rehabilitation (VR)

• Community Rehabilitation Providers (CRPs)

• Pre-ETS Providers

What is a requirement for IEP teams in relation to connecting families and students with outside resources?

• They must pay for services provided by outside agencies

• They must ensure the student leaves the LEA

• They must connect families and students with outside resources before the student leaves the LEA

• They must obtain written consent for every outside resource provided

What is a sign of non-compliance regarding the involvement of outside agencies in the IEP process?

• The team has documented the consideration of outside agency participation

• Consent was obtained to invite outside agencies

• There is no documentation of the team's consideration of the need for outside agency participation

• The outside agency's representative attended the meeting

Is there an annual IEP goal related to the student's transition services needs?

• Yes, as mandated by the Rehabilitation Act of 1973

• No, it is not a requirement

• Yes, as stated by OSEP, 2020

• No, it is optional and decided by the IEP team

According to the document, what should the Transition IEP include?

• A clear transition PLAAFP with information from the transition assessment annual goal and service(s).

• Only academic goals without any connection to transition services.

• Goals unrelated to the student's postsecondary aspirations.

• A detailed list of the student's past achievements.

What is one of the effective practices for linking annual goals to postsecondary goals/transition services?

• The goals should be vague and not directly connected to postsecondary goals.

• The linkage between the annual goals and the postsecondary goal/transition services should be direct and specific.

• The annual goals should not be predictable in terms of postsecondary goals/transition services.

• The annual goals should only focus on short-term objectives.

Which of the following is an example of an IEP goal that supports transition planning?

• Sophie will verbally report out on three potential careers including needed training based on the results of her job shadows by the end of the 3rd quarter.

• Sophie will complete all her mathematics homework on time.

• Sophie will read five books of her choice by the end of the semester.

• Sophie will participate in school sports without any specific goals.