School District Name:

Secondary Transition Self-Study File Review

Instructions for selecting files:

The school district will conduct a special education file review as part of the Secondary Transition Self-Study process.
An optional file selection template is provided below these instructions for your use. Please follow the instructions
below to select files to include in the file review:

1. The number of files reviewed will depend upon your district's size:
a. Small (S) districts (500 or fewer total students) - review 5 files. (Note: If your district does not have 5 students turning
age 16 and above, review all of the students that you have).
b. Medium (M) districts (501 to 2,000 total students) - review 10 files.
c. Large (L) districts (2,001 to 10,000 total students) - review 15 files.
d. Extra-large (X) districts (more than 10,000 total students) - review 20 files.

**Note - if you are unsure of your district's size classification, refer to the spreadsheet titled "District_list" found on the "2010-11 District
Profile" which is available at the following address: http://www.k12.wa.us/SpecialEd/Data/default.aspx
The size group will be indicated in column E next to your district's name on this list.

2. Important: Files must be those of students will be turning 16 or older during the life of the current IEP.

3. To the maximum extent possible, the sample should include files of students from a variety of disability categories
and from a variety of racial/ethnic groups - representative of your district's unique demographics.

4. To the maximum extent possible, the sample should include files of students from a variety of grade levels and
school buildings. Be sure that alternative high schools, if the district has any, are represented.

5. A template is provided below for your use. This template is optional. (Note: if you use this template, the information
you enter will be used to auto-populate the top of each corresponding file review sheet).

6. Click on the tab titled "Instr" at the bottom of this spreadsheet for instructions on completing the secondary transition
file review process.
 0
Secondary Transition Self-Study File Review List

SSID
# First Name Last Name Grade Age Ethnicity Disability
Number
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
 Transition Self-Study File Review - Overview and Instructions

Overview
The school district will conduct a special education file review as part of the Secondary Transition Self-Study process.
Click on the "File select" tab at the bottom of this worksheet for more information on selecting files. (Note - if you
are unable to see the tabs, you may need to maximize your screen by clicking on the icon in the top right hand corner of
this worksheet, immediately to the left of the "X" icon). The district's Special Education Director along with a team of
professionals appointed by the Director, should conduct the review (minimum of two reviewers, recommended
maximum of ten). Suggested team members include: school psychologists, special education teachers, transition
specialists, school counselors, other certificated staff (SLPs, OTs, PTs), etc. The district shall determine the actual
process used for conducting the review, including the size and composition of the review team.

General Instructions
This template can be completed and submitted electronically, or printed out and completed in hard copy. If you
choose to enter the information into the electronic review sheets, most of the file review summary sheet will be
completed for you automatically. If you choose to complete the review using hard copies, you will need to enter in
all of the information on the summary sheet by hand. These instructions will assume that the form will be
completed and submitted electronically.

1. One file review sheet should be completed for each file reviewed. Each review sheet is numbered from 1 to
20, and has a separate worksheet tab at the bottom of this spreadsheet. If you are reviewing 10 files, for
example, use review sheets "1" through "10", and leave the rest of the review sheets blank.

2. Click on the tab "1" at the bottom of your screen to navigate to file review sheet number 1. Enter in the
district's name and date of review at the top of the sheet. You only need to type in your district's name and
date on review sheet 1 and the template will plug in this information on the rest of the sheets. (Note: If you
entered your district's name on the top of the "File select" worksheet, it will automatically be entered on
all of the file review sheets for you).

3. Pages 2 and 3 of these instructions provide instructions for completing each section of the individual review
sheet. It may be helpful print a copy of these instructions for each member of the review team.

4. After conducting the file review, and electronically completing one file review sheet for each file reviewed,
the file review summary sheet should be completed.
a. Click on the tab at the bottom of your screen to navigate to the "Summary" sheet.
b. Only the sections highlighted in yellow will need to be completed - all other sections should
automatically populate from the individual review sheets. However, if you are completing this review
review in hard copy, rather than electronically, all information will need to be entered in by hand (simply
type over what is currently in each cell).
c. Enter in the district name, special education director name, and the position/title of each individual who
participated as a member of the district's file review team.

5. When completed, e-mail the entire Excel spreadsheet to: jennifer.story@k12.wa.us

6. Copies of individual file review and summary sheets, in electronic or hard copy, should be maintained by the
district for at least one year.
 Instructions for Completing the Individual File Review Sheet

**For technical assistance and guidance in evaluating the transition components covered in this
checklist, please refer to the PowerPoint (beginning on slide 63) of the Evaluation and IEP Technical
Assistance Module found at: http://www.k12.wa.us/SpecialEd/programreview/Monitoring/Module.aspx

A. General Information Section (top of file review sheet):

a. Enter the date of the file review (sheet 1 only). If you entered the district's name on the top of the "File
select" worksheet, it will automatically be entered on all of the review sheets. Enter the school name,
and the student's name and SSID number (the SSID number is the 10-digit number from the CEDARS
student record system).
b. Enter the date of the most current IEP for the student.
c. Enter the student's disability category (i.e. MR, EBD, SLD, etc.).
d. Enter the student's race/ethnicity information (using either the name or the code, as shown below):
"Am Ind" or "1" = American Indian/Alaska Native
"Asian" or "2" = Asian/Pacific Islander
"Black" or "3" = Black/African American (non-Hispanic)
"Hisp" or "4" = Hispanic/Latino
"White" or "5" = White/Caucasian (non-Hispanic)
"Other" = Multi-racial or not provided
e. Enter the student's current age and grade level placement as of the date of the current IEP.
f. Enter the year that the student is expected (anticipated) to exit the public school system.

Important Note: If an "N" is marked for any of the sections under numbers 1-6, add an explanation as to why
the area was determined to be non-compliant. Spaces are provided under each section for this information.

1. Transition Assessment:
a. If there is evidence of age-appropriate transition assessment results (in either the IEP or in the student's
file) that address the student's needs, strengths, preferences, and interests for each postsecondary goal
area, place a "Y" in the box for number 1. If not, place an "N" in the box.
b. Provide a brief description of the transition assessment results for each area:
i. Strengths (i.e. aptitudes)
ii. Interests and preferences (i.e. vocational/educational interests, preferred working environment, etc.)
iii. Needs (i.e. concerns, limitations)

2. Measurable Postsecondary Goal(s) (MPSGs):

a. The postsecondary goal(s) must relate to activities that will occur after the student graduates from school.
b. In order for a postsecondary goal to be measurable, it must be able to be counted. (Note: postsecondary
goals are not required to have a baseline and target like annual IEP goals are required to have).
c. If there is a MPSG in the IEP that addresses Education or Training after high school, place a "Y" in the box
next to 2a. If there is no Education/Training goal, or the goal is not measurable, place an "N" in the box.
d. If there is a MPSG in the IEP that addresses Employment after high school, place a "Y" in the box next to
2b. If there is no Employment goal, or the goal is not measurable, place an "N" in the box.
e. If there is a MPSG in the IEP that addresses Independent Living Skills after high school, place a "Y" in the
box next to 2c. If an Independent Living Skills goal is not appropriate for this student, place an "N/A" in
the box next to 2c. If an Independent Living Skills goal is appropriate for the student, but the IEP does
not contain a MPSG for Independent Living Skills, or the goal is not measurable, place an "N" in the box.
f. Identify the student's postsecondary goals for each area with a brief description (i.e. - 2 year vocational
program (education), competitively employed welder (employment), etc.)
Transition File Review Sheet Instructions (continued)

3. Transition Services:
a. For each postsecondary goal identified in section 2, if there is at least one service (see below) identified
in the IEP that would support that goal, place a "Y" in the box for number 3:
i. Instruction (including SDI) iv. Development of employment/postsecondary adult living objectives
ii. Related services v. Acquisition of daily living skills (if appropriate)
iii. Community experience vi. Provision of a functional vocational evaluation (if appropriate)
b. If there is not at least one transition service included in the IEP that will help the student make progress
toward each stated postsecondary goal, place an "N" in the box.
c. What type(s) of transition services are indicated on the IEP? Provide a brief description, using either
a narrative response or the Roman numerals under (3a) above.

4. Course(s) of Study:
a. If the IEP describes a course of study (instructional program plan) that aligns with the student's
identified postsecondary goal(s), place a "Y" in the box for box for number 4. If no, place an "N" in
the box. (Note: a course of study is not a description of courses the students has already taken).
b. Provide a brief description of the student's course(s) of study. This could include a listing of some of the
courses, services, and/or instruction (regular or specially designed) that are the most relevant to the
student's identified postsecondary goal(s). For example, if the student's postsecondary employment
goal is to be an auto mechanic and the student will be participating in an auto mechanics course at the
high school next year, that course should be included in this section.

5. Annual IEP Goal(s):

a. If the IEP contains at least one annual goal that will help the student make progress toward each of the
postsecondary goals identified in section 2 above, place a "Y" in the box for number 5.
b. If there is not at least one annual IEP goal included in the IEP that will help the student make progress
toward each identified postsecondary goal, place an "N" in the box.

6a. and 6b. IEP Participation:

a. Does the file contain evidence that the student was invited to participate in the IEP meeting? (Evidence
could include an invitation to the student, the student's signature on the IEP, etc.). If so, place a "Y" in
the box for 6a. If not, place an "N" in the box for 6a.
b. If the student attended the IEP meeting, place an "N/A" in the box for number 6b.
c. If the student did not attend the IEP meeting, does the file contain evidence that the student's
preferences and interests were considered? (Evidence could include transition assessment results that
involved the student and cover preferences and interests, such as student interviews, observations,
surveys, interest/aptitude tests, written statements from the student, etc.) If so, place a "Y" in the box
for 6b. If not, place an "N" in the box.

7. Agency Invitation:
a. If there are any transition services listed on the IEP (in section 3 above) that are likely to be provided or
paid for by an outside agency during the life of that IEP, continue with question (b) below. If not, place
an "N/A" in the box for number 7.
b. Was parent (or adult student) consent to invite an outside agency obtained? If yes, continue with
question (c) below. If consent was attempted but not obtained, place an "N/A" in the box for number 7.
If consent was not attempted, place an "N" in the box for number 7.
c. If consent was obtained, is there evidence in the file that agency representative(s) were invited to
participate in the IEP meeting? If yes, place a "Y" in the box for number 7. If not, place an "N" in the box.

B. Optional additional information (page 2/bottom of file review sheet): Use this space to include additional
information or clarification regarding the file that you would like OSPI to know. This space is optional.
Special Education - Secondary Transition File Review Sheet Date :
File #: 1 District: 0 School: Date of IEP:
Student: SSID#: 0 Disability: 0
Ethnicity: 0 Grade: 0 Age: 0 Anticipated Exit Year:

Transition Assessment (refer to instructions page for guiding questions to consider in this section)
1. Does the IEP (or student's file) contain evidence that the measurable postsecondary goal(s) were
based on age-appropriate transition assessment(s)? Y or N
Provide a brief description of the assessment results for each area:
Strengths Preferences & Interests Needs

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Postsecondary Goals (refer to instructions page for guiding questions to consider in this section)
2. Does the IEP contain appropriate measurable postsecondary goal(s) that are updated annually and address:
a. Education or training (required for all students) AND Y or N
b. Employment (required for all students) AND Y or N
c. Independent living skills (if appropriate for the student)? Y, N, or N/A
What are the student's identified postsecondary goals?
Education/Training:
Employment:
Indep. Living (if approp):
If "N" is marked for 2a, b, or c, provide an explanation for why the team found this area to be non-compliant:

Transition Services (refer to instructions page for guiding questions to consider in this section)
3. Does the IEP contain transition services that focus on improving academic and functional Y or N
achievement of the student to reasonably enable the student to meet the postsecondary goals?
Using the Roman numerals under number 3 on the instructions page (or a brief description), identify the transition
services on the student's IEP:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Course of Study (refer to instructions page for guiding questions to consider in this section)
4. Does the IEP describe the student's course of study that will reasonably enable the student
to meet the postsecondary goals? Y or N
Provide a brief description of the student's course of study:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:
 Annual IEP Goals (refer to instructions page for guiding questions to consider in this section)
5. Does the IEP contain annual IEP goals that will reasonably enable the student to meet Y or N
the postsecondary goals?
If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

IEP Meeting Participation (refer to instructions page for guiding questions to consider in this section)

6a. Does the file contain evidence that the student was invited to participate in the IEP meeting? Y or N

6b. If the student did not attend the IEP meeting, does the file contain evidence that the student's
preferences and interests were considered? Y, N, or N/A
If "N" is marked for 6a or 6b, provide an explanation for why the team found this area to be non-compliant:

Agency Invitation (refer to instructions page for guiding questions to consider in this section)
7. If transition services described in the IEP (see number 3 above) are likely to be provided or paid for by other
agencies, does the file contain evidence that, with parent/adult student consent, representatives of the
agency(ies) were invited to participate in the IEP meeting? (Note: if parent consent was attempted
but not obtained, enter an N/A in the box for this question). Y, N, or N/A

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Miscellaneous additional information (optional)

File: 1
Special Education - Secondary Transition File Review Sheet Date : 12/30/99
File #: 2 District: 0 School: Date of IEP:
Student: SSID#: 0 Disability: 0
Ethnicity: 0 Grade: 0 Age: 0 Anticipated Exit Year:

Transition Assessment (refer to instructions page for guiding questions to consider in this section)
1. Does the IEP (or student's file) contain evidence that the measurable postsecondary goal(s) were
based on age-appropriate transition assessment(s)? Y or N
Provide a brief description of the assessment results for each area:
Strengths Preferences & Interests Needs

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Postsecondary Goals (refer to instructions page for guiding questions to consider in this section)
2. Does the IEP contain appropriate measurable postsecondary goal(s) that are updated annually and address:
a. Education or training (required for all students) AND Y or N
b. Employment (required for all students) AND Y or N
c. Independent living skills (if appropriate for the student)? Y, N, or N/A
What are the student's identified postsecondary goals?
Education/Training:
Employment:
Indep. Living (if approp):
If "N" is marked for 2a, b, or c, provide an explanation for why the team found this area to be non-compliant:

Transition Services (refer to instructions page for guiding questions to consider in this section)
3. Does the IEP contain transition services that focus on improving academic and functional Y or N
achievement of the student to reasonably enable the student to meet the postsecondary goals?
Using the Roman numerals under number 3 on the instructions page (or a brief description), identify the transition
services on the student's IEP:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Course of Study (refer to instructions page for guiding questions to consider in this section)
4. Does the IEP describe the student's course of study that will reasonably enable the student
to meet the postsecondary goals? Y or N
Provide a brief description of the student's course of study:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:
 Annual IEP Goals (refer to instructions page for guiding questions to consider in this section)
5. Does the IEP contain annual IEP goals that will reasonably enable the student to meet Y or N
the postsecondary goals?
If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

IEP Meeting Participation (refer to instructions page for guiding questions to consider in this section)

6a. Does the file contain evidence that the student was invited to participate in the IEP meeting? Y or N

6b. If the student did not attend the IEP meeting, does the file contain evidence that the student's
preferences and interests were considered? Y, N, or N/A
If "N" is marked for 6a or 6b, provide an explanation for why the team found this area to be non-compliant:

Agency Invitation (refer to instructions page for guiding questions to consider in this section)
7. If transition services described in the IEP (see number 3 above) are likely to be provided or paid for by other
agencies, does the file contain evidence that, with parent/adult student consent, representatives of the
agency(ies) were invited to participate in the IEP meeting? (Note: if parent consent was attempted
but not obtained, enter an N/A in the box for this question). Y, N, or N/A

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Miscellaneous additional information (optional)

File: 2
Special Education - Secondary Transition File Review Sheet Date : 12/30/99
File #: 3 District: 0 School: Date of IEP:
Student: SSID#: 0 Disability: 0
Ethnicity: 0 Grade: 0 Age: 0 Anticipated Exit Year:

Transition Assessment (refer to instructions page for guiding questions to consider in this section)
1. Does the IEP (or student's file) contain evidence that the measurable postsecondary goal(s) were
based on age-appropriate transition assessment(s)? Y or N
Provide a brief description of the assessment results for each area:
Strengths Preferences & Interests Needs

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Postsecondary Goals (refer to instructions page for guiding questions to consider in this section)
2. Does the IEP contain appropriate measurable postsecondary goal(s) that are updated annually and address:
a. Education or training (required for all students) AND Y or N
b. Employment (required for all students) AND Y or N
c. Independent living skills (if appropriate for the student)? Y, N, or N/A
What are the student's identified postsecondary goals?
Education/Training:
Employment:
Indep. Living (if approp):
If "N" is marked for 2a, b, or c, provide an explanation for why the team found this area to be non-compliant:

Transition Services (refer to instructions page for guiding questions to consider in this section)
3. Does the IEP contain transition services that focus on improving academic and functional Y or N
achievement of the student to reasonably enable the student to meet the postsecondary goals?
Using the Roman numerals under number 3 on the instructions page (or a brief description), identify the transition
services on the student's IEP:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Course of Study (refer to instructions page for guiding questions to consider in this section)
4. Does the IEP describe the student's course of study that will reasonably enable the student
to meet the postsecondary goals? Y or N
Provide a brief description of the student's course of study:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:
 Annual IEP Goals (refer to instructions page for guiding questions to consider in this section)
5. Does the IEP contain annual IEP goals that will reasonably enable the student to meet Y or N
the postsecondary goals?
If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

IEP Meeting Participation (refer to instructions page for guiding questions to consider in this section)

6a. Does the file contain evidence that the student was invited to participate in the IEP meeting? Y or N

6b. If the student did not attend the IEP meeting, does the file contain evidence that the student's
preferences and interests were considered? Y, N, or N/A
If "N" is marked for 6a or 6b, provide an explanation for why the team found this area to be non-compliant:

Agency Invitation (refer to instructions page for guiding questions to consider in this section)
7. If transition services described in the IEP (see number 3 above) are likely to be provided or paid for by other
agencies, does the file contain evidence that, with parent/adult student consent, representatives of the
agency(ies) were invited to participate in the IEP meeting? (Note: if parent consent was attempted
but not obtained, enter an N/A in the box for this question). Y, N, or N/A

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Miscellaneous additional information (optional)

File: 3
Special Education - Secondary Transition File Review Sheet Date : 12/30/99
File #: 4 District: 0 School: Date of IEP:
Student: SSID#: 0 Disability: 0
Ethnicity: 0 Grade: 0 Age: 0 Anticipated Exit Year:

Transition Assessment (refer to instructions page for guiding questions to consider in this section)
1. Does the IEP (or student's file) contain evidence that the measurable postsecondary goal(s) were
based on age-appropriate transition assessment(s)? Y or N
Provide a brief description of the assessment results for each area:
Strengths Preferences & Interests Needs

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Postsecondary Goals (refer to instructions page for guiding questions to consider in this section)
2. Does the IEP contain appropriate measurable postsecondary goal(s) that are updated annually and address:
a. Education or training (required for all students) AND Y or N
b. Employment (required for all students) AND Y or N
c. Independent living skills (if appropriate for the student)? Y, N, or N/A
What are the student's identified postsecondary goals?
Education/Training:
Employment:
Indep. Living (if approp):
If "N" is marked for 2a, b, or c, provide an explanation for why the team found this area to be non-compliant:

Transition Services (refer to instructions page for guiding questions to consider in this section)
3. Does the IEP contain transition services that focus on improving academic and functional Y or N
achievement of the student to reasonably enable the student to meet the postsecondary goals?
Using the Roman numerals under number 3 on the instructions page (or a brief description), identify the transition
services on the student's IEP:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Course of Study (refer to instructions page for guiding questions to consider in this section)
4. Does the IEP describe the student's course of study that will reasonably enable the student
to meet the postsecondary goals? Y or N
Provide a brief description of the student's course of study:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:
 Annual IEP Goals (refer to instructions page for guiding questions to consider in this section)
5. Does the IEP contain annual IEP goals that will reasonably enable the student to meet Y or N
the postsecondary goals?
If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

IEP Meeting Participation (refer to instructions page for guiding questions to consider in this section)

6a. Does the file contain evidence that the student was invited to participate in the IEP meeting? Y or N

6b. If the student did not attend the IEP meeting, does the file contain evidence that the student's
preferences and interests were considered? Y, N, or N/A
If "N" is marked for 6a or 6b, provide an explanation for why the team found this area to be non-compliant:

Agency Invitation (refer to instructions page for guiding questions to consider in this section)
7. If transition services described in the IEP (see number 3 above) are likely to be provided or paid for by other
agencies, does the file contain evidence that, with parent/adult student consent, representatives of the
agency(ies) were invited to participate in the IEP meeting? (Note: if parent consent was attempted
but not obtained, enter an N/A in the box for this question). Y, N, or N/A

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Miscellaneous additional information (optional)

File: 4
Special Education - Secondary Transition File Review Sheet Date : 12/30/99
File #: 5 District: 0 School: Date of IEP:
Student: SSID#: 0 Disability: 0
Ethnicity: 0 Grade: 0 Age: 0 Anticipated Exit Year:

Transition Assessment (refer to instructions page for guiding questions to consider in this section)
1. Does the IEP (or student's file) contain evidence that the measurable postsecondary goal(s) were
based on age-appropriate transition assessment(s)? Y or N
Provide a brief description of the assessment results for each area:
Strengths Preferences & Interests Needs

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Postsecondary Goals (refer to instructions page for guiding questions to consider in this section)
2. Does the IEP contain appropriate measurable postsecondary goal(s) that are updated annually and address:
a. Education or training (required for all students) AND Y or N
b. Employment (required for all students) AND Y or N
c. Independent living skills (if appropriate for the student)? Y, N, or N/A
What are the student's identified postsecondary goals?
Education/Training:
Employment:
Indep. Living (if approp):
If "N" is marked for 2a, b, or c, provide an explanation for why the team found this area to be non-compliant:

Transition Services (refer to instructions page for guiding questions to consider in this section)
3. Does the IEP contain transition services that focus on improving academic and functional Y or N
achievement of the student to reasonably enable the student to meet the postsecondary goals?
Using the Roman numerals under number 3 on the instructions page (or a brief description), identify the transition
services on the student's IEP:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Course of Study (refer to instructions page for guiding questions to consider in this section)
4. Does the IEP describe the student's course of study that will reasonably enable the student
to meet the postsecondary goals? Y or N
Provide a brief description of the student's course of study:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:
 Annual IEP Goals (refer to instructions page for guiding questions to consider in this section)
5. Does the IEP contain annual IEP goals that will reasonably enable the student to meet Y or N
the postsecondary goals?
If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

IEP Meeting Participation (refer to instructions page for guiding questions to consider in this section)

6a. Does the file contain evidence that the student was invited to participate in the IEP meeting? Y or N

6b. If the student did not attend the IEP meeting, does the file contain evidence that the student's
preferences and interests were considered? Y, N, or N/A
If "N" is marked for 6a or 6b, provide an explanation for why the team found this area to be non-compliant:

Agency Invitation (refer to instructions page for guiding questions to consider in this section)
7. If transition services described in the IEP (see number 3 above) are likely to be provided or paid for by other
agencies, does the file contain evidence that, with parent/adult student consent, representatives of the
agency(ies) were invited to participate in the IEP meeting? (Note: if parent consent was attempted
but not obtained, enter an N/A in the box for this question). Y, N, or N/A

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Miscellaneous additional information (optional)

File: 5
Special Education - Secondary Transition File Review Sheet Date : 12/30/99
File #: 6 District: 0 School: Date of IEP:
Student: SSID#: 0 Disability: 0
Ethnicity: 0 Grade: 0 Age: 0 Anticipated Exit Year:

Transition Assessment (refer to instructions page for guiding questions to consider in this section)
1. Does the IEP (or student's file) contain evidence that the measurable postsecondary goal(s) were
based on age-appropriate transition assessment(s)? Y or N
Provide a brief description of the assessment results for each area:
Strengths Preferences & Interests Needs

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Postsecondary Goals (refer to instructions page for guiding questions to consider in this section)
2. Does the IEP contain appropriate measurable postsecondary goal(s) that are updated annually and address:
a. Education or training (required for all students) AND Y or N
b. Employment (required for all students) AND Y or N
c. Independent living skills (if appropriate for the student)? Y, N, or N/A
What are the student's identified postsecondary goals?
Education/Training:
Employment:
Indep. Living (if approp):
If "N" is marked for 2a, b, or c, provide an explanation for why the team found this area to be non-compliant:

Transition Services (refer to instructions page for guiding questions to consider in this section)
3. Does the IEP contain transition services that focus on improving academic and functional Y or N
achievement of the student to reasonably enable the student to meet the postsecondary goals?
Using the Roman numerals under number 3 on the instructions page (or a brief description), identify the transition
services on the student's IEP:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Course of Study (refer to instructions page for guiding questions to consider in this section)
4. Does the IEP describe the student's course of study that will reasonably enable the student
to meet the postsecondary goals? Y or N
Provide a brief description of the student's course of study:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:
 Annual IEP Goals (refer to instructions page for guiding questions to consider in this section)
5. Does the IEP contain annual IEP goals that will reasonably enable the student to meet Y or N
the postsecondary goals?
If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

IEP Meeting Participation (refer to instructions page for guiding questions to consider in this section)

6a. Does the file contain evidence that the student was invited to participate in the IEP meeting? Y or N

6b. If the student did not attend the IEP meeting, does the file contain evidence that the student's
preferences and interests were considered? Y, N, or N/A
If "N" is marked for 6a or 6b, provide an explanation for why the team found this area to be non-compliant:

Agency Invitation (refer to instructions page for guiding questions to consider in this section)
7. If transition services described in the IEP (see number 3 above) are likely to be provided or paid for by other
agencies, does the file contain evidence that, with parent/adult student consent, representatives of the
agency(ies) were invited to participate in the IEP meeting? (Note: if parent consent was attempted
but not obtained, enter an N/A in the box for this question). Y, N, or N/A

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Miscellaneous additional information (optional)

File: 6
Special Education - Secondary Transition File Review Sheet Date : 12/30/99
File #: 7 District: 0 School: Date of IEP:
Student: SSID#: 0 Disability: 0
Ethnicity: 0 Grade: 0 Age: 0 Anticipated Exit Year:

Transition Assessment (refer to instructions page for guiding questions to consider in this section)
1. Does the IEP (or student's file) contain evidence that the measurable postsecondary goal(s) were
based on age-appropriate transition assessment(s)? Y or N
Provide a brief description of the assessment results for each area:
Strengths Preferences & Interests Needs

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Postsecondary Goals (refer to instructions page for guiding questions to consider in this section)
2. Does the IEP contain appropriate measurable postsecondary goal(s) that are updated annually and address:
a. Education or training (required for all students) AND Y or N
b. Employment (required for all students) AND Y or N
c. Independent living skills (if appropriate for the student)? Y, N, or N/A
What are the student's identified postsecondary goals?
Education/Training:
Employment:
Indep. Living (if approp):
If "N" is marked for 2a, b, or c, provide an explanation for why the team found this area to be non-compliant:

Transition Services (refer to instructions page for guiding questions to consider in this section)
3. Does the IEP contain transition services that focus on improving academic and functional Y or N
achievement of the student to reasonably enable the student to meet the postsecondary goals?
Using the Roman numerals under number 3 on the instructions page (or a brief description), identify the transition
services on the student's IEP:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Course of Study (refer to instructions page for guiding questions to consider in this section)
4. Does the IEP describe the student's course of study that will reasonably enable the student
to meet the postsecondary goals? Y or N
Provide a brief description of the student's course of study:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:
 Annual IEP Goals (refer to instructions page for guiding questions to consider in this section)
5. Does the IEP contain annual IEP goals that will reasonably enable the student to meet Y or N
the postsecondary goals?
If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

IEP Meeting Participation (refer to instructions page for guiding questions to consider in this section)

6a. Does the file contain evidence that the student was invited to participate in the IEP meeting? Y or N

6b. If the student did not attend the IEP meeting, does the file contain evidence that the student's
preferences and interests were considered? Y, N, or N/A
If "N" is marked for 6a or 6b, provide an explanation for why the team found this area to be non-compliant:

Agency Invitation (refer to instructions page for guiding questions to consider in this section)
7. If transition services described in the IEP (see number 3 above) are likely to be provided or paid for by other
agencies, does the file contain evidence that, with parent/adult student consent, representatives of the
agency(ies) were invited to participate in the IEP meeting? (Note: if parent consent was attempted
but not obtained, enter an N/A in the box for this question). Y, N, or N/A

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Miscellaneous additional information (optional)

File: 7
Special Education - Secondary Transition File Review Sheet Date : 12/30/99
File #: 8 District: 0 School: Date of IEP:
Student: SSID#: 0 Disability: 0
Ethnicity: 0 Grade: 0 Age: 0 Anticipated Exit Year:

Transition Assessment (refer to instructions page for guiding questions to consider in this section)
1. Does the IEP (or student's file) contain evidence that the measurable postsecondary goal(s) were
based on age-appropriate transition assessment(s)? Y or N
Provide a brief description of the assessment results for each area:
Strengths Preferences & Interests Needs

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Postsecondary Goals (refer to instructions page for guiding questions to consider in this section)
2. Does the IEP contain appropriate measurable postsecondary goal(s) that are updated annually and address:
a. Education or training (required for all students) AND Y or N
b. Employment (required for all students) AND Y or N
c. Independent living skills (if appropriate for the student)? Y, N, or N/A
What are the student's identified postsecondary goals?
Education/Training:
Employment:
Indep. Living (if approp):
If "N" is marked for 2a, b, or c, provide an explanation for why the team found this area to be non-compliant:

Transition Services (refer to instructions page for guiding questions to consider in this section)
3. Does the IEP contain transition services that focus on improving academic and functional Y or N
achievement of the student to reasonably enable the student to meet the postsecondary goals?
Using the Roman numerals under number 3 on the instructions page (or a brief description), identify the transition
services on the student's IEP:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Course of Study (refer to instructions page for guiding questions to consider in this section)
4. Does the IEP describe the student's course of study that will reasonably enable the student
to meet the postsecondary goals? Y or N
Provide a brief description of the student's course of study:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:
 Annual IEP Goals (refer to instructions page for guiding questions to consider in this section)
5. Does the IEP contain annual IEP goals that will reasonably enable the student to meet Y or N
the postsecondary goals?
If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

IEP Meeting Participation (refer to instructions page for guiding questions to consider in this section)

6a. Does the file contain evidence that the student was invited to participate in the IEP meeting? Y or N

6b. If the student did not attend the IEP meeting, does the file contain evidence that the student's
preferences and interests were considered? Y, N, or N/A
If "N" is marked for 6a or 6b, provide an explanation for why the team found this area to be non-compliant:

Agency Invitation (refer to instructions page for guiding questions to consider in this section)
7. If transition services described in the IEP (see number 3 above) are likely to be provided or paid for by other
agencies, does the file contain evidence that, with parent/adult student consent, representatives of the
agency(ies) were invited to participate in the IEP meeting? (Note: if parent consent was attempted
but not obtained, enter an N/A in the box for this question). Y, N, or N/A

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Miscellaneous additional information (optional)

File: 8
Special Education - Secondary Transition File Review Sheet Date : 12/30/99
File #: 9 District: 0 School: Date of IEP:
Student: SSID#: 0 Disability: 0
Ethnicity: 0 Grade: 0 Age: 0 Anticipated Exit Year:

Transition Assessment (refer to instructions page for guiding questions to consider in this section)
1. Does the IEP (or student's file) contain evidence that the measurable postsecondary goal(s) were
based on age-appropriate transition assessment(s)? Y or N
Provide a brief description of the assessment results for each area:
Strengths Preferences & Interests Needs

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Postsecondary Goals (refer to instructions page for guiding questions to consider in this section)
2. Does the IEP contain appropriate measurable postsecondary goal(s) that are updated annually and address:
a. Education or training (required for all students) AND Y or N
b. Employment (required for all students) AND Y or N
c. Independent living skills (if appropriate for the student)? Y, N, or N/A
What are the student's identified postsecondary goals?
Education/Training:
Employment:
Indep. Living (if approp):
If "N" is marked for 2a, b, or c, provide an explanation for why the team found this area to be non-compliant:

Transition Services (refer to instructions page for guiding questions to consider in this section)
3. Does the IEP contain transition services that focus on improving academic and functional Y or N
achievement of the student to reasonably enable the student to meet the postsecondary goals?
Using the Roman numerals under number 3 on the instructions page (or a brief description), identify the transition
services on the student's IEP:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Course of Study (refer to instructions page for guiding questions to consider in this section)
4. Does the IEP describe the student's course of study that will reasonably enable the student
to meet the postsecondary goals? Y or N
Provide a brief description of the student's course of study:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:
 Annual IEP Goals (refer to instructions page for guiding questions to consider in this section)
5. Does the IEP contain annual IEP goals that will reasonably enable the student to meet Y or N
the postsecondary goals?
If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

IEP Meeting Participation (refer to instructions page for guiding questions to consider in this section)

6a. Does the file contain evidence that the student was invited to participate in the IEP meeting? Y or N

6b. If the student did not attend the IEP meeting, does the file contain evidence that the student's
preferences and interests were considered? Y, N, or N/A
If "N" is marked for 6a or 6b, provide an explanation for why the team found this area to be non-compliant:

Agency Invitation (refer to instructions page for guiding questions to consider in this section)
7. If transition services described in the IEP (see number 3 above) are likely to be provided or paid for by other
agencies, does the file contain evidence that, with parent/adult student consent, representatives of the
agency(ies) were invited to participate in the IEP meeting? (Note: if parent consent was attempted
but not obtained, enter an N/A in the box for this question). Y, N, or N/A

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Miscellaneous additional information (optional)

File: 9
Special Education - Secondary Transition File Review Sheet Date : 12/30/99
File #: 10 District: 0 School: Date of IEP:
Student: SSID#: 0 Disability: 0
Ethnicity: 0 Grade: 0 Age: 0 Anticipated Exit Year:

Transition Assessment (refer to instructions page for guiding questions to consider in this section)
1. Does the IEP (or student's file) contain evidence that the measurable postsecondary goal(s) were
based on age-appropriate transition assessment(s)? Y or N
Provide a brief description of the assessment results for each area:
Strengths Preferences & Interests Needs

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Postsecondary Goals (refer to instructions page for guiding questions to consider in this section)
2. Does the IEP contain appropriate measurable postsecondary goal(s) that are updated annually and address:
a. Education or training (required for all students) AND Y or N
b. Employment (required for all students) AND Y or N
c. Independent living skills (if appropriate for the student)? Y, N, or N/A
What are the student's identified postsecondary goals?
Education/Training:
Employment:
Indep. Living (if approp):
If "N" is marked for 2a, b, or c, provide an explanation for why the team found this area to be non-compliant:

Transition Services (refer to instructions page for guiding questions to consider in this section)
3. Does the IEP contain transition services that focus on improving academic and functional Y or N
achievement of the student to reasonably enable the student to meet the postsecondary goals?
Using the Roman numerals under number 3 on the instructions page (or a brief description), identify the transition
services on the student's IEP:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Course of Study (refer to instructions page for guiding questions to consider in this section)
4. Does the IEP describe the student's course of study that will reasonably enable the student
to meet the postsecondary goals? Y or N
Provide a brief description of the student's course of study:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:
 Annual IEP Goals (refer to instructions page for guiding questions to consider in this section)
5. Does the IEP contain annual IEP goals that will reasonably enable the student to meet Y or N
the postsecondary goals?
If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

IEP Meeting Participation (refer to instructions page for guiding questions to consider in this section)

6a. Does the file contain evidence that the student was invited to participate in the IEP meeting? Y or N

6b. If the student did not attend the IEP meeting, does the file contain evidence that the student's
preferences and interests were considered? Y, N, or N/A
If "N" is marked for 6a or 6b, provide an explanation for why the team found this area to be non-compliant:

Agency Invitation (refer to instructions page for guiding questions to consider in this section)
7. If transition services described in the IEP (see number 3 above) are likely to be provided or paid for by other
agencies, does the file contain evidence that, with parent/adult student consent, representatives of the
agency(ies) were invited to participate in the IEP meeting? (Note: if parent consent was attempted
but not obtained, enter an N/A in the box for this question). Y, N, or N/A

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Miscellaneous additional information (optional)

File: 10
Special Education - Secondary Transition File Review Sheet Date : 12/30/99
File #: 11 District: 0 School: Date of IEP:
Student: SSID#: 0 Disability: 0
Ethnicity: 0 Grade: 0 Age: 0 Anticipated Exit Year:

Transition Assessment (refer to instructions page for guiding questions to consider in this section)
1. Does the IEP (or student's file) contain evidence that the measurable postsecondary goal(s) were
based on age-appropriate transition assessment(s)? Y or N
Provide a brief description of the assessment results for each area:
Strengths Preferences & Interests Needs

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Postsecondary Goals (refer to instructions page for guiding questions to consider in this section)
2. Does the IEP contain appropriate measurable postsecondary goal(s) that are updated annually and address:
a. Education or training (required for all students) AND Y or N
b. Employment (required for all students) AND Y or N
c. Independent living skills (if appropriate for the student)? Y, N, or N/A
What are the student's identified postsecondary goals?
Education/Training:
Employment:
Indep. Living (if approp):
If "N" is marked for 2a, b, or c, provide an explanation for why the team found this area to be non-compliant:

Transition Services (refer to instructions page for guiding questions to consider in this section)
3. Does the IEP contain transition services that focus on improving academic and functional Y or N
achievement of the student to reasonably enable the student to meet the postsecondary goals?
Using the Roman numerals under number 3 on the instructions page (or a brief description), identify the transition
services on the student's IEP:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Course of Study (refer to instructions page for guiding questions to consider in this section)
4. Does the IEP describe the student's course of study that will reasonably enable the student
to meet the postsecondary goals? Y or N
Provide a brief description of the student's course of study:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:
 Annual IEP Goals (refer to instructions page for guiding questions to consider in this section)
5. Does the IEP contain annual IEP goals that will reasonably enable the student to meet Y or N
the postsecondary goals?
If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

IEP Meeting Participation (refer to instructions page for guiding questions to consider in this section)

6a. Does the file contain evidence that the student was invited to participate in the IEP meeting? Y or N

6b. If the student did not attend the IEP meeting, does the file contain evidence that the student's
preferences and interests were considered? Y, N, or N/A
If "N" is marked for 6a or 6b, provide an explanation for why the team found this area to be non-compliant:

Agency Invitation (refer to instructions page for guiding questions to consider in this section)
7. If transition services described in the IEP (see number 3 above) are likely to be provided or paid for by other
agencies, does the file contain evidence that, with parent/adult student consent, representatives of the
agency(ies) were invited to participate in the IEP meeting? (Note: if parent consent was attempted
but not obtained, enter an N/A in the box for this question). Y, N, or N/A

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Miscellaneous additional information (optional)

File: 11
Special Education - Secondary Transition File Review Sheet Date : 12/30/99
File #: 12 District: 0 School: Date of IEP:
Student: SSID#: 0 Disability: 0
Ethnicity: 0 Grade: 0 Age: 0 Anticipated Exit Year:

Transition Assessment (refer to instructions page for guiding questions to consider in this section)
1. Does the IEP (or student's file) contain evidence that the measurable postsecondary goal(s) were
based on age-appropriate transition assessment(s)? Y or N
Provide a brief description of the assessment results for each area:
Strengths Preferences & Interests Needs

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Postsecondary Goals (refer to instructions page for guiding questions to consider in this section)
2. Does the IEP contain appropriate measurable postsecondary goal(s) that are updated annually and address:
a. Education or training (required for all students) AND Y or N
b. Employment (required for all students) AND Y or N
c. Independent living skills (if appropriate for the student)? Y, N, or N/A
What are the student's identified postsecondary goals?
Education/Training:
Employment:
Indep. Living (if approp):
If "N" is marked for 2a, b, or c, provide an explanation for why the team found this area to be non-compliant:

Transition Services (refer to instructions page for guiding questions to consider in this section)
3. Does the IEP contain transition services that focus on improving academic and functional Y or N
achievement of the student to reasonably enable the student to meet the postsecondary goals?
Using the Roman numerals under number 3 on the instructions page (or a brief description), identify the transition
services on the student's IEP:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Course of Study (refer to instructions page for guiding questions to consider in this section)
4. Does the IEP describe the student's course of study that will reasonably enable the student
to meet the postsecondary goals? Y or N
Provide a brief description of the student's course of study:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:
 Annual IEP Goals (refer to instructions page for guiding questions to consider in this section)
5. Does the IEP contain annual IEP goals that will reasonably enable the student to meet Y or N
the postsecondary goals?
If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

IEP Meeting Participation (refer to instructions page for guiding questions to consider in this section)

6a. Does the file contain evidence that the student was invited to participate in the IEP meeting? Y or N

6b. If the student did not attend the IEP meeting, does the file contain evidence that the student's
preferences and interests were considered? Y, N, or N/A
If "N" is marked for 6a or 6b, provide an explanation for why the team found this area to be non-compliant:

Agency Invitation (refer to instructions page for guiding questions to consider in this section)
7. If transition services described in the IEP (see number 3 above) are likely to be provided or paid for by other
agencies, does the file contain evidence that, with parent/adult student consent, representatives of the
agency(ies) were invited to participate in the IEP meeting? (Note: if parent consent was attempted
but not obtained, enter an N/A in the box for this question). Y, N, or N/A

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Miscellaneous additional information (optional)

File: 12
Special Education - Secondary Transition File Review Sheet Date : 12/30/99
File #: 13 District: 0 School: Date of IEP:
Student: SSID#: 0 Disability: 0
Ethnicity: 0 Grade: 0 Age: 0 Anticipated Exit Year:

Transition Assessment (refer to instructions page for guiding questions to consider in this section)
1. Does the IEP (or student's file) contain evidence that the measurable postsecondary goal(s) were
based on age-appropriate transition assessment(s)? Y or N
Provide a brief description of the assessment results for each area:
Strengths Preferences & Interests Needs

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Postsecondary Goals (refer to instructions page for guiding questions to consider in this section)
2. Does the IEP contain appropriate measurable postsecondary goal(s) that are updated annually and address:
a. Education or training (required for all students) AND Y or N
b. Employment (required for all students) AND Y or N
c. Independent living skills (if appropriate for the student)? Y, N, or N/A
What are the student's identified postsecondary goals?
Education/Training:
Employment:
Indep. Living (if approp):
If "N" is marked for 2a, b, or c, provide an explanation for why the team found this area to be non-compliant:

Transition Services (refer to instructions page for guiding questions to consider in this section)
3. Does the IEP contain transition services that focus on improving academic and functional Y or N
achievement of the student to reasonably enable the student to meet the postsecondary goals?
Using the Roman numerals under number 3 on the instructions page (or a brief description), identify the transition
services on the student's IEP:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Course of Study (refer to instructions page for guiding questions to consider in this section)
4. Does the IEP describe the student's course of study that will reasonably enable the student
to meet the postsecondary goals? Y or N
Provide a brief description of the student's course of study:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:
 Annual IEP Goals (refer to instructions page for guiding questions to consider in this section)
5. Does the IEP contain annual IEP goals that will reasonably enable the student to meet Y or N
the postsecondary goals?
If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

IEP Meeting Participation (refer to instructions page for guiding questions to consider in this section)

6a. Does the file contain evidence that the student was invited to participate in the IEP meeting? Y or N

6b. If the student did not attend the IEP meeting, does the file contain evidence that the student's
preferences and interests were considered? Y, N, or N/A
If "N" is marked for 6a or 6b, provide an explanation for why the team found this area to be non-compliant:

Agency Invitation (refer to instructions page for guiding questions to consider in this section)
7. If transition services described in the IEP (see number 3 above) are likely to be provided or paid for by other
agencies, does the file contain evidence that, with parent/adult student consent, representatives of the
agency(ies) were invited to participate in the IEP meeting? (Note: if parent consent was attempted
but not obtained, enter an N/A in the box for this question). Y, N, or N/A

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Miscellaneous additional information (optional)

File: 13
Special Education - Secondary Transition File Review Sheet Date : 12/30/99
File #: 14 District: 0 School: Date of IEP:
Student: SSID#: 0 Disability: 0
Ethnicity: 0 Grade: 0 Age: 0 Anticipated Exit Year:

Transition Assessment (refer to instructions page for guiding questions to consider in this section)
1. Does the IEP (or student's file) contain evidence that the measurable postsecondary goal(s) were
based on age-appropriate transition assessment(s)? Y or N
Provide a brief description of the assessment results for each area:
Strengths Preferences & Interests Needs

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Postsecondary Goals (refer to instructions page for guiding questions to consider in this section)
2. Does the IEP contain appropriate measurable postsecondary goal(s) that are updated annually and address:
a. Education or training (required for all students) AND Y or N
b. Employment (required for all students) AND Y or N
c. Independent living skills (if appropriate for the student)? Y, N, or N/A
What are the student's identified postsecondary goals?
Education/Training:
Employment:
Indep. Living (if approp):
If "N" is marked for 2a, b, or c, provide an explanation for why the team found this area to be non-compliant:

Transition Services (refer to instructions page for guiding questions to consider in this section)
3. Does the IEP contain transition services that focus on improving academic and functional Y or N
achievement of the student to reasonably enable the student to meet the postsecondary goals?
Using the Roman numerals under number 3 on the instructions page (or a brief description), identify the transition
services on the student's IEP:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Course of Study (refer to instructions page for guiding questions to consider in this section)
4. Does the IEP describe the student's course of study that will reasonably enable the student
to meet the postsecondary goals? Y or N
Provide a brief description of the student's course of study:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:
 Annual IEP Goals (refer to instructions page for guiding questions to consider in this section)
5. Does the IEP contain annual IEP goals that will reasonably enable the student to meet Y or N
the postsecondary goals?
If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

IEP Meeting Participation (refer to instructions page for guiding questions to consider in this section)

6a. Does the file contain evidence that the student was invited to participate in the IEP meeting? Y or N

6b. If the student did not attend the IEP meeting, does the file contain evidence that the student's
preferences and interests were considered? Y, N, or N/A
If "N" is marked for 6a or 6b, provide an explanation for why the team found this area to be non-compliant:

Agency Invitation (refer to instructions page for guiding questions to consider in this section)
7. If transition services described in the IEP (see number 3 above) are likely to be provided or paid for by other
agencies, does the file contain evidence that, with parent/adult student consent, representatives of the
agency(ies) were invited to participate in the IEP meeting? (Note: if parent consent was attempted
but not obtained, enter an N/A in the box for this question). Y, N, or N/A

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Miscellaneous additional information (optional)

File: 14
Special Education - Secondary Transition File Review Sheet Date : 12/30/99
File #: 15 District: 0 School: Date of IEP:
Student: SSID#: 0 Disability: 0
Ethnicity: 0 Grade: 0 Age: 0 Anticipated Exit Year:

Transition Assessment (refer to instructions page for guiding questions to consider in this section)
1. Does the IEP (or student's file) contain evidence that the measurable postsecondary goal(s) were
based on age-appropriate transition assessment(s)? Y or N
Provide a brief description of the assessment results for each area:
Strengths Preferences & Interests Needs

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Postsecondary Goals (refer to instructions page for guiding questions to consider in this section)
2. Does the IEP contain appropriate measurable postsecondary goal(s) that are updated annually and address:
a. Education or training (required for all students) AND Y or N
b. Employment (required for all students) AND Y or N
c. Independent living skills (if appropriate for the student)? Y, N, or N/A
What are the student's identified postsecondary goals?
Education/Training:
Employment:
Indep. Living (if approp):
If "N" is marked for 2a, b, or c, provide an explanation for why the team found this area to be non-compliant:

Transition Services (refer to instructions page for guiding questions to consider in this section)
3. Does the IEP contain transition services that focus on improving academic and functional Y or N
achievement of the student to reasonably enable the student to meet the postsecondary goals?
Using the Roman numerals under number 3 on the instructions page (or a brief description), identify the transition
services on the student's IEP:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Course of Study (refer to instructions page for guiding questions to consider in this section)
4. Does the IEP describe the student's course of study that will reasonably enable the student
to meet the postsecondary goals? Y or N
Provide a brief description of the student's course of study:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:
 Annual IEP Goals (refer to instructions page for guiding questions to consider in this section)
5. Does the IEP contain annual IEP goals that will reasonably enable the student to meet Y or N
the postsecondary goals?
If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

IEP Meeting Participation (refer to instructions page for guiding questions to consider in this section)

6a. Does the file contain evidence that the student was invited to participate in the IEP meeting? Y or N

6b. If the student did not attend the IEP meeting, does the file contain evidence that the student's
preferences and interests were considered? Y, N, or N/A
If "N" is marked for 6a or 6b, provide an explanation for why the team found this area to be non-compliant:

Agency Invitation (refer to instructions page for guiding questions to consider in this section)
7. If transition services described in the IEP (see number 3 above) are likely to be provided or paid for by other
agencies, does the file contain evidence that, with parent/adult student consent, representatives of the
agency(ies) were invited to participate in the IEP meeting? (Note: if parent consent was attempted
but not obtained, enter an N/A in the box for this question). Y, N, or N/A

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Miscellaneous additional information (optional)

File: 15
Special Education - Secondary Transition File Review Sheet Date : 12/30/99
File #: 16 District: 0 School: Date of IEP:
Student: SSID#: 0 Disability: 0
Ethnicity: 0 Grade: 0 Age: 0 Anticipated Exit Year:

Transition Assessment (refer to instructions page for guiding questions to consider in this section)
1. Does the IEP (or student's file) contain evidence that the measurable postsecondary goal(s) were
based on age-appropriate transition assessment(s)? Y or N
Provide a brief description of the assessment results for each area:
Strengths Preferences & Interests Needs

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Postsecondary Goals (refer to instructions page for guiding questions to consider in this section)
2. Does the IEP contain appropriate measurable postsecondary goal(s) that are updated annually and address:
a. Education or training (required for all students) AND Y or N
b. Employment (required for all students) AND Y or N
c. Independent living skills (if appropriate for the student)? Y, N, or N/A
What are the student's identified postsecondary goals?
Education/Training:
Employment:
Indep. Living (if approp):
If "N" is marked for 2a, b, or c, provide an explanation for why the team found this area to be non-compliant:

Transition Services (refer to instructions page for guiding questions to consider in this section)
3. Does the IEP contain transition services that focus on improving academic and functional Y or N
achievement of the student to reasonably enable the student to meet the postsecondary goals?
Using the Roman numerals under number 3 on the instructions page (or a brief description), identify the transition
services on the student's IEP:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Course of Study (refer to instructions page for guiding questions to consider in this section)
4. Does the IEP describe the student's course of study that will reasonably enable the student
to meet the postsecondary goals? Y or N
Provide a brief description of the student's course of study:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:
 Annual IEP Goals (refer to instructions page for guiding questions to consider in this section)
5. Does the IEP contain annual IEP goals that will reasonably enable the student to meet Y or N
the postsecondary goals?
If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

IEP Meeting Participation (refer to instructions page for guiding questions to consider in this section)

6a. Does the file contain evidence that the student was invited to participate in the IEP meeting? Y or N

6b. If the student did not attend the IEP meeting, does the file contain evidence that the student's
preferences and interests were considered? Y, N, or N/A
If "N" is marked for 6a or 6b, provide an explanation for why the team found this area to be non-compliant:

Agency Invitation (refer to instructions page for guiding questions to consider in this section)
7. If transition services described in the IEP (see number 3 above) are likely to be provided or paid for by other
agencies, does the file contain evidence that, with parent/adult student consent, representatives of the
agency(ies) were invited to participate in the IEP meeting? (Note: if parent consent was attempted
but not obtained, enter an N/A in the box for this question). Y, N, or N/A

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Miscellaneous additional information (optional)

File: 16
Special Education - Secondary Transition File Review Sheet Date : 12/30/99
File #: 17 District: 0 School: Date of IEP:
Student: SSID#: 0 Disability: 0
Ethnicity: 0 Grade: 0 Age: 0 Anticipated Exit Year:

Transition Assessment (refer to instructions page for guiding questions to consider in this section)
1. Does the IEP (or student's file) contain evidence that the measurable postsecondary goal(s) were
based on age-appropriate transition assessment(s)? Y or N
Provide a brief description of the assessment results for each area:
Strengths Preferences & Interests Needs

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Postsecondary Goals (refer to instructions page for guiding questions to consider in this section)
2. Does the IEP contain appropriate measurable postsecondary goal(s) that are updated annually and address:
a. Education or training (required for all students) AND Y or N
b. Employment (required for all students) AND Y or N
c. Independent living skills (if appropriate for the student)? Y, N, or N/A
What are the student's identified postsecondary goals?
Education/Training:
Employment:
Indep. Living (if approp):
If "N" is marked for 2a, b, or c, provide an explanation for why the team found this area to be non-compliant:

Transition Services (refer to instructions page for guiding questions to consider in this section)
3. Does the IEP contain transition services that focus on improving academic and functional Y or N
achievement of the student to reasonably enable the student to meet the postsecondary goals?
Using the Roman numerals under number 3 on the instructions page (or a brief description), identify the transition
services on the student's IEP:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Course of Study (refer to instructions page for guiding questions to consider in this section)
4. Does the IEP describe the student's course of study that will reasonably enable the student
to meet the postsecondary goals? Y or N
Provide a brief description of the student's course of study:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:
 Annual IEP Goals (refer to instructions page for guiding questions to consider in this section)
5. Does the IEP contain annual IEP goals that will reasonably enable the student to meet Y or N
the postsecondary goals?
If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

IEP Meeting Participation (refer to instructions page for guiding questions to consider in this section)

6a. Does the file contain evidence that the student was invited to participate in the IEP meeting? Y or N

6b. If the student did not attend the IEP meeting, does the file contain evidence that the student's
preferences and interests were considered? Y, N, or N/A
If "N" is marked for 6a or 6b, provide an explanation for why the team found this area to be non-compliant:

Agency Invitation (refer to instructions page for guiding questions to consider in this section)
7. If transition services described in the IEP (see number 3 above) are likely to be provided or paid for by other
agencies, does the file contain evidence that, with parent/adult student consent, representatives of the
agency(ies) were invited to participate in the IEP meeting? (Note: if parent consent was attempted
but not obtained, enter an N/A in the box for this question). Y, N, or N/A

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Miscellaneous additional information (optional)

File: 17
Special Education - Secondary Transition File Review Sheet Date : 12/30/99
File #: 18 District: 0 School: Date of IEP:
Student: SSID#: 0 Disability: 0
Ethnicity: 0 Grade: 0 Age: 0 Anticipated Exit Year:

Transition Assessment (refer to instructions page for guiding questions to consider in this section)
1. Does the IEP (or student's file) contain evidence that the measurable postsecondary goal(s) were
based on age-appropriate transition assessment(s)? Y or N
Provide a brief description of the assessment results for each area:
Strengths Preferences & Interests Needs

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Postsecondary Goals (refer to instructions page for guiding questions to consider in this section)
2. Does the IEP contain appropriate measurable postsecondary goal(s) that are updated annually and address:
a. Education or training (required for all students) AND Y or N
b. Employment (required for all students) AND Y or N
c. Independent living skills (if appropriate for the student)? Y, N, or N/A
What are the student's identified postsecondary goals?
Education/Training:
Employment:
Indep. Living (if approp):
If "N" is marked for 2a, b, or c, provide an explanation for why the team found this area to be non-compliant:

Transition Services (refer to instructions page for guiding questions to consider in this section)
3. Does the IEP contain transition services that focus on improving academic and functional Y or N
achievement of the student to reasonably enable the student to meet the postsecondary goals?
Using the Roman numerals under number 3 on the instructions page (or a brief description), identify the transition
services on the student's IEP:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Course of Study (refer to instructions page for guiding questions to consider in this section)
4. Does the IEP describe the student's course of study that will reasonably enable the student
to meet the postsecondary goals? Y or N
Provide a brief description of the student's course of study:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:
 Annual IEP Goals (refer to instructions page for guiding questions to consider in this section)
5. Does the IEP contain annual IEP goals that will reasonably enable the student to meet Y or N
the postsecondary goals?
If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

IEP Meeting Participation (refer to instructions page for guiding questions to consider in this section)

6a. Does the file contain evidence that the student was invited to participate in the IEP meeting? Y or N

6b. If the student did not attend the IEP meeting, does the file contain evidence that the student's
preferences and interests were considered? Y, N, or N/A
If "N" is marked for 6a or 6b, provide an explanation for why the team found this area to be non-compliant:

Agency Invitation (refer to instructions page for guiding questions to consider in this section)
7. If transition services described in the IEP (see number 3 above) are likely to be provided or paid for by other
agencies, does the file contain evidence that, with parent/adult student consent, representatives of the
agency(ies) were invited to participate in the IEP meeting? (Note: if parent consent was attempted
but not obtained, enter an N/A in the box for this question). Y, N, or N/A

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Miscellaneous additional information (optional)

File: 18
Special Education - Secondary Transition File Review Sheet Date : 12/30/99
File #: 19 District: 0 School: Date of IEP:
Student: SSID#: 0 Disability: 0
Ethnicity: 0 Grade: 0 Age: 0 Anticipated Exit Year:

Transition Assessment (refer to instructions page for guiding questions to consider in this section)
1. Does the IEP (or student's file) contain evidence that the measurable postsecondary goal(s) were
based on age-appropriate transition assessment(s)? Y or N
Provide a brief description of the assessment results for each area:
Strengths Preferences & Interests Needs

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Postsecondary Goals (refer to instructions page for guiding questions to consider in this section)
2. Does the IEP contain appropriate measurable postsecondary goal(s) that are updated annually and address:
a. Education or training (required for all students) AND Y or N
b. Employment (required for all students) AND Y or N
c. Independent living skills (if appropriate for the student)? Y, N, or N/A
What are the student's identified postsecondary goals?
Education/Training:
Employment:
Indep. Living (if approp):
If "N" is marked for 2a, b, or c, provide an explanation for why the team found this area to be non-compliant:

Transition Services (refer to instructions page for guiding questions to consider in this section)
3. Does the IEP contain transition services that focus on improving academic and functional Y or N
achievement of the student to reasonably enable the student to meet the postsecondary goals?
Using the Roman numerals under number 3 on the instructions page (or a brief description), identify the transition
services on the student's IEP:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Course of Study (refer to instructions page for guiding questions to consider in this section)
4. Does the IEP describe the student's course of study that will reasonably enable the student
to meet the postsecondary goals? Y or N
Provide a brief description of the student's course of study:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:
 Annual IEP Goals (refer to instructions page for guiding questions to consider in this section)
5. Does the IEP contain annual IEP goals that will reasonably enable the student to meet Y or N
the postsecondary goals?
If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

IEP Meeting Participation (refer to instructions page for guiding questions to consider in this section)

6a. Does the file contain evidence that the student was invited to participate in the IEP meeting? Y or N

6b. If the student did not attend the IEP meeting, does the file contain evidence that the student's
preferences and interests were considered? Y, N, or N/A
If "N" is marked for 6a or 6b, provide an explanation for why the team found this area to be non-compliant:

Agency Invitation (refer to instructions page for guiding questions to consider in this section)
7. If transition services described in the IEP (see number 3 above) are likely to be provided or paid for by other
agencies, does the file contain evidence that, with parent/adult student consent, representatives of the
agency(ies) were invited to participate in the IEP meeting? (Note: if parent consent was attempted
but not obtained, enter an N/A in the box for this question). Y, N, or N/A

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Miscellaneous additional information (optional)

File: 19
Special Education - Secondary Transition File Review Sheet Date : 12/30/99
File #: 20 District: 0 School: Date of IEP:
Student: SSID#: 0 Disability: 0
Ethnicity: 0 Grade: 0 Age: 0 Anticipated Exit Year:

Transition Assessment (refer to instructions page for guiding questions to consider in this section)
1. Does the IEP (or student's file) contain evidence that the measurable postsecondary goal(s) were
based on age-appropriate transition assessment(s)? Y or N
Provide a brief description of the assessment results for each area:
Strengths Preferences & Interests Needs

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Postsecondary Goals (refer to instructions page for guiding questions to consider in this section)
2. Does the IEP contain appropriate measurable postsecondary goal(s) that are updated annually and address:
a. Education or training (required for all students) AND Y or N
b. Employment (required for all students) AND Y or N
c. Independent living skills (if appropriate for the student)? Y, N, or N/A
What are the student's identified postsecondary goals?
Education/Training:
Employment:
Indep. Living (if approp):
If "N" is marked for 2a, b, or c, provide an explanation for why the team found this area to be non-compliant:

Transition Services (refer to instructions page for guiding questions to consider in this section)
3. Does the IEP contain transition services that focus on improving academic and functional Y or N
achievement of the student to reasonably enable the student to meet the postsecondary goals?
Using the Roman numerals under number 3 on the instructions page (or a brief description), identify the transition
services on the student's IEP:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Course of Study (refer to instructions page for guiding questions to consider in this section)
4. Does the IEP describe the student's course of study that will reasonably enable the student
to meet the postsecondary goals? Y or N
Provide a brief description of the student's course of study:

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:
 Annual IEP Goals (refer to instructions page for guiding questions to consider in this section)
5. Does the IEP contain annual IEP goals that will reasonably enable the student to meet Y or N
the postsecondary goals?
If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

IEP Meeting Participation (refer to instructions page for guiding questions to consider in this section)

6a. Does the file contain evidence that the student was invited to participate in the IEP meeting? Y or N

6b. If the student did not attend the IEP meeting, does the file contain evidence that the student's
preferences and interests were considered? Y, N, or N/A
If "N" is marked for 6a or 6b, provide an explanation for why the team found this area to be non-compliant:

Agency Invitation (refer to instructions page for guiding questions to consider in this section)
7. If transition services described in the IEP (see number 3 above) are likely to be provided or paid for by other
agencies, does the file contain evidence that, with parent/adult student consent, representatives of the
agency(ies) were invited to participate in the IEP meeting? (Note: if parent consent was attempted
but not obtained, enter an N/A in the box for this question). Y, N, or N/A

If "N" is marked, provide an explanation for why the team found this area to be non-compliant:

Miscellaneous additional information (optional)

File: 20
 Special Education Transition File Review - Summary Page
District Name: 0
Special Education Director:
Review Team (by position/title, not by name): leave extra rows blank - do not delete rows
1 6
2 7
3 8
4 9
5 10

If completing by hand, enter Y for "yes" or N for "no" for each cell in these columns

2 - MPSGs 6b -
File 5 - Annual 6a - IEP
SSID# Ethnicity Disability Age 1 - Assmt 3 - Services 4 - CoS Student
# Goals invite
E/T Emp ILS partic
1 0 0 0 0 0 0 0 0 0 0 0 0 0
2 0 0 0 0 0 0 0 0 0 0 0 0 0
3 0 0 0 0 0 0 0 0 0 0 0 0 0
4 0 0 0 0 0 0 0 0 0 0 0 0 0
5 0 0 0 0 0 0 0 0 0 0 0 0 0
6 0 0 0 0 0 0 0 0 0 0 0 0 0
7 0 0 0 0 0 0 0 0 0 0 0 0 0
8 0 0 0 0 0 0 0 0 0 0 0 0 0
9 0 0 0 0 0 0 0 0 0 0 0 0 0
10 0 0 0 0 0 0 0 0 0 0 0 0 0
11 0 0 0 0 0 0 0 0 0 0 0 0 0
12 0 0 0 0 0 0 0 0 0 0 0 0 0
13 0 0 0 0 0 0 0 0 0 0 0 0 0
14 0 0 0 0 0 0 0 0 0 0 0 0 0
15 0 0 0 0 0 0 0 0 0 0 0 0 0
16 0 0 0 0 0 0 0 0 0 0 0 0 0
17 0 0 0 0 0 0 0 0 0 0 0 0 0
18 0 0 0 0 0 0 0 0 0 0 0 0 0
19 0 0 0 0 0 0 0 0 0 0 0 0 0
20 0 0 0 0 0 0 0 0 0 0 0 0 0
TOTALS (% of files with "yes" responses) #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!
7 - Agency

0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
#DIV/0!