Annual goals are statements that describe what a student with a disability can reasonably be expected to accomplish within a 12-month period of the student's program. Measurable annual goals include timeframe, conditions, behavior, and criterion.
"Indicator 13 and Transition Services Training Modules" contains eight training modules. Each link is a short video and allows you easy access to each part of the training. Audio is included so make sure your speakers are turned on. You will need access to Vimeo, an internet-based video-sharing website similar to Youtube.
This form assists districts in evaluating Indicator 13: the percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the child to meet the post-secondary goals. [20 U. S. C. 1416 (a)(3)(B)].
This form may assist IEP teams with supporting students in special education who will receive credits related to their IEP according to the goals and objective: including area of vocational (occupational ed. gen. requirements, community experience), personal management (math, gen. requirements), and life skills (social studies, health, fine arts, etc.). Changes to the Alternative Plan must occur no later than the first grading period of the junior year.
This form is for a student who is graduating or exiting special education due to exceeding age eligibility, the school district must provide the student with a summary of the student’s academic achievement and functional performance, including recommendations on how to assist the student in meeting his/her post-secondary goals (WAC 392-172A-03030). The Summary of Performance is important to assist the student in the transition from high school to higher education, training, and/or employment, and to help establish a student’s eligibility for reasonable accommodations and supports in post-secondary settings.
The WA State IEP Form is designed to clearly communicate to the parents, the student, and providers the type and amount of special education and any necessary related services or supports that will be made available to the student. The most recent evaluation report is used to develop the IEP. The IEP is individualized to reflect the unique needs of the student and how these needs will be addressed to permit the student to be included and progress in the general education curriculum.
Writing IEPs for Transition-Age Students (1/11/12)
Age-Appropriate Transition Assessment (11/9/11)
Transition IEP Review Analysis (3/2/11)
Transition IEP Review (1/12/11)