Connor is an 18-year-old senior who anticipates graduating high school at the end of this
school year. At 24-months-old, during a routine wellness check, his pediatrician suspected a
hearing loss and referred Connor to an audiologist. Upon further testing, Connor was diagnosed
with a bilateral severe to profound sensori-neural hearing loss. He received a cochlear implant
in his right ear at 36 months old. He does not wear amplification in his left ear. Connor receives
special education services under the disability category of Hearing Impaired. Connor
communicates via American Sign Language (ASL) and has limited spoken and receptive oral
language skills. Limited skills means that he is only able to communicate simple words, like yes,
help, and more. When communicating with someone that does not know ASL, Connor will use
an ASL interpreter or will use written communication (e.g., writing notes, texting).
Connor lives at home with his parents and one younger sister in a small rural
community. While in elementary school, his father lost his job when the local coal mine closed.
Connor and his family experienced homelessness for a few months. Now, his father works as a
contractor in another state and comes home only a few months out of the year. Connor’s
mother knows some basic sign language, but his father does not know any. Connor and his
father rely on gestures, handwritten notes, and other family members to communicate with
each other. Connor’s mother is involved in his life and often helps Connor with his homework.
However, Connor’s sister can communicate the best with him and often serves as the family
interpreter.
From preschool through fifth grade, Connor attended his neighborhood school. He was
the only deaf student in the school and in the district. He received special education services
from an itinerant teacher of the deaf for 30 minutes daily. This teacher was contracted from a
neighboring school district. Connor learned ASL from the interpreter and itinerant teacher but
did not have formal instruction of ASL itself. Connor used an ASL interpreter for all his classes
and school-sponsored after-school activities. Because of the limited access to the teacher of the
deaf, the ASL interpreter was the primary language model and language instructor for Connor
at school. At the start of the sixth grade, Connor transferred to the state school for the deaf,
which is four hours from his home. He continues to live on campus during the week and goes
home on the weekends and during school breaks. In this setting, Connor receives all instruction
in ASL by teachers of the deaf. Connor also attends a local public high school to take art and
design classes through the Career and Technical Education program. An interpreter from the
school for the deaf is used for those classes. Connor does wish that the school for the deaf
offered these classes so that he could communicate directly with the teacher in ASL instead of
relying on an interpreter in the public schools.
Based on the Woodcock Johnson-III results, which was administered when Connor
changed schools, Connor is on grade level for math computation and math reasoning. Results
indicate that Connor has deficits in reading comprehension and written expression in English.
Writing mechanics is an area in which he particularly struggles. However, when text passages
are signed to him via ASL, Connor is able to comprehend the material without difficulty. His
performance is comparable to that of hearing peers. Connor receives double extended time as
an accommodation on all state, district, and school assessments and assignments. He also
receives an interpreter, reader, a scribe, and paraphrasing of instructions. Closed captions are
used on all recorded and live television shows as well as any online videos. With these
accommodations, he has earned passing grades in his core academic courses in high school. He
currently has a 2.8 grade point average.
In preparation for his annual IEP meeting that includes discussions on transition
planning, Connor completed a pre-IEP preparation document developed by his case manager as
well as a career interest inventory. Connor reported that he currently has a part-time job at a
coffee shop near his school and works when he can after school. Connor enjoys playing on the
school’s basketball team. He likes to hang out with his deaf peers at school. He sometimes
dreads going home on the weekends because he will not see his deaf friends, and there is
limited opportunity to communicate with family and friends. When he is not doing activities
with his family, Connor likes to watch Manga online videos.
According to his school transition survey, Connor’s career goal is to be a graphic
designer. He hopes to one day own a graphic designing business. He has been taking art and
design classes at the local public high school in order to prepare for his college transition.
Connor recently won a silver and gold medal in a district-wide competition – according to his
art teacher. She also shared through IEP notes that in the spring semester, Connor will be
involved in an internship with a local graphic designer before graduation. He also noted that
Connor is often seen using texting to communicate with his hearing classmates. Connor learns
best through direct instruction in ASL and, therefore, would like to attend Gallaudet University
in Washington, DC to pursue a major in art and design. While in college, he plans to live in the
dorms and hopes to get a part-time job on campus. Connor has been meeting with his
vocational rehabilitation (VR) counselor who is deaf herself. The VR counselor submitted notes
to his case manager that indicate she has been working with Connor on the services VR offers
to aid in his transition to college. She is working with him on his college application and how to
access disability services on campus.
The parent documents (as part of the IEP), including the AIR Self-Determination Scale,
were completed by Connor’s mother. Connor’s mother reported that although she is supportive
of Connor attending college and pursuing his graphic design career, she prefers that he attend a
college closer to home. She doesn't mind him living in the dorms and is encouraged that Connor
would like to live and work independently. His mother also shared that regardless of where
Connor attends college, she would like to go with him to meet the disability services
coordinator to make sure he has the services he needs, especially an interpreter if the professor
does not use ASL. She is concerned that Connor does not understand the difference between
the special education services he receives in school and what he is legally entitled to after
graduation.
Age
● 18 years old
Disability
● Hearing Impaired
Placement
● Residential state school for the deaf. Attends local public high school for art
and design Career Technical Education classes.
Strengths
● Earns passing grades
● Artistic talent - Won local art contests
● Uses accommodations
● Math
● Interpersonal skills
● “Listening comprehension” (via ASL)
Interests
● Interested in becoming a graphic designer
● Wants to own a business
● Has a part-time job at a coffee shop close to school for the deaf
● Socializing with deaf peers
● Playing basketball
● Watching online videos of Manga
Preferences
● Prefers direct instruction and communication through ASL
● Wishes his deaf school offered more art and design courses so he didn’t have
to go to public schools
● Going to a four-year university with a deaf-centered program
● Art and design
Needs
● Vocational Rehabilitation services to assist with college needs
● Understanding of legal rights per ADA and 504 and how to request
accommodations in postsecondary education and in the community
● Comprehension of literary and informational texts
● Mechanics of writing
Postsecondary Vision
Transition Assessment Documentation
Connor
● Attend Gallaudet University
● Major in art and design
● Live with students in dorms
● Become a graphic designer
● Have own business
● Live in own home after college
● Have own car
● School transition survey
● Pre-IEP preparation document
● AIR Self-Determination Scale
● Meeting with case manager
Connor’s
mother
● Attend college closer to home that
will help him achieve his career
goals
● Live and work independently
● Parent survey
● IEP meeting documentation
Additional
Assessment
Data
Gathered
● With the use of accommodations, met state testing graduation requirements
to date
● Passing grades
● Curriculum-based assessments
● Teacher reports
● IEP progress monitoring data
● AIR Self-Determination Scale - completed by mother
● Career interest inventory (unnamed)
Present Levels of Academic Achievement and Functional Performance (PLAAFP)
Academics: Because of his bilateral severe to profound sensori-neural hearing loss, Connor
qualifies for special education services under the disability category of Hearing Impaired. He
receives all his core instruction at a residential school for the deaf and art and design classes at
the local high school. Connor is scheduled to graduate at the end of this school year. He
currently has a 2.8 grade point average (school transcript). Assessment data indicate that
Connor is performing on grade level in math computation and reasoning (WJ-III). He has
consistently maintained a B average in all his high school math classes (report card, teacher
reports). With the accommodations of extended time, reader, and a scribe, Connor has
maintained a C average in English Language Arts. He needs additional support in reading
comprehension and writing mechanics (according to his report card and teacher reports). To
date, using the accommodations noted in his IEP, Connor has met state testing requirements.
Functional: Connor intends to enroll in a four-year university and study art and design. He plans
to become a graphic designer and to have his own business (student transition survey). Connor
is able to explain the accommodations he needs to be successful in school. However, he needs
to develop his understanding of his legal rights after graduation and how to access his
accommodations independently while in college and throughout his adulthood (student
interview, parent interview).
Formula for writing a postsecondary goal:
(After High School)
(
After gruation
)
(Upon completion of high school)
,
(Student)
will
(behavior)
(where and how)
Formula for writing an annual goal that supports the postsecondary goal:
Given
condition
(
teaching strategies
)
e.g., direct instruction
modeling
peer tutoring
,
(
student
)
will
(behavior)
(criteria )
e.g., 3 out 4 times
80%
(time frame)
(by June 20__)
Indicator 13 Checklist Form A
(Meets Minimum SPP/APR Requirements)
Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable
postsecondary goals that are annually updated and based upon an age appropriate transition
assessment, transition services, including courses of study, that will reasonably enable the
student to meet those postsecondary goals, and annual IEP goals related to the student’s
transition services needs. There also must be evidence that the student was invited to the IEP
Team meeting where transition services are to be discussed and evidence that, if appropriate, a
representative of any participating agency was invited to the IEP Team meeting with the prior
consent of the parent or student who has reached the age of majority. (20 U.S.C. 1416(a)(3)(B))
1. Is there an appropriate measurable postsecondary goal or goals that covers education or
training, employment, and, as needed, independent living?
Example: Education and Training
● After graduation, Connor will enroll at
Gallaudet University to receive a degree
in graphic design.
Non-Examples: Education and Training
● Connor will apply to Gallaudet University
● After graduation, Connor plans to attend
Gallaudet University to pursue graphic
design
Reasons for Example
● Participation in postsecondary education
is the focus of this goal.
● Obtaining a degree at a college can be
observed and measured.
● Obtaining a college degree occurs after
graduation from high school.
Reasons for Non-Examples
● While measurable (i.e., apply) the goal is
more akin to a transition service which
will occur while Connor is in high school.
● “Plans” and “expects” do not indicate
something that must occur after high
school. Plans and expectations are not
observable or measurable.
Example: Employment
● After earning his four-year degree,
Connor will obtain full-time employment
working as a graphic designer and
eventually will have his own graphic
designing business.
Reasons for Example
● Focus of the goal statement is Connor’s
postsecondary employment.
● Goal does indicate an outcome (having a
career in a particular field) that can be
observed and measured.
● Outcome occurs after high school.
● Goal is supported by Connor’s
postsecondary education/training goal.
● It is acceptable to indicate a long-term
employment goal (such as this one).
Non-Examples: Employment
● Connor has expressed an interest in being
a graphic designer.
● Connor hopes to have his own graphic
design business.
Reasons for Non-Examples
● “Want” and “expressed interest” are not
outcomes.
● “Hopes” are not observable and
measurable outcomes.
Example: Independent Living
● After high school, Connor will self-
advocate for accommodations in college.
Reasons for Example
● Reflects data gathered through the
transition assessment process.
● Goal is something Connor will do after
graduation from high school.
● Goal is observable and measurable.
● Goal supports Connor’s postsecondary
education goal.
Non-Example: Independent Living
● Connor will access disability supports to
assist with college.
Reasons for Non-Example
● The goal must explicitly state that it
occurs “upon graduation” or “after high
school.”
● Consider including specific information
related to transition data: “Upon
graduation, Connor will access disability
services to receive supports with his
accommodations.
2. Is (are) the postsecondary goal(s) updated annually?
Example: Education and Training/
Employment/ Independent Living
● Each postsecondary goal reflected
information gathered during the recent
transition assessment process, including
data gathered since the implementation
of Connor’s’ last IEP.
Reason for Example
● The postsecondary goal reflects the
information indicated in the updated
information in the PLAAFP section of the
IEP.
Non-Examples: Education and Training/
Employment/ Independent Living
● Connor will attend college after
graduation.
● Connor will get a job after her graduates
college.
Reason for Non-Examples
● These goals do not appear to have been
updated recently, as Connor is entering
his final year of high school and has much
more specific plans for his future
3. Is there evidence that the measurable postsecondary goal(s) were based on age
appropriate transition assessment?
Example
In the PLAAFP section of the IEP:
● Teacher reports
● Report Card
● Transcript
● Student interview
● Parent interview
● Student transition survey
● Standardized assessment data
Reasons for Example
● It includes information gathered over
time.
● It reflects student strengths, interests,
and preferences.
● It considers present and possible future
environments because the data relate
logically with Connor’s stated
postsecondary goals.
● The information is from multiple sources
and places.
● The data sources are age-appropriate.
Non-Example
● Connor is on track to graduate. He is on
grade level in math but below grade level
in reading comprehension and written
expression.
Reasons for Non-Example
● There is no reference to any transition
assessment or documentation. The
example on the left includes multiple,
ongoing age-appropriate transition
assessments, which were discussed in
Connor’s PLAAFP.
4. Are there transition services in the IEP that will reasonably enable the student to meet
his or her postsecondary goal(s)?
Examples: Education and Training
● Instruction in reading comprehension and
writing mechanics (2nd and 3rd quarter,
teacher of the deaf and ELA teacher)
● Schedule a meeting with a representative
for FAFSA (1st quarter, guidance
counselor and Connor)
● Support filling out the FAFSA (2nd
quarter, FAFSA representative)
● Assistance applying for college (2nd
quarter, case manager)
● Schedule a meeting with college disability
services (3rd quarter, Connor and
Connor’s mother)
Reasons for Examples
● The transition services listed reflect the
transition assessment data gathered and
will support Connor’s success with his
currently identified postsecondary goals.
● Timelines and persons responsible for
each service are indicated.
Non-Examples: Education and Training
● Intensive reading instruction
● Instruction in math skills
● Instruction on filling out community
college applications
Reasons for Non-Examples
● No responsible agencies or time frames
listed
● Connor is on grade level in math
● Connor’s postsecondary goal for
education is to attend a four-year
institution, not a community college
Examples: Employment
● Internship with a graphic designer (3rd
and 4th quarter, CTE teacher)
● Continuing pre employment transition
services (all 4 quarters, case manager, VR
counselor)
● Vocational rehabilitation referral to
determine eligibility for tuition assistance
(1st quarter, case manager and VR
counselor)
Reasons for Examples
● The transition services listed reflect the
transition assessment data gathered and
will support Connor’s success with his
currently identified postsecondary
employment goal.
Non-Examples: Employment
● Job shadowing at a coffee shop
● Referral to the Developmental Disabilities
Services (DDS)
Reasons for Non-Examples
● No responsible parties of timeframes
listed
● These do not relate to Connor’s
postsecondary goals.
● Connor is deaf and does not have an
intellectual disability. He would not
qualify for services through DDS.
● Timelines and persons responsible for
each service are indicated.
Example: Independent Living
● Instruction in ADA and 504 as applied to
postsecondary education, employment,
and independent living (3rd and 4th
quarter, case manager).
Reasons for Example
● The transition service listed reflects the
transition assessment data gathered and
will support Connor’s success with his
currently identified postsecondary
independent living goals.
● Timelines and persons responsible for
each service are indicated.
Non-Example: Independent Living
● Complete the Brigance Transition Skills
Inventory to identify areas of instruction
in daily living skills
Reasons for Non-Example
● This is not an appropriate assessment for
Connor
● Persons responsible and timelines are not
indicated.
5. Do the transition services include courses of study that will reasonably enable the
student to meet his or her postsecondary goal(s)?
Example
Final semesters of courses of study listed,
reflecting the state's graduation
requirements and identify electives of:
1. Graphic Design II
2. Digital media design
3. Communication Arts
4. Cooperative work experience
Reasons for Example
● Courses listed are relevant to the
student’s postsecondary goals
● Course of study is aligned with Connor’s
postsecondary plans, including preparing
him to receive a diploma.
Non-Example
For Connor’s 12th grade year, the following
courses are listed:
1. Psychology
2. Art
3. Study Hall
4. Pre-Calculus
5. Journalism
Reasons for Non-Example
● Courses listed do not reflect adequate
courses of study to meet Connor’s
postsecondary goal of graduating from a
4-year university
6. Is (are) there annual IEP goal(s) related to the student’s transition services needs?
Examples: Education and Training
● After reading grade level literary or
informational text, Connor will answer
comprehension questions with 80%
accuracy on 4 out of 5 trials as measured
by teacher probes.
● When given a grade level topic, Connor
will develop 5 cohesive paragraphs using
correct punctuation, capitalization, and
subject-verb agreement with 80%
accuracy on 3 consecutive assignments as
measured by teacher rubrics.
Reasons for Examples
● Developing reading comprehension and
writing mechanics skills were both
supported by transition data as areas of
need for Connor.
● Goals support Connor’s postsecondary
goals of attending a four-year college, as
well as transition services to prepare for
that goal.
● Each goal includes an effective condition,
measurable behaviors, criteria, and a
timeframe.
Non-Examples: Education and Training
● Connor will get better at reading
comprehension
● Connor will improve his writing ability.
Reason for Non-Examples
● Goals do not include all components,
which are condition, measurable
behavior, criteria, and timeframe.
Examples: Employment
● After reading grade level literary or
informational text, Connor will answer
comprehension questions with 80%
accuracy on 4 out of 5 trials as measured
by teacher probes.
● When given a grade level topic, Connor
will develop 5 cohesive paragraphs using
correct punctuation, capitalization, and
subject-verb agreement with 80%
accuracy on 3 consecutive assignments as
measured by teacher rubrics.
Reasons for Examples
● This relates to Connor’s current
Non-Example: Employment
● Connor will pass Digital Media Design
Reasons for Non-Example
● This does not include the criteria for an
annual goal for an IEP.
● While this statement is important to
Connor’s progress in the curriculum and
future achievement of his postsecondary
employment goal, passing a course does
not indicate specialized instruction to
achieve a specific behavioral criterion.
postsecondary employment goal and
needs he has related to that goal.
● It would not be necessary to list the same
annual goal more than once. For purposes
of this document, this is provided to
indicate the support of more than one
postsecondary goal by an annual goal.
● Goal includes an effective condition,
measurable behavior, criteria, and a
timeframe.
Example: Independent Living
● Given role play scenarios, Connor will
determine his legal rights and advocate
for his needs for 4 out of 5 trials across 3
consecutive weeks.
Reasons for Example
● This relates to Connor’s postsecondary
independent (and his postsecondary
education) goal and needs he has related
to that goal.
● Goal includes an effective condition,
measurable behavior, criteria, and a
timeframe.
Non-Example: Independent Living
● Connor will say what he wants or needs.
Reasons for Non-Example
● This goal does not reflect the required
four components for compliant goals:
condition, measurable behavior, criteria,
and timeframe.
● Self-advocacy is an important component
of self-determination, but there is not
enough information for this to be
observable or measurable.
7. Is there evidence that the student was invited to the IEP Team meeting where transition
services were discussed?
Example
● Notification of conference including
Connor as an invitee
Reason for Example
● There is evidence that Connor was invited
to the IEP meeting where transition
services would be discussed.
Non-Example
● Connor’s signature on the IEP.
Reasons for Non-Example
● There is no evidence that Connor was
invited to the IEP meeting where
transition services would be discussed.
● Attending the IEP does not indicate that
Connor was invited prior to the IEP, as
required by law.
8. If appropriate, is there evidence that a representative of any participating agency was
invited to the IEP meeting with the prior consent of the parent or student who has reached
the age of majority?
Examples
● A consent form signed by Connor, who is
18, indicating that the LEA may provide
additional documentation, as needed, to
the disability services office at the
university of his choosing.
● A consent form signed by Connor for the
LEA and VR counselor for the high school
to share information about Connor’
academic transcripts, IEP, and potential
services
● A meeting notice in the file, indicating
invitation to the vocational rehabilitation
counselor
Reasons for Examples
● Parental consent or student assent (once
age of majority) is required to contact any
outside agencies and release student
information.
● An invitation documents that providers
who are likely to provide or pay for
transition services were invited to attend
the meeting.
Non-Example
● When meeting with his case manager,
Connor shared that he wanted to talk to
the VR counselor and disability services
office at Gallaudet University.
Reasons for Non-Examples
● ‘Verbal’ report from a student is not proof
of participation from an outside agency or
consent for participation.
● If services are being provided and paid for
that agency must be invited to attend the
meeting and documentation of consent
(parent or student if age of majority)
evident, but no consent was documented.
This document was developed by The National Technical Assistance Center on Transition (NTACT), Charlotte, NC, funded by Cooperative
Agreement Number H326E140004 with the U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS).
Opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education nor does mention of trade
names, commercial products, or organizations imply endorsement by the U.S. Department of Education. OSEP Project Officer: Dr. Selete Avoke.
RSA Project Officer: Kristen Rhinehart-Fernandez. This product is public domain. Authorization to reproduce it in whole or in part is granted.
While permission to reprint this publication is not necessary, the citation should be: National Technical Assistance Center on Transition (2018).
Indicator 13 Training Materials: Case Studies.
