Transition Activities and Assessments

Do you leave transition goals in IEP year after year without changing them?

• Always

• Most of the Time

• Rarely

• Never

Do you use the same transition activities for learners for each grade level regardless of their differences in preferences and abilities?

• Always

• Most of the Time

• Rarely

• Never

Do you use the same transition assessments for every learner in the same grade level regardless of their preferences or abilities?

• Always

• Most of the Time

• Rarely

• Never

Do you use data (either qualitative or quanitative) to inform you on how to determine the best possible transition instruction for your learners?

• Always

• Most of the Time

• Rarely

• Never

How often does OVR attend your IEP meetings for transition aged learners when they are invited?

• Always

• Most of the Time

• Rarely

• Never

How often do you have a disengaged learner that you are unable to obtain transition data for their IEP?

• Always

• Most of the Time

• Rarely

• Never

How often are you able to obtain parent transition related input for IEP meetings?

• Always

• Most of the Time

• Rarely

• Never

How often do you use generic measurable annual transition goals due to lack of data?

• Always

• Most of the time

• Rarely

• Never

How often do you complete the transition activities associated with each of the three measurable annual goal areas within the grid?

• Always

• Most of the Time

• Rarely

• Never

How often do you feel like you have the resources to adequately support your learner from a transition perspective?

• Always

• Most of the time

• Rarely

• Never