Present levels for transition-age students

Present levels for older students have one more job than other present levels. They have to connect what the student does now with the life the student wants after high school. A statement that says "Rico wants to work with animals" and stops is a wish, not a present level. One that adds what Rico did in a two-week placement at a shelter, scored on a work rubric, is a baseline.

The 20 examples below are grouped by the areas a transition plan covers. Each shows the weak version, the strong rewrite, the assessment data behind it and what makes it strong. All students and numbers are invented. They show the format and are not norms or targets.

The pillar guide on present levels of performance covers the four parts every statement needs. This page adds the transition layer.

What transition present levels must support

Beginning no later than the first IEP in effect when the student turns 16, or younger if the team decides, the IEP must include measurable postsecondary goals based on age-appropriate transition assessments. Those goals cover training, education, employment and, where appropriate, independent living skills. The IEP must also list the transition services, including courses of study, that will help the student reach them.^[1] Many states start this process earlier, often at 14, so check your state's rule.

That rule shapes the present levels. Each measurable postsecondary goal needs present levels that show where the student is now in that area, and those present levels should come from transition assessment results. The national technical assistance center on transition publishes tools and examples for this work,^[3] and the federal transition guide describes how schools and vocational rehabilitation agencies plan together.^[4]

Transition assessment data by area

Use more than one source for each area. An interest inventory alone is not enough to show what a student can do at work.

Preferences, interests and self-knowledge

Example 1: Career interests, grade 9

Weak: "Luis likes video games and wants to work with computers."

Strong: "On an online interest inventory in September, Luis's top areas were information technology and mechanical work. In an interview, he said he wants to 'fix computers or phones.' In a 4-week technology elective, he took apart and rebuilt two desktop computers with 90% of steps correct on the teacher's checklist. He has not yet researched jobs or training in these fields. Luis needs to explore careers in computer repair and the training they require."

Data behind it: interest inventory, student interview, elective checklist.

Why it works: It uses three sources and checks the interest against real performance. See complete a job-match reflection.

Example 2: Postsecondary vision in the student's words, grade 10

Weak: "Ella plans to go to college."

Strong: "Ella says, 'I want to go to the community college and become a vet tech.' She has a 2.6 grade point average and has earned 11 of 12 credits expected by the end of grade 10. Her biology grade is a B with accommodations. She has not visited a college or looked at the vet tech program's entry requirements. Ella needs to research the program's requirements and compare them with her course plan."

Data behind it: student interview, transcript, grades.

Why it works: It quotes the student, then checks the vision against her transcript. See research a college's accessibility services office.

Example 3: Describing own strengths and needs, grade 11

Weak: "Marcus needs to learn about his disability."

Strong: "On a 4-point rubric for describing his learning strengths, needs and helpful supports, Marcus scored 1 in an interview in October. He said he is 'bad at school' and could not name his disability or any accommodation in his IEP. When shown his accommodation list, he picked extended time as the one that helps most. He wants to apply for jobs next year and may need to explain his needs. Marcus needs to describe his strengths, needs and the supports that help him."

Data behind it: structured interview scored on a 4-point rubric.

Why it works: Self-knowledge is scored, so growth can be measured. See describe own learning strengths, needs and supports.

Example 4: Preferences of a student with significant disabilities, age 18

Weak: "Kim cannot express career preferences."

Strong: "Kim communicates with vocalizations, facial expressions and a 12-symbol choice board. During 8 situational assessments at three work sites in September and October, Kim stayed engaged a median of 18 minutes at sorting and folding tasks and 4 minutes at greeting customers. She smiled and reached for materials at sorting tasks and pushed materials away at greeting tasks. Her family reports she enjoys folding laundry at home. Kim needs work experiences built around sorting and folding, with more chances to choose tasks with her choice board."

Data behind it: duration and engagement notes from 8 situational assessments, plus family input.

Why it works: Preferences are shown through observed behavior, which counts as transition assessment data. See sort items by category for a work task.

Education and training

Example 5: Knowing accommodations for college, grade 12

Weak: "Sam will need accommodations in college."

Strong: "In a mock intake interview in October, Sam explained 1 of his 4 IEP accommodations and could not say why he uses it. He scored 1 of 4 on the self-advocacy rubric. He uses extended time and a reader on every test. He has been accepted to a 4-year college and has not contacted its disability services office. Sam needs to explain his accommodation needs at a college intake meeting."

Data behind it: mock intake interview scored on a 4-point rubric.

Why it works: It simulates the adult setting and scores the skill there. See explain own accommodation needs at an intake meeting.

Example 6: Credits and course of study, grade 11

Weak: "Jade is on track to graduate."

Strong: "Jade has earned 15 of the 18 credits expected by the end of grade 10 for a standard diploma. She failed Algebra 1 and is retaking it in a co-taught class, where she has a 72%. She passes classes with notes provided and has a C average. She plans to enter a 2-year welding program, which requires a passing grade in Algebra 1. Jade needs to complete Algebra 1 and recover 2 elective credits this year."

Data behind it: transcript and current grade report.

Why it works: It ties credits to the postsecondary plan. The course of study is a required part of transition services, so it belongs here.

Example 7: Note-taking, grade 11

Weak: "Tyrone needs better study skills."

Strong: "On three 15-minute lectures in his history class in October, Tyrone's two-column notes scored a median of 3 of 12 on the class note-taking rubric. He copies the slide titles and stops writing when the teacher talks without a slide. With a guided-notes page, he scores 9 of 12. He wants to attend a 4-year university, where most courses will not provide notes. Tyrone needs to take two-column notes during a lecture without a guided-notes page."

Data behind it: rubric scores of 2, 3 and 4.

Why it works: It names the support he relies on now and the adult setting where it will be gone. See take two-column notes during a lecture.

Example 8: Researching programs, grade 10

Weak: "Nina is undecided about her future."

Strong: "On a 10-item college and program research checklist in September, Nina found the answers to 3 items for a cosmetology program she is interested in, such as cost and length. She did not find entry requirements, licensing or support services. She uses her phone for searches but gives up after the first page. Nina needs to research training programs using a checklist and compare at least two options."

Data behind it: 10-item checklist scored once, repeated on a second program with 4 of 10.

Why it works: "Undecided" becomes a measured research skill tied to her stated interest. See compare colleges or programs on a checklist.

Employment

Example 9: School-based job performance, grade 10

Weak: "Andre does well at his school job."

Strong: "Over 6 weeks in the school mailroom in September and October, Andre scored a median of 14 of 24 on the 8-item workplace expectations rubric. He sorts mail accurately and is polite with staff. He scored lowest on starting tasks without reminders and staying on task for the full 45-minute shift. His job coach gives about 6 prompts per shift. Andre needs to start and finish his work tasks with fewer than 2 prompts per shift."

Data behind it: weekly rubric scores and prompt counts.

Why it works: The rubric shows the specific work behaviors to target. See meet workplace expectations during a school-based job.

Example 10: Arriving on time for work, grade 12

Weak: "Destiny has trouble with punctuality."

Strong: "At her community work placement in September and October, Destiny arrived on time for 9 of 16 scheduled shifts. She was late by 10 to 25 minutes on the other 7, usually after missing the bus. She sets one alarm and does not check the bus schedule. Her supervisor has said continued lateness will end the placement. Destiny needs to plan her travel and arrive on time for scheduled shifts."

Data behind it: 16 shifts from the supervisor's time log.

Why it works: It uses the employer's own record and states the stakes. See arrive on time for a scheduled job.

Example 11: Online job application, grade 12

Weak: "Kevin needs help applying for jobs."

Strong: "On a 12-step online job application checklist across 3 practice applications in October, Kevin completed a median of 7 steps without help. He enters personal information and uploads his resume correctly. He skips the availability section and the work history dates, and leaves the short-answer questions blank. He wants a part-time job at a grocery store before graduation. Kevin needs to complete an online job application from start to finish."

Data behind it: task analysis across 3 applications.

Why it works: It names the sections he skips, so instruction can target them. See complete an online job application.

Example 12: Work rate on a vocational task, age 19

Weak: "Paulo works slowly."

Strong: "During 6 work sessions in his transition program in October, Paulo assembled a median of 22 packets per hour that matched the model, with 95% accuracy. The worksite's expected rate for this task is 40 packets per hour. He works accurately but stops after each packet to check with staff. With a 10-packet tray and a picture of the finished packet, he worked a median of 31 per hour. Paulo needs to assemble packets at a rate closer to the worksite's expectation while keeping his accuracy."

Data behind it: packets per hour across 6 sessions; worksite expectation from the employer.

Why it works: It compares his rate with the real employer's expectation. See assemble packets or kits that match a model.

Example 13: Rating own work, grade 11

Weak: "Sierra doesn't take feedback well."

Strong: "At her hospital volunteer placement, Sierra and her supervisor each rated her work on a 5-item checklist after 8 shifts in September and October. Their ratings matched on a median of 2 of 5 items. Sierra rated herself 'excellent' on speed and accuracy, while her supervisor rated both 'needs improvement.' She becomes upset when corrected. Sierra needs to rate her own job performance accurately and use the supervisor's feedback."

Data behind it: paired ratings across 8 shifts.

Why it works: It turns a personality comment into an agreement measure. See self-rate job performance in agreement with the supervisor.

Independent living

Example 14: Budgeting, grade 12

Weak: "Abby doesn't understand money."

Strong: "On three budget tasks using a sample pay stub in October, Abby built a monthly budget with each item correct on a median of 5 of 10 items. She adds and subtracts money correctly with a calculator. She uses gross pay instead of take-home pay and leaves out irregular costs such as phone and transportation. She plans to share an apartment after graduation. Abby needs to build a monthly budget from take-home pay that covers all expenses."

Data behind it: 4, 5 and 6 of 10 items.

Why it works: It names her two errors and links to her housing plan. See build a monthly budget from take-home pay.

Example 15: Cooking a meal, age 18

Weak: "Trevor is learning to cook."

Strong: "On a 14-step stovetop meal checklist across 5 cooking lessons in October, Trevor completed a median of 8 steps without prompts. He gathers items, measures and stirs. He does not set a timer or turn off the burner without a reminder. His family reports he makes only microwave meals at home. Trevor needs to cook a simple stovetop meal from a picture recipe, including safety steps."

Data behind it: task analysis across 5 lessons, plus family report.

Why it works: Safety steps are named as the gap. See cook a stovetop meal from a picture recipe.

Example 16: Managing a calendar, grade 11

Weak: "Leah is disorganized."

Strong: "Across 20 assignments and appointments in September and October, Leah entered 6 into her phone calendar with a reminder. She missed two counseling appointments and turned in 7 assignments late. She uses her phone constantly and knows how to set alarms. She will manage her own schedule at college next year. Leah needs to enter assignments and appointments in a digital calendar with reminders."

Data behind it: 20 opportunities checked against the planner and attendance log.

Why it works: It uses a tool she already uses. See enter assignments as digital calendar reminders.

Example 17: Checking in for a medical appointment, age 19

Weak: "Jamal relies on his mother for medical appointments."

Strong: "On a 7-step clinic check-in checklist across 3 role-plays and 1 real visit in October, Jamal completed a median of 3 steps on his own. He gives his name and birth date. He does not have his insurance card or ID with him and cannot say why he is there. He turns 21 next year and will need to manage his own health care. Jamal needs to check in for a clinic appointment with his ID and insurance card."

Data behind it: task analysis across 4 trials.

Why it works: It mixes role-play and a real visit, and ties the need to aging out. See check in for a clinic appointment with ID.

Self-determination and adult roles

Example 18: Leading the IEP meeting, grade 10

Weak: "Gina attends her IEP meetings."

Strong: "At her IEP meeting in October, Gina completed 2 of 8 steps on the student-led IEP checklist: she introduced herself and stated one goal. Staff led the rest of the meeting. She prepared a slide about her interests with help but did not present it. Gina needs to lead more parts of her IEP meeting, including presenting her strengths and goals."

Data behind it: 8-step checklist scored at the meeting.

Why it works: Participation is broken into steps that can grow. See lead parts of their own IEP meeting and the glossary entry on the student-led IEP.

Example 19: Setting a personal goal, grade 9

Weak: "Ryan lacks motivation."

Strong: "On a 4-point goal-setting rubric applied to two goals he wrote in September, Ryan scored 1 both times. His goals were 'do better' and 'get a job.' He did not name steps, dates or how he would know he met them. When he set a goal with his counselor for basketball tryouts, he followed through on a daily practice plan. Ryan needs to set a personal goal with an action plan and dates."

Data behind it: two rubric-scored goals, plus counselor report.

Why it works: The basketball example shows he can follow a plan when the goal is his. See set a personal goal with an action plan.

Example 20: Age of majority and decision-making, grade 11

Weak: "Parents will get guardianship."

Strong: "Rights under IDEA will transfer to Callie at 18, the age of majority in her state, and she and her parents have been told. On a 10-item scenario check in October, Callie identified who to ask for help with a decision on 4. She makes clear choices about clothes, food and free time. She signs forms without reading them. Her family is learning about supported decision-making. Callie needs to identify trusted supporters and the steps to make choices about school, money and health."

Data behind it: 10 decision scenarios, plus family interview.

Why it works: It states the legal fact plainly and measures a decision skill, without deciding a family matter for them. The IEP must note, at least one year before the student reaches the age of majority, that the student has been told of the rights that will transfer.^[1] When the student reaches that age, most parental rights under IDEA transfer to the student unless the student has been found legally incompetent under state law.^[2] Supported decision-making is one option families look at.^[5] See the glossary entries on age of majority and supported decision-making.

How to measure progress on transition goals

Measure in the adult setting or the closest copy you can make. A job skill measured in a classroom tells you less than the same skill measured at a work site.

• Work skills: use the employer's rubric or a situational assessment rubric at each placement, scored every week or two.
• Independent living: score the same task analysis in the setting where the student will use it.
• Self-determination: score rubrics or checklists at each IEP meeting and at set points during the year.

The rubric scoring data sheet and the task analysis data sheet fit most of these examples. Find goal wording on the transition goals hub and the transition coordinator role page.

Adapting transition present levels by age

Printable quick reference

All 20 examples on one page. Free to copy and print, no email or sign-up.

Check draft goals with the goal checker. Daily living skills for younger students are in the functional performance present levels examples. For academic areas, see the math examples and the writing examples; for work behavior, see the behavior examples.

Frequently asked questions

Use it in IEP Atlas

• Transition IEP goals
• Goals for the transition coordinator role
• Independent living goals (transition)
• Transition assessment in the IEP glossary
• Measurable postsecondary goals in the IEP glossary
• IEP goal checker

Related guides

• Present levels of performance (PLAAFP): what to include, with examples
• Functional performance present levels examples
• Present levels examples for math
• Present levels examples for writing
• Writing student strengths as observable performance
• Present levels examples for behavior

Sources

1. 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
2. 34 CFR §300.520: Transfer of parental rights at age of majority, Legal Information Institute, Cornell Law School
3. National Technical Assistance Center on Transition: The Collaborative, NTACT:C
4. A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities (August 2020), U.S. Department of Education, Office of Special Education and Rehabilitative Services
5. Supported Decision-Making, National Resource Center for Supported Decision-Making

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.