A Compliance Evaluation of the Transition Outcomes Project

Abstract

This study examines the quantitative results of an evaluation investigating implementation of the Transition Outcomes Project in a midwestern state. Data collection and analysis consist of preevaluation and postevaluation of students' Individualized Education Programs (IEPs) using the Transition Requirements Checklist and include statistical analyses to evaluate the concept of “compliance” as reflected in the IEP content. Findings indicated (a) an overall increase in the frequency of IEP transition items that meet Individuals With Disabilities Education Act requirements and (b) general improvement between expected and observed frequencies of the 32 items from initial to follow-up review. Patterns of change vary considerably. More than half of the items were “in compliance” at prereview and postreview while others remained missing, changed from missing to present, or from present to missing. This article raises questions about the complexity of evaluating such a model and the kinds of information states and school districts need to improve the content of IEPs.