Post-Secondary Transition: IEP Do’s and Don’t’s Introduce Indicator 13 Jennifer Henderson and Beth Fuller Process Coordinators Liberty Public Schools

Present Levels – Why are They Important? Introduces student Outlines how student’s strengths and disability may impact their post-secondary goals Drives creation of annual and post-secondary goals Drives provision of services Drives IEP decisions regarding graduation, etc. Main speaker - Jennifer

Student Strengths For students with transition plans, consider how the strengths of the child relate to the child's post-secondary goals. Include strengths in the following areas: Academic Behavioral Social/emotional Communication Include items such as: Self-Advocacy Work Ethic Attitude Main speaker - Jennifer

Remember to: Student Strengths Provide specific examples of what is seen in the school environment. Collect information from a variety of sources. Main speaker - Beth

Student’s Disability Include: Consider how the disability will affect the student’s ability to reach his/her post-secondary goals Include: How student’s disability impacts him/her in school setting How student’s disability impacts him/her in post-secondary settings. Provide specific examples gathered from transition survey and school performance. Use data Main speaker - Jennifer

Expectations can include parent input regarding: Parent/Guardian Concerns Consider the parent/guardian’s expectations for the child after the child leaves high school Expectations can include parent input regarding: Housing/Independent Living Training Employment Education Main speaker – Jennifer Emphasize expectations You can also include student concerns and expectations, particularly if the student is their own educational decision maker

Changes in student’s current functioning since the prior IEP Consider how changes in the student’s current functioning will impact their ability to reach his/her post-secondary goal. Summarize progress made in school and job settings as they relate to the student’s goals. Use sources such as teacher observations, report cards, and progress notes. Main speaker - Jennifer

Summary of Evaluation/ Re-evaluation Results Summarize the most recent evaluation results by providing: Scores Strengths Weaknesses Main speaker – Jennifer Stress eligibility determiners If health condition – make sure you put health condition and how it impacts

Summary of State and District Assessments Include the most recent results of State and District Assessments MAP (Grades 3 – 8) EOC District-wide assessments currently given Jennifer

Transition Assessments Include any and all of the following items: Informal interviews Transition interview results Missouri Connection ASVAB results Any additional assessment information Main speaker – Jennifer Reminders on assessment FAQs like what do you need consent for, what do you not consent for and what you should be doing annually Stress that transition is fluid and every changing. Handout #2 and #4 reference - this is an example that our district uses to look at appropriate assessments by grade level

Moving on to Goals….. Present levels should drive the creation of both annual and post-secondary goals. Remember that annual goals should support, or tie into, post-secondary goals. Goals will determine whether or not a student receives a diploma if they are graduating based on goals so it is important that they are appropriate. Remind of FAQ Speal on graduation Main speaker - Jennifer

How Should Postsecondary Goals be Worded? Best practice is to word goals in the first person; Third person is acceptable Examples: “After graduation, I will complete a degree in early childhood education.” OR “After graduation, Joey will earn a welding certificate through coursework at a vocational-technical school.” Goal should specify that it will be addressed after high school or after graduation Main speaker - Jennifer

How Do I Know if I Should Include an Independent Living Goal? If through your age-appropriate transition assessments you have identified concerns in the area of independent living, these must be addressed with an independent living goal. You can also use the Independent Living Postsecondary Goals Worksheet (available through DESE) to assist you. Main speaker – Jennifer Intro handout #3

Are Terms Such as “Will Explore” or “Plans” acceptable? These terms are not measureable, and so should not be used. Goals should state what a student “will” do, which indicates that concrete outcomes will be measured. Main speaker - Beth

Examples Incorrect Independent Living Goal: Student would like to have his dad as a roommate when he graduates. Correct Independent Living Goal: Upon graduation from high school, I will get an apartment and have my father as a roommate to assist with managing my money and caring for my personal needs. Tag Team

Examples Incorrect Education and Training Goal: Student would like to go to a community college while deciding what he will major in. Correct Education and Training Goal: After high school, I will enroll full time in college and obtain an associates degree in construction management. Tag Team

Examples Incorrect Employment Goal: Correct Employment Goal: I am interested in becoming a nurse. Correct Employment Goal: After graduation, I will obtain a career in the health care industry, specifically in the field of nursing. Tag Team

Tough Scenarios/Questions Information will be provided

How Do I Address It When…... When the Student Has No Plans or Dreams? Lead the student in self-determination training. There is an online training module the student can complete for free at www.TransitionCoaltion.org, and you can also use district resources that might be available. Involve parents and school team in discussions to create a transition plan Main speaker - Jennifer

How Do I Address It When….... The Parent and Student’s transition goals differ?

How Do I Address It When….... Parent/Student Transition Goals are Unrealistic or Inappropriate?

How Do I Address It When…... Parents Request Transition Services/Programming Not Available in your District?