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Developing the Transition Section of a Students IEP!

Identify the student’s post-school desired goals or vision) Step One: Based on Assessments - Identify the student’s post-school desired goals or vision) Post Secondary Education or Training Employment Independent Living 3 3

Post-School Goals Characteristics Measurable statements: Based on Individual’s Assessment Data Identifies where student will be AFTER high school NOT intended to describe events that occur IN high school NOT the same thing as IEP measurable annual goal Addresses Post-Secondary Education/Training Employment Independent Living IDEA 2007 refers to measurable postsecondary goal or goals that covers education or training, employment, and as needed independent living. Note that Goals is the new term used in PA under Chapter 14. Trainer may reiterate that goals have previously been referred to as “Outcomes” in PA. The “goals” indicated here are referred to as “post-school goals.” Remind participants that each goal area on the grid must be addressed by the IEP team and nothing should be left blank. Each student is required to have one post school goal– but many students may have more than one goal. If a particular goal is not appropriate to a student, the team must note that on the grid with a statement such as, “The IEP team has determined that this goal area is not applicable for the student.” 4 4

Sample Post School Goal: Phillip Postsecondary Education and Training Goal: Phillip has a goal of enrolling in postsecondary training in the area of automobile repair or a related field. Measurable Annual Goal Yes/No (Document in Section V) Courses of Study : Service/Activity Location Frequency Projected Beginning Date Anticipated Duration Person(s)/ Agency Responsible A community program 5

Sample Employment Goals 1. Competitive employment 2. Military 3. Supported employment (paid work in a community setting for those needing continuous support services) 4. Sheltered employment (where most workers have disabilities) 5. Employment that allows for technological and medical supports The IEP team has determined that this goal area is not applicable for this student 6 6 6

Assessment is the KEY! Assessment is… A process of gathering relevant information to plan, evaluate, or make decisions (academic, transition, career, vocational). Data (information) can be derived from multiple sources over a period of time. It occurs within all developmental contexts especially career development 7 7

Assessment is an integral part of the career development and transition processes. It is ongoing and can happen anytime and anywhere. 8 8

Why Assessment? So we can identify…. individual strengths, needs, preferences, interests, and post-secondary goals (including status of self-determination, level of career development) high school courses of study to achieve post-school goals programs, services, supports, and resources to achieve post-secondary goals next levels or environments of services and what will be needed from these prescriptive instructional techniques that work all key players and stakeholders in the youth’s life 9 9

Assessments Should be Placed in Present Levels of Performance Academic levels/basic skills Levels of self-determination Levels of career development Status of transition planning & options Status & stability of support systems Availability of options & opportunities (if they aren’t there, create them) Assessment (where we are in the on-going process) 10 10

Step Two: (Based on Assessment) Describe the student’s Present Levels of Academic Achievement / Functional Performance (Based on Assessment) 11 11

Present Levels Must: Identify strengths and prioritize needs Describe effect of disability on performance Provide a starting point for development of annual goals Guide development of other areas of the IEP Be data driven (measurable and observable) Reference post-school transition goals. Emphasize the IEP begins with a description of students present educational levels (PELs). PELs are starting points (think of them as baseline) for determining instructional levels. PELs must be instructionally relevant and expressed quantitatively . It is impossible to write meaningful measurable goals and objectives without clear and measurable PELs. Additionally, without clear and measurable PELs measurement, evaluation and reporting of students’ progress toward annual goals is not effectively achieved. PELs will tell us what goals need to be set Tells us if the student has made adequate progress in a year 12 12

Step Three: Determine Agency Linkages and Supports 13 13

Teaming: Essential to Transition Interagency collaboration is needed to ensure a “seamless” transition to post-school goals. Each team member brings unique insight and expertise to the table. Team, including student and parents, considers needs, interests and preferences of the student. Team determines how to support the journey to the post-school goals. Team works together to plan services that lead to successful post-school goals. As partners in an vital planning process, parents need effective interagency collaboration between the many agencies and providers of adult services to ensure a "seamless transition." As transition planning team members share dreams and a vision for the future, generate ideas, explore options, develop and implement a plan, and effectively follow-through, successful outcomes will be achieved for students with disabilities as they transition into the adult community. By keeping everyone in the LOOP- you are taking steps to ensure that all support people in the child’s life is knowledgeable about the student’s goals and progress. It is important that the student see everyone working together. "The best way to predict the future is to invent it." -John Scully, Odyssey, 1987 14 14

Effective Communication & Collaboration Within education system Interdisciplinary Interagency Families Youth 15 15

IEP Team Participants for Transition Planning Required Members student parents/guardians local education agency representative (LEA) regular education teacher special education teacher vocational-technical education representative (if being considered) Other Members SLP, OT, or PT staff SD transition coordinator psychologist guidance counselor job coach (if considered) employer representative community/agency representatives relatives/friends/advocate 16 16

In the end, everyone is society benefits from effective transition of youth with disabilities into productive careers…. YOUTH & FAMILY Special Education Career & Tech Education Community Rehab. Providers Parent Info. & Training Centers Consumer Organizations WIA Youth MR MH Voc. Evaluators & Work Adjustment Vocational Rehabilitation General Occupational Therapist Speech Therapist Support Groups Behavioral Specialist Disability Support Services Waiver Programs Independent Living Supports Psychologist Psychiatrist Physicians & Specialists 17 17

Step Four: Design a Transition Plan that includes courses of study and activities/services (transition grid) 18 18

Courses of Study Characteristics: Supports post school outcomes A coordinated set of activities Focus on improving academic and functional achievement Facilitate movement from school to post school by aligning curriculum with identified transition outcomes Should promote graduation by meeting district standards 19 19

Sample Course of Study: Phillip Postsecondary Education and Training Goal: Phillip has a goal of enrolling in postsecondary training in the area of automobile repair or a related field. Measurable Annual Goal Yes/No (Document in Section V) Courses of Study :Auto Body Repair Program; English, Algebra II, Chemistry; US History Service/Activity Location Frequency Projected Beginning Date Anticipated Duration Person(s)/ Agency Responsible Could 20

Transition Service / Activity Action steps – both activities and services Include instructional services to address skill deficits, supported by Measurable Annual Goals Slated to occur during current IEP Leading to achievement of post-school goal Put all together from 1st year to final year of transition planning = coordinated set of activities Definitions of transition activity/ service Action steps – both activities and services Include instructional services to address skill deficits, with Measurable Annual Goals. This is an important concept to emphasize. 21 21

Employment Specific career interest ____________________ _____ Career exploration (software programs, guest speakers, graduation project) _____ In-school work experience _____ Community service _____ Job shadowing _____ Job tryouts _____ Work experience _____ Vocational-technical school _____ Tour _____ Shadow vocational programs _____ Co-op job placement (career-tech centers) 22 22

Employment _____ Community-based instruction (pre-employment, travel training, social skills, etc) _____ Career TRACK _____ CareerLink _____ DPW Employment Program referral _____ OVR referral _____ Determination of eligibility _____ Employment services _____ Job training _____ MH/MR referral _____ Training services 23 23

Sample Service / Activity: Phillip * Denotes measurable annual goal Employment Goal: Measurable Annual Goal Yes/No (Document in Section V) Phillip has a goal of competitive employment in the area of auto body repair or related field. Courses of Study: Auto Body Repair Program; English, Algebra II, Chemistry; US History Service/Activity Location Frequency Projected Beginning Date Anticipated Duration Person(s)/Agency Responsible *Improve speed and discrimination of project completion. CTC During the school day Sept. 19, 2008 June 3, 2009 CTC staff *Develop reading comprehension skills in all settings. HS, CTC LS Teacher, General education teachers, *Develop writing skills in all classes. HS LS Teacher, General ed. teachers Obtain information regarding employment opportunities in local shops. One time Jan. 20, 2009 24 24

Determine Annual Goals that lead Step Five: Determine Annual Goals that lead to post-school outcomes (academic, transition, etc) 25 25

Measurable Annual Goal IEP goal, covers one year Addresses skill deficits (identified in needs) Begins from baseline of skill (present levels) Describes skill attainment level (endpoint) NOT curriculum Contains measurable, countable data Leads to visual, countable monitoring Not more than 3-5 goals 26 26

Measurable Annual Goals at a Glance Condition Name Clearly Defined Behavior Performance Criteria Describe the situation in which the student will perform the behavior. Materials, settings, accommodations? Given visual cues… During lectures in math… Given active response checks… Describe behavior in measurable, observable terms. Use action verbs. What will s/he actually DO? Locate Point Separate Rank Choose The level the student must demonstrate for mastery: How well? % of the time #times/# times With the # or % accuracy “X” or better on a rubric or checklist. Number of times needed to demonstrate mastery: How consistently? How consistently will the student need to perform the skill(s) before considered “mastered?” Evaluation Schedule: How often? How often will the student be assessed? What will be the method of evaluation? Use the Student’s Name 27 27

Grids → Goals - Phillip Phillip has a goal of enrolling in postsecondary training in the area of automobile repair or a related field. Measurable Annual Goal Yes/No (Document in Section V) Courses of Study :Auto Body Repair Program; English, Algebra II, Chemistry; US History Service/Activity Location Frequency Projected Beginning Date Anticipated Duration Person(s)/ Agency Responsible *Instruction and exploration of the use of his Scan-Read software for content area classes. High School Using at least 6 times in general ed. classes Sept. 19, 2008 Jan. 4, 2009 LS Teacher, General education teachers, Phillip *Articulate his needs for accommodations in current and postsecondary settings. At least weekly in his classes June 4, 2009 The next series of slides show how to take the information written in the transition “grid” section of the IEP and develop a measurable annual goal for the post-school goal. 28

Grids → Goals - Phillip MEASURABLE ANNUAL GOAL Include: Condition, Name, Behavior, and Criteria (Refer to annotated IEP for description of these components.) Describe HOW the student’s progress toward meeting this goal will be measured Describe WHEN periodic reports on progress will be provided to parents Report of Progress Given instruction on identifying the supports and accommodations (including the use of Scan and Read software) that enable him to score at least 85% on classroom assignments and assessments in English, Chemistry, and US History, Phillip will identify the need, and independently request these supports and accommodations, and document in his planner, in 90% of graded assignments and assessments, for five consecutive weeks. Weekly charting with LS teacher of results of his review of graded assignments and assessments, compared with documentation in his planner and annotated accordingly. Annotated chart sent home quarterly       It is possible to have one measurable annual goal for two or more of the post school goals. For example if the student’s annual goal addresses an organizational skill deficit – that goal could be related to a post-school goal for education and training and a goal for employment. 29 29

It’s all about Post-School Outcomes! What is your stake in the transition planning process? 30 30