ALIGNING TRANSITION REQUIREMENTS IN THE IEP PAM HUMPHREY, TRANSITION CONSULTANT

TRAINING OBJECTIVES Learn transition is a vital component of the IEP. Learn how to write annual goals that are clearly linked to the student’s postsecondary goals. EDUCATION SERVICE CENTER REGION 11 2/16 2

TRANSITION IN THE IEP- BARBARA BATEMAN The transition component of the IEP is just that, a part of the student's regular IEP. It is not a parallel document, a separate thing, or a "transition IEP.“ EDUCATION SERVICE CENTER REGION 11 2/16 3

TRANSITION IN THE IEP The legal significance of transition, being but one aspect of the IEP process, is substantial. A student is entitled to those transition services which for that student are either special education or related services necessary to enable the student to benefit from special education. The period of "benefit" to be considered has arguably been lengthened beyond school and into adult life… EDUCATION SERVICE CENTER REGION 11 2/16 4

TRANSITION SERVICES Secondary Transition or “transition services” as defined by The Individuals with Disabilities Act of 2004 (IDEA 2004) is a coordinated set of activities for a student with a disability that: Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the student with a disability to facilitate the student’s movement from school to post- school activities, including postsecondary education, vocational education, integrated employment (including supported employment); continuing and adult education, adult services, independent living, or community participation; EDUCATION SERVICE CENTER REGION 11 2/16 5

TRANSITION SERVICES Is based on the individual student’s needs, taking into account the student’s strengths, preferences, and interests; and Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation [34CFR §300.43] The IEP must include appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills” IDEA § EDUCATION SERVICE CENTER REGION 11 2/16 6

TRANSITION: EMPOWERING THE STUDENT EDUCATION SERVICE CENTER REGION 11 2/16 7

Transition services are the services special education or an agency will provide to reasonably enable the student to reach the desired postsecondary goals. Services are determined based on the student’s need, strengths, preferences, and interests. Transition services are part of the coordinated set of activities. WHAT ARE TRANSITION SERVICES? EDUCATION SERVICE CENTER REGION 11 2/16 8

SERVICES VS ACTIVITIES ACTIVITIES The student researches colleges. The student will seek part- time employment. The student will get a driver license. SERVICES The Transition Specialist counsels the student and provides college related information. The student enrolls in a Work- Based Learning class and receive direct supports from special education. The student will receive assistance from special education teacher with the reading portion of the driver’s exam. EDUCATION SERVICE CENTER REGION 11 2/16 9

CONSTRUCTING TRANSITION IN THE IEP California Community of Practice EDUCATION SERVICE CENTER REGION 11 2/16 10

ANNUAL GOALS SUPPORTING THE POSTSECONDARY GOALS The annual goals directly relate to education, employment, and independent living goal statements What determine if the goals are reasonable and relevant? One way is to utilize industry standards, the TEKS, and identify the expectations of the “next environment” EDUCATION SERVICE CENTER REGION 11 2/16 11

TRIANGULATING THE GOALS Annual goals Postsecondary Goals TEKS Next Environment “Prerequisite Skills” Industry Standards EDUCATION SERVICE CENTER REGION 11 2/16 12

SPP INDICATOR 13 Identify students’ appropriate measurable postsecondary goals Postsecondary goals updated annually Postsecondary goals based upon transition assessment (s) Transition services in the IEP to reasonably enable students to meet PSG Course of study Annual Goal (s) related to the student’s transition services needs Invite students to IEP meeting to discuss transition Consent for agency participation EDUCATION SERVICE CENTER REGION 11 2/16 13

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TRANSITION ASSESSMENT Academics Reading Writing Math Career Related Soft Vocational EDUCATION SERVICE CENTER REGION 11 2/16 15

PLAAFP Guiding questions: Based on the student’s PLAAFP what additional skills are needed for the student to reasonably enable reach the expressed postsecondary goals? What are the sources for determining the needed skills related to the PSG? EDUCATION SERVICE CENTER REGION 11 2/16 16

State Standard Curriculum TEKS APPs iTunes Play store O’NET -Industry Standards  Knowledge  Skills  Abilities  Work Context LINKING EDUCATION AND EMPLOYMENT EDUCATION SERVICE CENTER REGION 11 2/16 17

PSG -RETAIL SALES ENGLISH II TEKS (1)Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology. O’ NET SKILLS EDUCATION SERVICE CENTER REGION 11 2/16 18

ANNUAL GOAL LINKED TO PSG Area of Need: Written Expression Measurable Goal: In 36 instructional weeks, in order to have vocabulary skills necessary for being a retail sales clerk, ______ will utilize an electronic dictionary or thesaurus independently to convey written information with 80% accuracy as measured by the student’s work samples. EDUCATION SERVICE CENTER REGION 11 2/16 19

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ACTIVITY Mikes is a junior in high school. His career interest s are working as a mail carrier or going into the family’s business of selling used cars. Mike has a moderate learning disability which impacts his ability to decode words and his reading comprehension. Mike is on-grade level for math. Mike’s written language is in impacted by his learning disability. Mike is shy and seldom initiates discussions with his teachers. Mike receives special education supports in his English and Science classes. EDUCATION SERVICE CENTER REGION 11 2/16 21

MIKE’S PLAN EDUCATION SERVICE CENTER REGION 11 2/16 22

CONTACT INFORMATION Pam Humphrey Transition Consultant ESC Region S. Cherry Lane White Settlement, TX (817) EDUCATION SERVICE CENTER REGION 11 2/16 23