1. Transition Pages of the Oklahoma IEP
Dr. Jim Martin & Dr. Amber McConnell University of Oklahoma
Zarrow Center for Learning Enrichment

2. Transition planning is road map to life after high school….
How will the student get to the chosen destination?
Picture of road

3. Key Idea #1: REDUCE REDUNDANCY Key Idea #2: INCREASE USABILITY
Key Idea #3: EMPHASIZE PROCESS
Cover photos of OSDE Policies Book, OSDE Special Education Handbook, and OSDE Process Guide

4. Oklahoma’s Transition Handbook
Cover photo of OSDE Transition Handbook

5. Components To Be Covered
Postsecondary Goal(s)
Transition Assessment
Annual Transition IEP Goal(s)
Short-Term Objectives or Benchmarks (when needed)
Transition Activities/Services
Course of Study and Expected Graduation/Exit Date
Transfer of Rights

6. Transition Age
IDEA 2004: transition planning beginning not later than the first IEP to be in effect when the child is 16, and updated annually.
Oklahoma: must be in effect not later than the beginning of the student’s ninth grade year or upon turning 16, whichever comes first.
Transition planning may begin earlier, if deemed necessary by the IEP Team

7. Why Start Earlier? Postsecondary education financial support
Planning for high school classes
Signing up for the OK Promise Scholarship
Interagency Linkages and Residential Placements
Begin planning for residential care early

8. Indicator 13 – Checklist Form A
Indicator 13 Checklist A

9. Indicator 13 Checklist A
Are there measurable postsecondary goals in the areas of training, education, employment, and where appropriate independent living skills?
Are the postsecondary goals updated annually?
Is there evidence the measureable postsecondary goals were based on age appropriate transition assessments?
Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goals?
Do the transition services include courses of study that will enable the student to meet his or her postsecondary goals?
Is (are) there annual IEP goal(s) included in the IEP that is/are related to the student’s transition services needs?
Is there evidence the student was invited to the IEP meeting where transition services were discussed?
If appropriate, is there evidence that a representative of any participating agency was invited to the IEP team meeting with the prior consent of the parent or student who has reached the age of majority?

10. Transition Assessment
IDEA 2004 requires that appropriate measureable postsecondary goals be based upon age-appropriate transition assessments related to training and education, employment, and where appropriate, independent living skills.

11. Transition Assessment
Should Address Three Areas
Transition assessment should address three areas: employment, education and training, and as necessary independent living.
Independent Living
Employment
Education and Training
Picture of man working at a computer
Picture of husband, wife and son
Picture of student and teacher

12. Goals of Transition Assessment
Make informed choices
Take charge of the transition process
Understand the skills needed for post- school environments
Picture of boy daydreaming about a mansion, plane, sailboat, and Ferrari

13. Transition Sections of the IEP

14. Present Levels of Academic and Functional Performance
Transition assessments are included in the PLEP to formulate strengths and needs.

15. Screen shot of OSDE form 7 present levels of academic achievement, current assessment data, and objective statements

16. Screen shot of OSDE IEP form 7 Strength, needs and anticipated effects.

17. Screen shot of OSDE form 7 Consideration of special factors and Parent concerns for enhancing the child’s education

18. Preferences, Strengths and Interests and Course of Study
These must be BASED ON Present Levels of Performance and Age Appropriate Transition Assessments

19. Screen shot of OSDE form 7 Preferences, Strengths, interests, and course of study based on present levels of performance and age appropriate transition assessment

20. Postsecondary Goals
Students of transition age must have further education and employment postsecondary goals
Independent living is optional
Students have input and write goals based on answers to the question:
Where do I want to live, learn, and work after high school?
Need to be updated annually

21. Screen shot of OSDE form 7 desired post-secondary/outcome completion goals.
Postsecondary Goals occur after high school and answer the questions: Where will the student work, learn, and live (as needed)?

22. A Helpful Formula ____________ _______ will ______ ______
After high school The Student Behavior (Where and how)
After graduation
Upon completion of high school
“This formula provides guidelines for writing a measurable postsecondary goal.”
Read each component of the formula to the audience
Pictures of want ads in paper, a bedroom, and a classroom
Pictures of a man and woman wondering which way to go.
Picture of a diploma
Picture of students in caps and gowns

23. Sample Postsecondary Goals
“Ryan will join the Air Force and receive on-the-job training. He plans to live on base.”
Where will Ryan WORK?
Where will Ryan LEARN?
Where will Ryan LIVE?
If you can answer these 3 questions, the postsecondary goal is compliant.
Air Force Patch
Air Force Patch

24. Sample Postsecondary Goals
“Within three months of graduation, Isabel will participate in/audit business development courses at the local Career Tech school. With the help of a habilitation training specialist (HTS), Isabel will implement her business plan for a home-based business of custom gift baskets.”
Where will she work? Learn? Live?
Basket of fruit
Basket of fruit

25. Rolanda
After graduation, Rolanda will live at home and participate to the maximum extent possible in her daily routines, and she will volunteer at least once per week at the local childcare facility as she receives on the job training as a childcare worker.

26. Let’s Practice!
Articulate a postsecondary goal in employment for the following case study.
Jamarreo is a 19 year old student who enjoys working with computers. He is not sure what specific careers exist in the Information Technology field. He currently works at a gas station and would like to attend college close to home and commute to save on expenses.
____________ _______ will ______ ______
(After high school) (The Student) (Behavior) (Where and how) (After graduation)
(Upon completion of high school)

27. EXAMPLE ___________ _______ will ______ ______
Attend the local community college, major in IT, live at home and work at the gas station until the degree is completed.
Jamarreo
After graduation
___________ _______ will ______ ______
(After high school) (The Student) (Behavior) (Where and how)
(After graduation)
(Upon completion of high school)

28. What is the difference between a Postsecondary and an Annual Goal?

29. After high school, John will complete training as RN at PJC, then pursue a job as a nurse.
Given computer assisted instruction on rights and responsibilities as defined by the Section 504 of the Rehabilitation law, John will identify who at the college he must contact for services, when he must provide information, what accommodations he will need, and what to do if his needs are not being met with 100% accuracy by the end of the school year.
After high school, Brenda will attend Career Tech for Child Care; upon completion of course work, she will work for Early Rise Child Care Center.
Brad will learn and describe 5 accommodations he needs in the general education setting and why he needs them with 100% accuracy.
1. PSG
2. AG
3. PSG
4. AG

30. Annual Transition Goals
Each postsecondary goal requires at least one annual transition goal to help students facilitate attainment of the postsecondary goal
Annual Transition Goal Question
What do I need to learn now to live where I want?
What do I need to learn now to do the career I want?
What do I need to learn now to have the education I want?

31. Annual Goals Need to Include
Condition
involve the application of skills or knowledge and describe the materials and environment necessary for the goal to be completed.
Behavior
identifies the performance that is being monitored.
Criterion
how much, how often, or to what standards the behavior must occur
Timeframe
usually specified in the number of weeks or a certain date for completion

32. Annual goal must be measurable
A measurable goal includes the behavior or skill that can be measured at periodic intervals against some criterion of success.

33. Annual Transition Goal Formula

34. Education/Training Part 1 of the 5-Part Transition Plan Model
To create goals based on academics, functional academics, life centered competencies or career/technical or agricultural training.

35. Transition Assessment
Student Participated in Career Clusters interest inventory
Identified Information Technology as field of interest
Discovered college courses are necessary to achieve desired career

36. Annual Education/Training Goal
Given Ocean County Community College information, John will demonstrate knowledge of the college’s admission requirements by verbally describing these requirements and identifying admission deadlines with 90% accuracy.

37. Screen shot of OSDE form 7 Education/Training goal, activities, person/agency and date of completion

38. Development of Employment
Part 2 of the 5-Part Transition Plan Model
To create goals based on occupational awareness, employment related knowledge and skills and specific career pathway knowledge and skills.

39. Transition Assessment
Student Participated in Career Clusters interest inventory
Identified Information Technology as field of interest
Needed to research the field to find a particular interest

40. Annual Employment Goal
After researching possible careers, John will write an essay to compare and contrast two careers in the field of computer technology and include salary, benefits and required educational training, and describe which career is better suited for his strengths and abilities with 85% accuracy.

41. Screen shot of OSDE form 7 employment goal, activities, person/agency and date of completion

42. Community Participation Assessments
Part 3 of the 5-Part Transition Plan Model
Goals, as needed, based on knowledge and demonstration of skills needed to participate in the community (e.g., tax forms, voter registration, social interactions, consumer activities, accessing and using various transportation modes.)

43. Transition Assessment
The student completed the Transition Planning Inventory (TPI) and scored low in the area of community participation.

44. Annual Community Participation Goal
After participation in civics class, John will report steps necessary to become a registered voter, run for a public office, and to enroll in the selective service, the importance of voting and selective service with 100% percent accuracy by the end of the semester.

45. Screen shot of OSDE form 7 community participation goal, activities, person/agency and date of completion

46. Adult Living Skills and Post School Options Assessments
Part 4 of the 5-Part Transition Plan Model
(Skills, as needed, for self-determination, interpersonal interactions, communication, health/fitness and knowledge needed to successfully participate in Adult Lifestyles and other Post School Activities (e.g. skills needed to manage a household, maintain a budget and other responsibilities of an adult.)

47. Transition Assessment
The participated in the TAGG and scored low in “Involvement in the IEP.”

48. Annual Adult Living and Post School Option Transition Goal
After receiving technology instruction to create a PowerPoint, the student will make a PowerPoint to introduce participants, explain the purpose of the meeting, present his or her present level of performance, and describe post-school transition goals and desired course of study at the next IEP meeting with 100% accuracy.

49. Screen shot of OSDE form 7 Adult living and Post school options goal, activities, person/agency and date of completion

50. Annual Daily Living Skills Goal
Part 5 of the 5-Part Transition Plan Model
(Goals, as needed, based on adaptive behaviors related to personal care and well-being to decrease dependence on others.)

51. Transition Assessment
Student completed Casey Life Skills and reported “mostly no” on Housing and Money Management.

52. Annual Daily Living Skills Goal
Given instruction in high school Financial Planning class, John will deduce his dependency on his parents by demonstrating the ability to balance a personal household budget to include car payment, fuel, insurance, and monthly expenditures by reconciling a financial accounts with 90% accuracy.

53. Screen shot of OSDE form Daily Living Skills goal, activities, person/agency and date of completion

54. Objectives and Benchmarks
If the child is taught to alternate achievement standards, the IEP must also include short-term objectives or benchmarks for each goal. There must be at least two short-term objectives or benchmarks for each goal.

55. Transition Services/Activities
Tasks or activities that students do to learn the skills or knowledge associated with an annual transition goal
Can take place at school, home, or in the community
People responsible may include any educator, parents, other family members, co-worker, friends

56. Transition Activities/Services
Ryan
Take the ASVAB
Job shadow different positions at Tinker
Visit Air Force recruiter
Obtain driver’s license
Learn Air Force vocabulary
Build resume
Practice interviewing skills
Open a checking/savings account at local bank
Isabel
Get her food handler permit
Job shadow at a local florist
Visit local Career Tech
Research entrepreneurship
Learn keyboarding skills
Open a checking/savings account at local bank

57. Course of Study
When designing the course of study, pay attention to the entry requirements of colleges, career tech, or specific jobs.

58. Screen shot of OSDE form 7 Curriculum Participation

59. John
John would like a career in IT
What courses should he take?

60. Vocational Educational Information
Information must be provided, including
Career Tech programs
Work study
Work adjustment
Community-based job experiences
High school vocational ed classes
Some career tech programs are very selective and planning needs to take place so students can take the correct pre-requisite courses.

61. Department of Vocational Rehabilitation Referral
A referral form for DRS must be completed and sent to DRS Office
Parents and students need to follow-up to ensure application process is complete
Complete before age 16

62. Screen shot of Oklahoma Department of rehabilitation services referral

63. Transfer of Rights
Before students turn 17 years old, parents and students need to be told about the transfer of rights that will happen when upon 18.
Married students have the rights transferred regardless of age
Local educational agencies (LEAs) should inform parent(s) of their option to seek legal advice if they plan to continue making decisions for their child upon the child reaching the age of majority.

64. Transition Rulings and Decisions
gavel
Transition Rulings and Decisions

65. Travis Pace v. the Bogalusa City School Board (2001)
Parents allege the school district did not invite other agencies to the transition planning meeting
The district documented contact with state and local agencies, yet scheduling conflicts arose
DECISION
SCHEDULING CONFLICTS MAY PRECLUDE ATTENDANCE BY AGENCIES, HOWEVER, SCHOOL MUST DOCUMENT THE CONTACT AND AGREED UPON SERVICES, AND PARENTS MUST BE NOTIFIED OF POSSIBLE SERVICES

66. Caribou School Department (2001)
The student was not invited to the transition meeting
The transition plan stated “Graduation” as the postsecondary goal for the student
DECISION
“TRANSITION PLANNING MUST BE MORE THAN GRADUATION.” The student was awarded college tuition, incidental costs of college attendance, and tutoring services.

67. San Diego Unified School District, 2002
A parent of an 18 year-old with Down Syndrome alleged an inappropriate reading program was a barrier to the student’s post-school employment.
The school district focused on learning sight words in the community and first-grade books
DECISION
HEARING OFFICER RULED THAT NO ONE TAUGHT THE STUDENT THE READING SKILLS NEEDED FOR SUPPORTED EMPLOYMENT AND INDEPENDENT LIVING, INCLUDING “JOB APPLICATION, JOB DESCRIPTION, MEDICAL PRESCRIPTION, BUS SCHEDULES, MAPS, STORE PRICES, AND FOOD LABELS.” THE DISTRICT PAID FOR A 1-YEAR INDEPENDENT STUDY PROGRAM.

68. Sherri High et al v. Exeter Township School District
The student’s postsecondary education goal was to attend college
The plan included 32 opportunities for transition counseling, transition assessment, job shadowing and internship, assistance with college testing, and career fair attendance.
The student did not complete college
DECISION
While the district helped the student identify her desire to attend college, the district was not required to ensure she was successful in this pursuit.

69. Questions? Pictures of question marks Jim Martin
Zarrow Center for Learning Enrichment
(405)
Amber McConnell
Zarrow Center for Learning Enrichment
(405)