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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. Tough Scenarios/Questions
Information will be provided

19. 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 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

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

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

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