1. Writing Transition Focused IEPs

2. AGENDA Explore Transition Website
Indicator 13 Training – PPT on website
Activity

3. Indicator #13 measures transition planning and services within the IEP

4. Please refer to yellow sheet in your folder and Midwest RSC Task Indicator 13 Tips sample language packet;
100% compliance required

5. There are 8 citations that each IEP must meet in order to be compliant.
They are as follows…

6. Citation 1a:
Under the student’s PLP, the IEP includes a statement of the student’s needs, taking into account the strengths, preferences and interests as they relate to transition…
IEP”s reviewed – only 20% were compliant

7. Citation 1a:
C Needs and/or challenges relating to transition to post-school outcomes Q Included in all applicable PLP areas
Academic
Student strengths, preferences, interests:
“According to Level One Assessment), (student’s name) states that s/he is interested in becoming a ____________________ upon completion of high school. He/she exhibits strengths in the area of _____________________ that will assist him/her in achieving this goal. In order to be successful, s/he will need to ___________________________”
It is ok to put a transition statement in the Evaluations section – it is actually considered best practice
We are looking for a linking statement in PLP for career and after high school – must have at least one linking statement in order to be compliant
WHERE TO LOOK: PLP

8. Citation 1a:
C Needs and/or challenges relating to transition to post-school outcomes Q Included in all applicable PLP areas
SOCIAL DEVELOPMENT
Student strengths:
“Socially, (student’s name) has many peers. This will help the student be successful in the field of _______________________ as it requires social interaction.”
PHYSICAL DEVELOPMENT
“(Student’s name) has good physical and motor skills and identified an interest in the field of ____________________ that will require adequate physical development.”
WHERE TO LOOK: PLP

9. Citation 1a Examples: COMPLIANT
According to his Level One Assessment, student states that he is interested in becoming a computer engineer. In order to be successful, he will need to improve his comprehension and writing skills. (Reading Section ) Student understands that in order to achieve his goal of becoming a computer engineer, he must continue to work on the development of his reading comprehension skills.
NON-COMPLIANT
Student is interested in a career as a social worker (no link)
WHERE TO LOOK: PLP

10. Indicator 13, Transition Work Guide
Directions: Read each statement. Place a “C” if you feel that the statement would meet compliance, place a “NC” if you believe the statement is non-compliant.
If you believe the statement is “NC”, rewrite or add information to make it compliant. You may make up the added information.

11. LOOK FOR DOCUMENTED EVIDENCE
CITATION
ISSUE
LOOK FOR DOCUMENTED EVIDENCE IA
Under the student’s present levels of performance, the IEP includes a statement of the student’s needs, taking into account the student’s strengths, preferences and interests, as they relate to transition from school to post-school activities.
C Needs and/or challenges relating to transition to post-school outcomes
Q Included in all applicable PLP areas
C/NC
Look for: What does the student want to do after high school and needs/challenges s/he needs to work on in order to reach that goal?
Ia. Needs/Challenges
Student would like to become a psychiatrist. NC
no linking statement – what does the student need to work on
in order to reach his/her goal of becoming a psychiatrist

12. C NC NC Linking statement not related to career
Ia. Needs/Challenges
According to the Level One Assessment, student states that she is interested in becoming a nurse upon the completion of high school. In order to be successful, she will need to develop time management and organizational skills and gain a better understanding of the responsibilities needed to become a successful nurse.
Student is interested in a career in law enforcement…..Student should continue to develop her independent skills in the areas of cooking, shopping and community resources
Ia Needs/Challenges
According to his Level One Career Assessment, student reports that he wants to work with computers, producing music/media. He also has an interest in gaming, either working at a game store or being a game-beta tester. C NC
Linking statement not related to career NC
no linking statement – what does the student need to work on
in order to reach his goals

13. Citation 1b:
The IEP includes measurable post-secondary goals (MPSG) based upon age appropriate transition assessments relating to training/education, employment, and where appropriate, independent living skills
IEP’s reviewed - only 78% were compliant

14. Citation 1b:
C For life AFTER high school C “ Student will…” C Observable measurable post-secondary goal
Education/Training:
“(Student’s name) will enroll at ABC University in order to study ____________.”
“Upon completion of high school, (student’s name) will enroll in a certification program in ___________________________.”
Used to be ok to say “the student is or the students goal is – to be sure, we need to say “The student WILL…
WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS

15. Citation 1b:
C For life AFTER high school C “ Student will…” C Observable measurable post-secondary goal
Employment:
“After college, (student’s name) will be competitively employed as a _______________.”
“After graduation from high school, (student’s name) will be employed with support in the area of ________________________.”
WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS

16. Citation 1b:
C For life AFTER high school C “ Student will…” C Observable measurable post-secondary goal
Independent Living Skills (when appropriate):  
“(Student’s name) will live in a community/residential setting with significant support.”
“(Student’s name) will live independently.”
WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS

17. Citation 1b Examples: COMPLIANT
Student will attend a four year college to study engineering.
NON-COMPLIANT
At this time, the student is undecided as to a specific two year college but is interested in taking courses that will allow him to become a music producer. (Student will…)
WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS

18. LOOK FOR DOCUMENTED EVIDENCE
CITATION
ISSUE
LOOK FOR DOCUMENTED EVIDENCE IB
The IEP includes appropriate measurable post-secondary goals based upon age appropriate transition assessments relating to training, education, employment and, where appropriate, independent living skills
C For life AFTER high school
C “Student will…”
C Observable measurable post-secondary goals
C/NC
Look for: After high school and “will” statements
Ib. Education/Training
After high school, the student is interested in attending a four year college for engineering.
Student will continue working towards a regents diploma.
To support his goal of becoming a chef, the student will participate in a culinary arts program at ABC HS.
NC “will”
NC “after high school”
NC “after high school”

19. C C NC “will” Ib. Employment Ib. Indep. Living Skills
Ib. Employment
Student will be competitively employed in a medical field, possibly as a nurse.
Ib. Indep. Living Skills
Student will need supportive living arrangements.
Student would like to live in an apartment with friends. C C
NC “will”

20. Citation Ic:
Each IEP includes measurable annual goals consistent with the student’s needs and abilities…
IEP’s reviewed - Percent compliant 99%

21. Citation 1c:
C Measurable annual goals with criteria, schedule and procedure based on a skill need identified in the PLP that incrementally assist s student to achieve MPSG
SKILL BASED = COMPLIANT
NOT CURRICULUM BASED = NON-COMPLIANT (if majority of goals)
Student will correctly use the distance formula, d = r x t.
Just need to make sure the majority of goals are skill based, not curriculum based. What does the student need to be able to do in order to complete the task
Majority of goals have to link to post-secondary goals
WHERE TO LOOK: MEASUREABLE ANNUAL GOALS

22. LOOK FOR DOCUMENTED EVIDENCE
CITATION
ISSUE
LOOK FOR DOCUMENTED EVIDENCE IC
The IEP lists measureable annual goals related to the student’s transition service needs
C Measurable annual goals with criteria, schedule and procedure based on a skill need identified in the PLP that incrementally assists student to achieve MPSG
C/NC
Look for: Skill based not curriculum based
Ic Measurable Goals
Student will organize his work so that he can pass all classes.
Student will factor equations into simplest form.
Student will establish and maintain a system for organizing his work and other responsibilities so that he completes required work and assignments and turns them in on time 80% of the time.
C/NC see last goal
C/NC curriculum C

23. Citation IIa:
The IEP includes a statement of the transition service needs of the student that focuses on the student’s courses of study.
IEP’s reviewed - Percent compliant 93%

24. Citation IIa:
C Course of study identified in the IEP: Transition Needs
Needs
“As an employee in any career field, the student will need to develop skills in _______________________ (identify skills the student needs to continue to develop as it relates to the disability) in order to be successful in achieving post secondary goals.”
Should be accompanied with some information that will demonstrate how it is different from a general education peer
For example, “Pat will receive resource room to continue to work on organization and study skills” – it should match the needs and services documented within the IEP
Statements in needs sections should link with post-secondary goals linking to the future.
WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS

25. Citation IIa:
C Include courses relating to transition needs of the student that prepare the student to achieve annual goals relating to transition to reach his or her projected postsecondary goals
Course of Study
“(Student’s name) should consider courses such as __________________________ to support needs in the area of ___________________.”
“(Student’s name) will continue to take Regent’s level classes to gain skills necessary for going to college.”
WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS

26. Citation IIa Examples:
COMPLIANT – Needs:
Student needs to develop time management skills and appropriate work skills
NON-COMPLIANT – Needs:
Student will continue in his high school program.
COMPLIANT – Course of Study:
Student will continue to take Regent’s level classes to gain skills necessary for going to college.
NON-COMPLIANT– Course of Study:
Student needs to continue to read in order to develop the necessary skills to become a writer (what are the courses he should take)
WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS

27. LOOK FOR DOCUMENTED EVIDENCE
CITATION
ISSUE
LOOK FOR DOCUMENTED EVIDENCE
IIA
The IEP includes a statement of the transition service needs of the student that focuses on the student’s courses of study such as participation in advance placement courses or a vocational education program
C Course of study identified in the IEP: Transition Needs
C Include courses relating to transition needs of the student that prepare the student to achieve annual goals relating to transition to reach his or her projected postsecondary goals
C/NC
Look for: Identify skills to develop as related to disability
IIa. Needs
Student will take CTE Health Science courses at ABC HS in order to pursue her goal of becoming a nurse.
Student will need to learn to cope with his frustrations and develop coping strategies to effectively deal with frustration and disappointment in order to have a career in the military. He will need to strengthen his ability to stay on task, take orders from authority figures and improve his decoding and spelling skills.
NC courses not skills C

28. NC skills needed addressed instead of courses
C/NC
Look for: Courses relating to transition
IIa. Courses of Study
Student will need to learn to cope with his frustrations and develop coping strategies to effectively deal with frustration and disappointment in order to have a career in the military. He will need to strengthen his ability to stay on task, take orders from authority figures and improve his decoding and spelling skills.
Student should consider taking courses in the area of health science in order to support her goal of becoming a doctor.
Student will continue to take Regent’s level classes to gain skills necessary for going to college.
NC skills needed addressed instead of courses
C be careful with statements
(if you say the student “will” district is accountable to provide) C

29. school to post-school including:
Citation IIb:
The IEP includes needed activities to facilitate the student’s movement from
school to post-school including:
Instruction,
Related Services,
Community experiences,
Employment,
Daily Living Skills,
Vocational Evaluation
IEP’s reviewed - Percent compliant 99%

30. Citation IIb:
C All areas must be addressed (the CSE can indicate through a statement that the student has no needs in a particular area at this time)
Q Activities address transition needs identified in the PLPs which are different from non-disabled Peers
Needs to be different than what is offered to general education peers
WHERE TO LOOK: COORDINATED SET OF TRANSITION ACTIVITIES

31. Citation IIc:
The IEP includes a statement of the responsibilities of the district and participating agencies (if applicable) for the provision of such
services that promotes movement from school to post school opportunities
IEP’s reviewed – only 6% were compliant

32. Citation IIc:
C Clearly identify the responsibilities of the school district and other agencies
Q Job title of school/agency personnel providing service is listed
WHERE TO LOOK: COORDINATED SET OF TRANSITION ACTIVITIES

33. Citation IIb and IIc: Related services
Student will continue to receive Speech and Language services (to work on what skills)
Speech/Language Teacher (non-compliant)
Community Experiences
Student will obtain a work permit (you are now responsible for making sure she gets it)
Parent, Special Education Teacher
(non-compliant)
(never list a parent)
Be careful with the verbs used – you do not want to make the district responsible for something we do not have control over. Better to write the student will investigate the steps to attain a work permit. Not “will obtain”.
WHERE TO LOOK: COORDINATED SET OF TRANSITION ACTIVITIES

34. Citation IIb and IIc: Functional vocational assessment (if applicable)
“(Student’s name) will have the opportunity to participate in a functional vocational assessment in order to identify possible career interest areas. “
(only Level 2 or 3)
RCSD (compliant)
Only level 2 and 3 – no level 1
WHERE TO LOOK: COORDINATED SET OF TRANSITION ACTIVITIES

35. LOOK FOR DOCUMENTED EVIDENCE
CITATION
ISSUE
LOOK FOR DOCUMENTED EVIDENCE
IIB
The IEP includes needed activities to facilitate the student’s movement from school to post-school activities, including:
Instruction,
Related services,
Community Experiences,
The development of employment and other post-school adult living objectives, and
When appropriate, acquisition of daily living skills and provision of a functional vocational evaluation
C All areas must be addressed (the CSE can indicate through a statement that the student has no needs in a particular area at this time)
Q Activities address transition needs identified in the PLP’s which are different from non-disabled peers
C/NC
Look for: All areas addressed, different from non-disabled peers
IIb. Instruction
The student will receive skill development in reading comprehension strategies.
IIb. Related Services
Student will continue to receive individualized counseling
IIb. Acq. Of Daily Living Skills
Student will obtain a drivers permit.
IIb. Functional Vocational Evaluation
Student will complete a Level 1 Assessment. C
C to work on what???
NC never put “will” for something we have no control of,
we are now responsible for making sure s/he obtains one
NC only Level 2 and 3 should be listed here

36. LOOK FOR DOCUMENTED EVIDENCE
CITATION
ISSUE
LOOK FOR DOCUMENTED EVIDENCE
IIC
The IEP includes a statement of the responsibilities of the school district and, when applicable, participating agencies for the provision of such services and activities that promote movement from school to post school opportunities, or both, before the student leaves the school setting.
C Clearly identify the responsibilities of the school district and other agencies
Q Job title of school/agency personnel providing service is listed
C/NC
Look for: All areas addressed, different from non-disabled peers
IIc. Responsibilities of School District and other agencies
Student will receive occupational therapy services to improve anger.
Provider: Social worker.
The student will discuss strengths/needs areas regarding future employment.
Provider: School counselor
NC Missing RCSD,
Occupational therapy for anger???
NC Missing RCSD,

37. Citation IIIa:
When the CSE met to consider transition services, the district invited the student. If the student did not attend, the district ensured the student’s preferences and interests were considered.
There needs to be a separate letter of invitation in a separate envelop addressed to the student, FILE COPY IN CUMULATIVE FOLDER, 15 TO 21 NEED TO BE INVITED. Only 94% showed student voice and many had only 1 student voice statement

38. Citation IIIa:
Student Voice According to the Level One Assessment, student states that she is interested in becoming a nurse upon the completion of high school. In order to be successful, she will need to develop time management and organizational skills and gain a better understanding of the responsibilities needed to become a successful nurse.
Student voice should be seen throughout the PLP section
Student needs to receive a formal invitation, not a hall pass. This needs to be done every time you discuss transition in the IEP.
REMEMBER: YOU NEED TO SEND A FORMAL INVITATION TO EACH STUDENT AND FILE A COPY OF IT IN HIS/HER CUMULATIVE FOLDER

39. To the extent appropriate and with parental consent
Citation IIIb:
To the extent appropriate
and with parental consent
or consent of a student
18 years of age or older,
the school district
must invite a representative
of any participating agency
that is likely to be responsible
for providing or paying
for transition services.
If an outside agency is providing some transition services or is fiscally supporting some transition services then the agency should be invited to the meeting. Parental consent/student consent (if 18 years or older) does not need to be obtained first. A copy of the consent or non-consent form should be kept on file. If an agency representative does come to the meeting, that is okay. There should be some documentation of the communication the district has had with the agency in regards to their role in the student’s transition. Great caution if adding agency, making them responsible

40. Questions?