1. A Closer Look: The Transition Components of the IEP
DCIU Professional Development Department
Sheree Parkinson
Trish Wolf
Cathy Osborne

2. Training Outcomes Aligning Present Education Levels
Mapping Assessment Resources
Review IEP Samples
Mapping Transition Activities
Scheduling Individual Guided Practice

3. Required Components for Present Levels of Educational Performance
Present levels of academic achievement refer to a student’s performance in his or her current educational program within the general education curriculum including reading, writing, math, and the content areas. Functional performance relates to activities of daily living, such as hygiene, dressing, social/behavioral skills, basic consumer skills, ability to access public transportation, and community-based instruction.
Characteristics of Present Levels:
Include statements of academic and functional skills as they relate to post-school goals
Are measurable and observable
Describe effect of the student’s disability on performance  
Identify student strengths and prioritize needs
Provide the baseline for development of annual goals
Guide development of other areas of the IEP

4. Do Not Forget!!!!
Conduct Assessment (Identify interests, preferences, aptitudes, abilities, and skills)
Assessment is a critical component of a Standards Aligned System and forms the basis for secondary transition. Assessment for transition planning is an ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future employment, educational, living, and personal and social environments. Assessment data serves as the common thread in the transition process and forms the basis for defining goals and services to be included in the Individualized Education Program (IEP).
Transition assessments can be formal or informal. Formal assessments typically involve using a standardized procedure for administering, scoring, and interpreting an assessment. For example: adaptive behavior/daily living skills assessments; general and specific aptitude tests; interest inventories; intelligence tests; achievement tests; career maturity or employability tests; and self-determination assessments. Informal assessments could include interviews and questionnaires, direct observations, curriculum-based assessments, or environmental analyses.

5. Mapping Assessments School Assessments/ Who is Responsible
Grade Completed
Glenolden
7 _____
8 _____
Norwood
Prospect Park
Tinicum

6. Relationship to Indicator 13
File Review Question # 289
Evidence that the measurable postsecondary goals were based on age appropriate transition assessment (locate information in ER, RR, or IEP Present Levels)
Indicator 13 Checklist
Question #1. Is there evidence of age-appropriate transition assessment(s)? § (b)(1)
IEP Present Levels– Section II of the IEP
Have the participants look at their own IEP for evidence. Highlight the evidence that was found in Section II of the IEP. 6

7. Required Components for Post School Goals
The IEP team must discuss what the student would like to do when high school is completed. These post-school goals include the kind of education or training the student will receive, the kind of job s/he might have, where s/he will live, and how s/he will spend time in the community. Federal law requires “appropriate, measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills (§ [b][1]).
Characteristics of Post-School Goals:
Are based on student’s assessment data
Address education/training, employment, independent living AFTER high school
Are observable, countable
Used for planning course(s) of study, services and activities, and link to agencies/community to support outcome
Lead to measurable annual IEP goal(s)

8. Relationship to Indicator 13
File Review Question # 290
An appropriate measurable post secondary goal that covers education or training, employment, and, as needed, independent living.
Indicator 13 Checklist
Question #2. Is (are)there a measurable post-secondary goal or goals that covers education or training, employment, and, as needed, independent living? 20 USC (d)(1)(A)(i)(VIII)(aa)
Have the participants look at their own IEP for evidence. Highlight the evidence that was found in Section III of the IEP. 8

9. IEP Examples

10. Present Levels
After taking the Career Clusters Inventory Survey, BLANK scored highest in these two categories:
Arts, A/V Technology & communications
Marketing
He has expressed interest in following his mother’s path and becoming a medical assistant. To achieve this goal, BLANK is interested in attending a program at All State Career. Despite this interest, BLANK scored lowest in the Health Science category on the career Clusters Inventory Survey.

11. Revised Present level

12. PSG Examples Postsecondary Education and Training Goal:
BLANK anticipates post-secondary education at All State Career to become a medical assistant.
Employment Goal:
BLANK anticipates seeking employment with support after high school graduation
Independent Living Goal:
BLANK anticipates living independently and accessing community resources and programs without supports.

13. Present Levels
BLANK, along with his classmates, will explore after high school options by completing interest surveys, and projects in class. This year BLANK took an interest survey and she expressed that she wants to be a nurse in the future and go to a four year college. BLANK also wants to own her own house. In eight grade, there will be a Career Day that will introduce BLANK to possible future careers.

14. Revised Present level

15. PSG Examples Post Secondary Education and Training Goal:
BLANK will continue to explored post secondary education options through her academic courses. At this time, the IEP team, does not feel that goal is necessary.
Employment Goal:
BLANK will continue to explored employment options through her academic courses. At this time, the IEP team, does not feel that goal is necessary.
Independent Living Goal:
BLANK will continue to explored independent living options through her academic courses. At this time, the IEP team, does not feel that a goal is necessary.

16. Present Levels
BLANK, along with his classmates, will explore after high school options by completing interest surveys, and projects in class. In eighth grade, there will be a Career Day that will introduce BLANK to possible future careers.

17. Revised Present level

18. PSG Examples Post Secondary Education and Training
BLANK will continued to explored post secondary options through his academic courses. At this time, the IEP team, does not feel that goal is necessary.
Employment Goal:
BLANK will continue to explore employment options through his course work and conversations with parents and teachers. At this time, the IEP team does not feel that is goal is necessary.
Independent Living Goal:
BLANK will continue to explore independent living situations through his course work, interest surveys and conversations with parents and teachers. At this time, the IEP team does not feel that a goal is necessary.

19. Present Levels
At this time BLANK has had the opportunity to visit our local vocational school to see what courses they offer student in high school. BLANK also took part in an internet career interest survey. During class he was able to take the Pa Career Zone Assessment to what BLANK what field BLANK is interested in at this time. BLANK always talk about a career in working with animals. BLANK is interested in becoming a veterinarian but is intimidated by the amount of schooling it takes to become one. The interesting thing is that he realizes that in some way or another he wants to pursue a career where he will have the opportunity to work with animals.

20. Revised Present level

21. PSG Examples Post Secondary Education and Training:
It is BLANK’s goal to work with animal in some form and he is not quite sure but at this time he is interested in pursuing a job that will offer him on the job training in this fields, such as a vet assistant; Other
Employment Goal
Blank goal to seek employment in the field of working with animals.
Independent Living Goal
It is BLANK’s goal to someday live independently and meet his daily living needs with out support.

22. Present Levels
It is BLANK’s goal to follow his interest in fishing and hunting. He speaks of the desire to create a web page showing videos, information tips, ect. regarding hunting and fishing locations, equipment, and experiences. Blank speaks of getting commercial sponsors to help in this quest. BLANK expresses a desire to one day be employed in the areas of fishing and hunting.
Blank has completed the Career cluster Interest Survey; his clusters of interest included, but not limited to Education and Training; Agriculture, Food, and Natural Resources; and Architecture and Construction.

23. Revised Present level

24. PSG Examples Post Secondary Education and Training Goal
Attend a 2 or 4 year college
Employment Goal
Seek competitive employment
Independent Living Goal
Independent – will access community resources and programs without supports

25. Mapping Activities School Activities/ Who is Responsible
Grade Completed
Glenolden
7 _____
8 _____
Norwood
Prospect Park
Tinicum