1. IEP Training for Kansas Schools
Secondary Transition
Revised January, 2015
The other IEP training modules (Preparing for the IEP, PLAAFPs, Goals, Benchmarks, and Services) should be viewed in addition to this module, which focuses on Secondary Transition . Many of the legal requirements for an IEP are fully described in the other modules, but are not included in this one.
Kansas State Department of Education
Technical Assistance System Network
2014 – 2015

2. IEP Transition to Adulthood Planning
Successful movement from school to post-school:
education
work
adult living
Results-oriented process focused on
improving the academic and functional achievement of the student
K.S.A (c)(8)
The purpose of this presentation is to increase the understanding of exactly “what” must be done, as well as to provide a clear understanding of “how” transition planning can be accomplished through the IEP process.
The transition IEP process is intended to result in a comprehensive, coordinated plan of activities to be implemented during the term of the IEP. The plan should reflect the IEP team’s response to the student’s postsecondary goals beyond one year and beyond just preparing the student for graduation.

3. Involve the Student in Post-secondary Planning
Student involvement in the IEP process
The student’s strengths, interests, preferences and needs must drive the plan
Involving the student and his/her family in the planning drives his/her future
Often educators involve the student through the following practices:
Setting a personal school related goal and adding the goal to the IEP
Organizing the courses he/she wishes to take in the following year on the IEP
Deciding who to invite to the IEP
Using a person-centered planning process to facilitate discussion amongst all team members including the student and family, such as MAPS or PATH
Using a self-determination curriculum to encourage self-advocacy, decision making, and problem solving. Some examples include:
Steps to Self-Determination
NEXT STEP
I-Plan
Choicemaker

4. Secondary Transition Process
Invite Student
Invite Agency Rep (with consent)
AGE APPROPRIATE TRANSITION ASSESSMENT (Age 14)
MEASURABLE POSTSECONDARY GOALS (Age 14)
PLAAFPS
TRANSITION SERVICES (Age 16)
COURSES OF STUDY (Age 14)
MEASURABLE ANNUAL IEP GOALS
This is a flow chart of the Transition Process. We will cover all areas in the Transition-Focused IEP. Each box has corresponding information in the presentation that explains why it is a part of the transition-focused IEP.
Invite the student to the IEP
Invite agency representative if appropriate and with consent from the parents
Conduct age appropriate transition assessment related to training, education, employment, and , where appropriate, independent living skills
Develop measurable postsecondary goals in the areas of education/training, employment, and if appropriate, independent living skills based upon those transition assessments.
The PLAAFPS are based on and informed by the transition assessments
Identify transition services in the areas of instruction, related services, community experiences, employment, other post-school adult living objectives, and if appropriate, acquisition of daily living skills and a functional vocational evaluation.
Identify the courses of study needed to assist the student in reaching his/her measurable postsecondary goals
Ensure, and develop as needed, annual IEP goals that support the student to meet his/her postsecondary goals.
A checklist format for this flowchart is included in the Resources handout for this training module.

5. BEFORE THE IEP MEETING Formally Invite the Student to the IEP
Beginning not later than the first IEP to be in effect when the child turns 14, or younger if determined appropriate by the IEP team, the student must be invited to the IEP meeting
Prepare the student for participating in the IEP meeting by developing self-determination skills (turn to your shoulder partner and discuss why this should be accomplished).
There must be documentation that the student was invited even if it is known he/she cannot attend.
Beginning at age 14, or younger, if a purpose of the meeting is consideration of the student's postsecondary goals or transition services, the student must be invited to attend and participate in the IEP team meetings. The school is not required to give children who are younger than age 18 the same notice that is required for parents, but should document that the student was invited to the meeting. The school is required to invite the student to the IEP meeting even if the student’s parents do not want their child to attend the meeting. However, because parents have authority to make educational decisions for their child (under 18 years of age), the parents make the final determination of whether their child will attend the meeting (Federal Register, August 14, 2006, p ).
Prepare the student for participation in the IEP meeting. Discuss the purpose of the IEP with the student. Work with the student to explore different ways the student can participate in the IEP meeting. Student participation can range from conducting an interview with the student, if he/she will not be attending the meeting, to having the student leading/facilitating the meeting.
It is important to begin early to assist the student in developing self-determination skills. The student needs to understand how his/her exceptionality affects the ability to achieve desired post-school outcomes, and should be able to describe the combination of supports that are needed to assist the student in reaching his/her goals. Active student participation in the IEP meeting is an excellent opportunity for the student to practice self-determination skills.

6. BEFORE THE IEP MEETING Formally Invite the Student to the IEP
There must be documentation that the student was invited even if it is known he/she cannot attend.
If the student elects not to participate, the IEP team must take other steps to ensure that the student’s preferences and interests are considered in developing the IEP.
K.A.R (b); K.A.R (f); (34 C.F.R (b)(2)
If the student does not attend the IEP meeting, use other means to ensure the student’s needs, strengths, interests and preferences are considered.
There must be documentation that the student was invited even if it is known the student will be unable to attend.

7. Documentation of Student Invitation
In various ways:
Note in file stating teacher invited student prior to IEP
Signed, written student invitation dated prior to IEP
If student is 18 – receipt of 10 day notice prior to IEP
Here is a list of ways a teacher can document that a student has been invited to the IEP. Remember students in Kansas are entitled to most components of transition beginning at age 14. Student invitation is one of them.
KSDE (2011). Changes to Instructions for Reporting on State Performance Plan,
Indicator 13: Secondary Transition, Retrieved from

8. BEFORE THE IEP MEETING Invite Representative of Outside Agency
When should outside agencies be invited?
When outside agencies may provide or pay for transition services
Transition services must be considered for students age 16 or older
Who provides consent?
For students under age 18, obtain parental consent to invite
For students age 18 or older, the student must provide consent to invite
If an outside agency might be providing or paying for services, they should be invited to the IEP meeting if consent is obtained. Getting the invite sooner rather than later will increase the chances that the agency rep can attend. It is good practice to visit with the parents before sending the 10 day notice, and then formally inviting the agency rep once you have parent’s permission.
For students under age 18, parents MUST provide consent before inviting a representative of an outside agency to attend the IEP meeting. For students ages 18 and older, the student must provide consent. A sample form for obtaining consent is available in the Resources handout for this training module and on the KSDE website. 8

9. Invite Representative of Outside Agency
Formally invite the representative after obtaining consent OR
Document the invitation
Notice of IEP meeting form (10-day notice)
Note in file stating invitation.
(K.A.R (g); 34 C.F.R (b)(3))
If an outside agency might be providing or paying for services, they should be invited to the IEP meeting if consent is obtained from the parent (or student if 18 or older).
An example invitation form is included in the Resources handout for this training module. 9

10. Who should participate in transition planning & IEPs?
Now as we are thinking about effective strategies - Because transition planning is a coordinated effort, it is critical that the right people are at the table.
Why are postsecondary education staff, community service agency providers included in a transition IEP? Quality Transition Practices prepare students for the movement from school to post-school environments. Having representatives from those post-school environments involved in the transition planning and visibly introduced to the student and family begin the facilitation of quality movement. If we are to “hand off the baton” and successfully move students from high school to post-school environments, we need to start with who is included in the transition IEP.
In addition, we know the student is required to be invited to attend the meeting, but more than just inviting the student, he or she should be actively included! If you look at the picture above, the student with ball cap is at the center of the meeting. He or she should be an active member of that team. Other members of the IEP team have been designated by IDEA and that information is included in the training module on “Preparing for the IEP.”
Is anyone missing from this list? Here are other persons who might be invited to the IEP meeting:
job coach
mental health professionals already working with youth,
school social worker/guidance counselor,
religious leaders,
family advocates, etc.
Parents and family members
Student
Education personnel
School support staff
Administrators
Peers and friends
Community members
Postsecondary education staff
Community service agency providers
Who else might be included?

11. Before the IEP Meeting Age-Appropriate Transition Assessments
Prior to the student reaching age 14, conduct an age-appropriate transition assessment related to training/education, employment, and, where appropriate, independent living skills.
The assessment will assist in:
Developing measurable postsecondary goals (MPG)
Informing the PLAAFPs
Identifying transition services needed to reach goals
It is important that transition assessment be conducted before the IEP meeting, because transition planning will be based on the results of the transition assessment. The purpose of transition assessment is to provide information to develop and write practical, achievable measurable postsecondary goals, inform the PLAAFPS, and assist in the identification of transition services necessary in helping the student reach those goals. For each of the postsecondary goal areas addressed in the student’s IEP there are to be age-appropriate transition assessment information provided on the student’s needs, taking into account the student’s strengths, preferences, and interests regarding each postsecondary goal. The assessment information can be documented either in the IEP or in the student’s file.
This step is one that begins at age 14 in Kansas.

12. Assessment and MPGs
For each measurable postsecondary goal there must be evidence that at least one age-appropriate transition assessment was used to provide information on the student’s needs, strengths, preferences and interests regarding postsecondary goals.
Transition assessment should be on-going.
Examples of different types of assessment are in later slides. A summary of the assessment results should be included in the PLAAFPs.
Transition assessment should be on-going and reflect both the student’s changing level of development and changing career interests.

13. Defining Transition Assessment
Assists the student and family to determine needs, strengths, preferences and interests related to life after high school
Includes career awareness/exploration activities
Includes a variety of formal and informal assessments
Remember to include and consider general education transition assessment information
Personal Plans of Study
Kansas Career Pipeline
Transition assessments need to formulate an answer to what the student is interested in, what his or her preferences are, where his/her strengths and needs fall, etc.
Career awareness and exploration begin this process as well as a large variety of formal and informal assessments.
Transition IEPs should use ongoing transition assessment to create goals to help the student meet the demands of current and future working, educational, living, personal and social environments.
How does it help to look at needs, strengths, preferences, and interests? These pieces guide the conversations educators have with students about their goals for after high school. An informal interest inventory usually addresses these concepts and makes for great conversation starters that can lead to more in-depth career and transition assessments.

14. Formal Assessment Examples
Achievement tests
Intellectual functioning assessment
Adaptive behavior scales
Aptitude tests
Personal/Social inventories
Self-determination scales
Pre-vocational/employability scales
Interest inventories
It is important to consider and understand transition assessment as having the potential of being a reevaluation. As information is collected to identify and determine need for services, including transition services, the assessments could easily enter into the area of reevaluation requiring notice, consent and an evaluation report. For more information about determining whether the activities of the planned transition assessment would be considered a reevaluation, see the Process Handbook Chapter 7 on Reevaluation.
As you can see here, there are a number of assessments mentioned that may already have been completed with the student – adaptive behavior scales, achievement tests (statewide assessments, district assessments, universal screeners). These coupled with more transition focused assessments build a comprehensive view of the student’s readiness for transition to adulthood.

15. Informal Assessment Examples
4/13/2017
Informal Assessment Examples
Informal interest inventories
Situational assessments
Interviews
Direct observation
Case file reviews
Curriculum-based assessments
Social histories
Rating scales for specific areas
Use any or all of these assessment examples to do the following:
Inform the PLAAFPs
Develop the MPGs
Identify Transition Services
It’s important to collect the most pertinent and current information to identify the student’s strengths, interests, preferences, and needs as they relate to his/her current plans and his/her future plans.

16. Transition Assessments Should Consider These Questions
What does the student want to do beyond school (e.g., further education or training, employment, military, continuing or adult education, etc.)?
Where and how does the student want to live (e.g., dorm, apartment, family home, group home, supported or independent)?
How does the student want to take part in the community (e.g., transportation, recreation, community activities, etc.)?

17. Measurable Postsecondary Goals
Each IEP for a student with a disability, who will be 14 or older during the time period of the IEP, must have a separate, measurable postsecondary goals (MPGs) that address the areas of
Training/education and
Employment, and
When appropriate, independent living.
The postsecondary goals provide the context for all the planning that occurs during the development of the student’s IEP. The appropriate measurable postsecondary goals are based upon age-appropriate transition assessments and reflect the student’s needs, strengths, preferences, and interests—what he or she wants to do.
Every student must have an education/training goal and an employment goal. The only goal area that is not always required, due to individual student needs, is the area of independent living skills.
How do MPGs lead to positive post-school outcomes? They are tangible and visible motivating factors that the student designed him/herself. It provides a positive concept to reach for. Often IEPs, before transition is added, are focused on improving areas of challenge. Transition starts the conversation about what “the individual wants and how we are going to help him/her work towards that want.” Post-secondary goals set the stage to organize the IEP around the student’s desired post-school outcomes.

18. Measurable Postsecondary Goals
Description of MPG categories:
Training/Education: specific vocational or career field, independent living skill training, vocational training program, apprenticeship, military, Job Corps, etc., or 4 year college or university, technical college, 2 year college, military, etc.
Employment: paid (competitive, supported, sheltered), unpaid, non-employment, etc.
Independent living skills: adult living, daily living, independent living, financial, transportation, etc.
The requirements for measurable postsecondary goals are specific to the areas of training/education, employment and independent living. A student’s IEP team must consider the unique needs of each individual student with a disability, in light of his or her plans after leaving high school, in developing postsecondary goals for a student. Postsecondary goals in the areas of training and education may overlap. An IEP team may determine that separate postsecondary goals in the areas of training and education would not result in the need for distinct skills for the student after leaving high school. The IEP Team then may combine the training and education goals of the student into one or more postsecondary goals addressing both areas.
Employment is a distinct area of activity and may not be combined with another goal.

19. Measurable Postsecondary Goals
Each MPG must be based on age-appropriate transition assessments
Measurable postsecondary goals (MPGs) are outcomes that occur after the student has left school.
Graduation
Certificate of completion
Age out
MPGs identify what a student will do.
Postsecondary goals should be written in results-oriented terms such as “enroll in”, “work”, “live independently” and use descriptors such as “full time” and “part-time” for clarification. Terms like “wishes”, “wants”, “plans”, and “desires” do NOT communicate a measurable post-secondary goal. Goals written like this are not measurable and do not facilitate a way for the students to meet a goal after they graduate.
Measurable postsecondary goals are outcomes that occur after the student has left high school. What a student WILL do (enroll in, attend, work)

20. Note: Beginning in SY 13-14, KSDE found files noncompliant because the Employment goal was combined with the Education/Training goal and not written separately as required by guidance from the U.S. Department of Education Office of Special Education Services (OSEP) and KSDE:
“If the IEP Team determines that separate postsecondary goals in the areas of training and education would not result in the need for distinct skills for the student after leaving high school, the IEP Team can combine the training and education goals of the student into one or more postsecondary goals addressing those areas.”
“… because employment is a distinct activity from the areas related to training and education, each student’s IEP must include a separate postsecondary goal in the area of employment”
OSEP Guidance can be found at by opening the Q and A: Questions and Answers on Secondary Transition either in Word or PDF format.  Question B-1, pages 5-6.
KSDE information can be found at See page 39.

21. Examples of Measurable Postsecondary Goals
A Formula for how to Write MPGs:
Formula:
1) After high school,
(or graduation or obtaining certificate of completion)
2) student
3) will behavior (what, where and how)
Examples:
Education/Training:
After graduation from high school, James will enroll in Kaw Valley Technical Institute’s 2 year diesel course.
Employment: After graduation from high school, James will increase his hours of work to 20 per week at Joe’s Auto Shop.
For younger students….upon graduation from high school…
I will work with animals
I will go to school to learn about computers
I will live in my own apartment with a roommate
How specific should the MPGs be ??
They need to “measure the extent to which the goals were achieved” so this means:
Use terms in which you can count whether the goal was achieved, such as “enroll in”, “will work”, “live in an apartment”
Use descriptors such as “full time” and “part-time”.
Consider where the student will be one year after high school and whether you will be able to determine if they achieved their goal or not
Do we need Postsecondary Goals in all areas??
A measurable postsecondary goal must be written for at least two areas: employment & education/training (and independent living only if needed). If the information in the PLAAFPs indicate that the student has problems in the area of independent living skills, then a MPG for independent living skills should be written.
What would count for the MPG areas would include:
Education/Training
Education - 4 year college or university, technical college, 2 year college, etc.
Specific vocational or career field, independent living skills training, vocational training program, apprenticeship, OJT, job corps, etc.
Employment
Paid (competitive, supported, sheltered); unpaid employment (volunteer, in a training capacity); military; etc.
Independent Living
Adult living, daily living, independent living, financial, transportation, etc
Examples Come from NSTTAC and have been approved by OSEP as model MPGs
The examples for younger students reflect their emergent goals and of course are less specific.
Other examples of MPGs can be found in the Resources handout for this training module.

22. Present Levels—PLAAFPS
Present Levels of Academic Achievement & Functional Performance (PLAAFPs):
are the way you identify and prioritize needs
establish baseline performance in order to develop an individualized and meaningful plan
identify degree of match between skills & environment
A chart summarizing the Components and Characteristics of PLAAFPs can be found in the Resources handout for this training module.

23. IMPACT OF EXCEPTIONALITY BASELINE DATA FOR IDENTIFIED NEED
PLAAFPs Must Include
BROAD
CURRENT PERFORMANCE
IMPACT OF EXCEPTIONALITY
The three parts of the PLAAFP move from broad information to very specific information about the student’s academic achievement and functional performance.
Information must be sufficient to enable the team to design good instruction and make appropriate service decisions. The PLAAFPs must include information related to transition assessment and post-secondary goals. This transition information might relate to any three of the categories of information that are required for PLAAFPs.
BASELINE DATA FOR IDENTIFIED NEED
SPECIFIC

24. Beginning at age 14, PLAAFPs must Include transition information
PLAAFPs must describe the child’s transition needs in the areas of education/training, employment, and where appropriate, independent living skills
Results of transition assessments
Current academic performance related to both KCCR standards and post-secondary goals
Any behavior needs, and how they may relate to post-secondary goals
Any other information related to students needs
The IEP team should consider the following questions when writing PLAAFPs:
In areas of concern, what is the child's present level of performance in relationship to district standards and benchmarks in the general education curriculum (or to the extended standards)?
In areas of concern, what is the child's present level of performance in relationship to level of performance that will be required to achieve the postsecondary goals?
Are there functional areas of concern related to the disability not reflected in the general education curriculum (e.g., self-care skills, social skills, classroom survival, etc.)?
What is the degree of match between the skills of the child and the instructional environment? The post-secondary environment?
What strengths of the child are relevant to address the identified concerns?

25. Courses of Study
The IEP that will be in effect when the student turns age 14 must address the courses of study needed to assist the student in reaching his or her postsecondary goals.
Courses of study are a multi-year description of coursework to achieve the student’s desired postsecondary goals, from the student’s current year to the anticipated exit year.
Courses of study are defined as a description of coursework to achieve the student’s desired postsecondary goals. The course of study may be identified on the student’s IEP as a list of courses to be taken each year or a statement of instructional program, as appropriate for the student. This would include required courses for graduation (or completion of program) and specific elective courses that focus on improving the student’s academic and functional achievement and to assist the student in reaching his/her postsecondary goals.
Remember
The courses of study must be reviewed and, if necessary, revised annually.
The courses of study must be based on the MPGs.
If the courses of study section of the IEP is a list of courses to be taken each year, and the student wants to change the classes he/she enrolls in, the IEP must be amended.

26. Courses of Study
The courses of study may be identified on the student’s IEP as a list of courses to be taken each year or a statement of instructional program, as appropriate for the student.
This would include required courses for graduation (or completion of program) and specific elective courses that focus on improving the student’s academic and functional achievement and to assist the student in reaching his/her postsecondary goals.
Each year the IEP team, including the student, reconsiders the student’s postsecondary goals and aligns the courses of study with those goals. The decisions regarding the courses of study should relate directly to where the student is currently performing and what he or she wants to do after graduation. The IEP team might take the following steps:
Explore the Career Clusters programs available in the high school that might be appropriate for the student.
Review elective courses available and identify courses of study based on student’s needs, taking into account strengths, preferences and interests which support the goals.
Consider other educational experiences: work study, community-based instruction, independent living, and self-determination.
Consider whether any prioritization is necessary.

27. Courses of Study
If appropriate, have all the courses required for graduation been included in the courses of study for this student?
Are the courses of study aligned with the student’s measurable post-secondary goals (MPGs)?
If the student wishes to make schedule changes that will result in a change to the courses of study section on the IEP, the IEP must be changed either through an IEP team meeting or the IEP amendment process.
These issues must be addressed when developing the courses of study.
Have the courses required for graduation been identified? Is there a program or plan of study already set out by the state or district that we need to work from? Currently in Kansas there is a list of required courses for graduation. This is where we begin. Are there any additional district requirements for graduation?
Do the courses of study align with the student’s measurable post-secondary goals (MPGs)? The IEP team will need to look at what elective coursework would assist the student in meeting their post-secondary goals.
This all can be listed in list of courses or as a statement that includes the type of coursework that would be beneficial for meeting the student’s measurable post-secondary goals.

28. Courses of Study Example
MPG: After graduation from high school, James will enroll in Kaw Valley Technical Institute’s 2 year diesel course.
9th grade
10th grade
11th grade
12th grade
Math
English 4
English 1
English 2
English 3
Government
Geography
American Hist.
World Hist.
Kaw Valley Technical Institute Diesel 2
Earth Science
Biology 1
P.E./Sports
Health/Sports
Kaw Valley Technical Institute Diesel 1
Computers 1
Auto Technology – Industrial Career Cluster
Learning Strategies
You can see here how James’ courses of study evolved to help him reach graduation, and reflected his interest in automotive and motor technology.
The compliant courses of study:
Fulfills graduation requirements
Reasonably enables James’ education/training MPG by working with the Technical Institute
Reasonably enables James’ education/training MPG by including electives that meet needs, strengths, preferences and interests

29. Transition Services
Beginning at age 16, or younger, if determined appropriate by the IEP team, each IEP of a student with a disability must also contain an additional statement of needed transition services for the child, including, when appropriate, a statement of the interagency responsibilities or any needed linkages (K.S.A (c)(8))
These should be a coordinated set of activities or strategies based on the individual student’s needs, taking into account the student’s strengths, preferences and interests.
Transition services means a coordinated set of activities for a student with disabilities, designed 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. This coordinated set of activities is a broad accounting of what will happen, when it will occur, who is involved and who is responsible. The coordinated set of activities shall be based on the individual student’s needs, taking into account the student’s strengths, preferences and interests. Transition services are required for students beginning at age 16. These transition services may be provided by the school, or they may include services to be provided by other agencies.

30. Transition Services For each MPG transition services should describe:
Instruction
Related Services
Community experiences
Employment
Adult living objectives
When appropriate, daily living skills
When appropriate, functional vocational evaluation
The coordinated set of activities shall be based on the individual student’s needs, taking into account the student’s strengths, preferences and interests, and includes consideration of the following:
Instruction: usually academic instruction in general and special education classes and tutoring.
Related Services: Related services are considered another possible way to meet transition outcomes. According to IDEA, rehabilitation counseling is considered a related service. This allows schools to either provide or contract with outside agencies to provide rehabilitation counseling to meet transition outcomes. Related services include: speech-language pathology and audiology services; psychological services; physical and occupational therapy; recreation
Development of Employment and Other Post-School Adult-Living Objectives; Employment: Employment includes experiences and activities that lead to a job or career plan. These experiences and activities could be provided by the school or other entities that provide community activities.
Other Post-school Adult Living Outcomes: These are activities that address important adult living skills such as registering to vote, completing tax returns, renting a home, accessing medical services, obtaining Social Security income (SSI), and filing for insurance.
When appropriate, acquisition of daily living skills and functional vocational evaluations.
Daily Living Skills: These are activities that adults do every day or on a regular basis (e.g., preparing meals, budgeting, maintaining a home, paying bills, caring for clothes, and grooming). Instruction in daily living skills could be provided by schools or other entities.
Functional Vocational Evaluation: Vocational evaluation is an assessment process that provides information about job or career interests, aptitudes, and skills as well as work habits and work attitudes. It may be compiled by a variety of people through situational assessments, observations, and standardized measures. These areas could be assessed through employer evaluations, interest inventories, curriculum-based assessments, community-based employment and community participation.
How do we make these effective strategies? Often they are written in the IEP as a one-time experience or an ongoing activity. To make these effective, we need to include activities that are appropriate for the student’s age and interests. The services need to be coordinated between the school and all other parties involved: agencies, family, etc.

31. Transition Services Considerations
An IEP team should first determine what the measurable postsecondary goals are for the student. 
Next, consider the student’s PLAAFPs to identify whether transition services will be needed during the IEP year to support the student progressing towards the MPGs.
If transition services are needed, then the IEP Team should determine what those transition services are, then find out who will be providing those transition services. 
These are steps to be followed in developing a transition services plan.

32. Transition Services Considerations
If another agency will be responsible for providing or paying for transition services, then the agency must be invited to the IEP team meeting, with the consent of a parent or the student if at least 18 years old.
Even if the IEP Team determines that no transition services are needed, their consideration should be noted on the IEP in some way, such as a statement or checkbox indicating that transition services are not needed.
These steps are a continuation of the steps on the previous slide.

33. Transition Services Examples
Instruction
Practice self-advocacy skills
Tour postsecondary training programs
Discuss accommodations and modifications with postsecondary training support centers
Community Experiences
Learn about the ADA
Register to vote
Join a community recreation center or program
Register for selective service
Employment
Interview adult worker in a career field of interest
Complete online application for vocational rehabilitation services
Obtain paid job in area of interest
Related Services
Apply for books on tape
Explore transportation options
Other Post-School Adult Living Objectives
Obtain a driver’s license
Contact Center For Independent Living for information on self-advocacy
Daily Living Skills (if appropriate)
Learn about time and money management skills
File taxes
Functional Vocational Evaluation (if appropriate)
Complete/review career interest inventories and/or aptitude assessments
Review career interests to insure alignment with graduation plan
This outline of transition services is for a student who is entering his final year of high school There are a variety of transition services that could be appropriate for him. Many students would have a more extensive list than we see here.
A variety of people may help fulfill the transition services selected for this student, but we must remember that the school district is ultimately responsible for ensuring that needed transition services are provided.
(O’Leary & Collison, 2007)

34. Transition Services
The age 16 (and over) transition services statement must:
Document activities & transition services for the current IEP year and identify the responsible party/agency
Document who will provide or pay for which services if an agency outside of the school has responsibility
If the LEA decides to include a multi-year transition services plan in the IEP, there must be a clear distinction between those activities/services that are being provided for the current IEP year and the activities or services that are being planned for the future
Transition services are not always provided by an outside agency. For example, the school counselor may be someone providing transition services by reviewing postsecondary schools with the student or filling out applications. Many districts provide vocational/technical training programs for their high school students.

35. Transition Services
All services; special education and related services, supplementary aids and services, program modifications, and supports for school personnel, as outlined in the IEP (including transition services) must indicate
the projected date for the beginning of the services, and
the anticipated frequency, location, and duration of those services (K.S.A (c)(7))
It is possible that service dates may vary throughout the year and should be indicated as such on the IEP.
Just as for all other services listed on the IEP, transition services must indicate the projected start date for each service and the frequency, location, and duration of those services. Some services may begin much later in the year than others. Provide the anticipated actual start date for each service, not the initiation date for the IEP

36. Transition Services
Remember, if an agency fails to provide the transition services planned in the IEP, you must reconvene the IEP team to identify alternative strategies. Districts are ultimately responsible for ensuring that transition needs are met.
If a participating agency responsible for providing or paying for transition services fails to provide the transition services described in the IEP, the school must reconvene the IEP team to identify alternative strategies to meet the transition needs and postsecondary goals set out in the IEP.

37. Activity: MPGs and Transition Services
Time: 10 Minutes
Materials: Example for Charlie and Example for Janelle on page 2 of the Activities Handout
Directions: Read the example for both Charlie and Janelle and answer each of the questions.
Go over Answers and Debrief:
Charlie:
1) MPG for education/training if to attend a welding program at a technical school after completing high school.
2) MPG for employment not identified. Probably would be to find employment as a welder.
3) Transition services would include locating information about what welders do and which technical schools offer welding programs.
4) Since the transition services can be provided by the school, an outside agency would not need to be invited to the IEP meeting.
Janelle:
1) MPG for education/training is that Janelle wants to attend a nursing program at KCCC after high school.
2) MPG for employment is that she wants to work as a certified nurse’s assistant.
3) Transition services would include obtaining and completing entrance application, financial aid application, and obtaining information about living on campus.
4) Because the services are expected to be provided by an admissions counselor from KCCC, then that agency should be invited to the IEP meeting.
5) If the KCCC admissions counselor doesn’t attend the IEP meeting, then the IEP team will need to develop another plan for accomplishing the identified transition services.

38. Measurable Annual Goals
Are based on data described in the PLAAFPS
Describe the anticipated progress that will result from the specially designed instruction (special education) the student will receive.
Must be able to pass the “stranger test”
Could someone else implement an IEP that you have written?
The annual IEP goals delineate what the student needs to do or skills to accomplish in the upcoming year.
Annual IEP goals are tied directly back to the student’s transition services needs so as to promote successful movement from school to post-school environments. Since it is important for every student in Kansas to earn a diploma, regardless of disability, the annual goals also tie to graduation.
These IEP goals should be based on the identified needs in the present levels of academic achievement and functional performance (PLAAFP), which of course are influenced by age-appropriate transition assessments.
A chart describing the steps to developing a measurable annual goal can be found in the Resources handout for this training module. 38

39. Measurable Annual Goals
Measurable Annual Goals (MAGs) must align with Measurable Post-secondary Goals (MPGs)
Components of a measurable annual goal:
Behavior—performance to be monitored
Condition—how progress to goal will be measured
Criteria—to what level the behavior must occur
Timeframe—amount of time needed to reach the criterion (maximum is one year)
Measurable postsecondary goals are different from measurable annual goals in that they measure an outcome that occurs after a student leaves high school where a measurable annual goal measures annual progress of the student while in school. It is important to note that each postsecondary goal, must be supported by one or more annual goal and each annual goal may support more than one postsecondary goal. Annual IEP goals are more specific than MPGs, but they must relate directly to MPGs.
Examples of annual goals aligned with MPGs can be found in the Resources handout for this training module. 39

40. Measurable Annual Goals
PLAAFP
Services are determined AFTER the student’s needs are clearly understood and goals for the student are written.
The PLAAFPs and MAGs should provide the “WHY” for all services.
Services

41. SERVICES Special Education Services Related Services
Supplementary Aids and Services
Accommodations
There are five major areas that are linked to services in the student’s Individualized Education Program (IEP). These areas are:
Special Education Services
Related Services
Supplementary Aids and Services, including Accommodations
Program Modifications
Supports for School Personnel
These five types of services are considered in addition to transition services identified earlier. For students age 14 and older, all services should be identified by considering transition needs in addition to other types of needs identified. All types of needs, including transition, should be described in the PLAAFPs, measurable post-secondary goals, and measurable annual goals.
Program Modifications
Supports for School Personnel

42. Reminder: Describe F/L/D for Services
The law mandates that a student’s IEP MUST have the:
Frequency
Location
Duration
Projected date for beginning of service
Extent to which the student with disabilities will not participate in instruction with his/her nondisabled peers in the regular class
For all:
Special Education Services,
Related Services,
Supplementary Aids and Services
Program Accommodations,
Program Modifications, and
Supports for School Personnel
When, where, and how long will each service be provided? What is the projected date of beginning of each service to be provided? The information on this slide is marked with a red flag because these are required pieces of information that are often found to be missing from student IEPs.
A statement of special education, related services, supplementary aids and services (including accommodations), program modifications, and support for school personnel must be included in each student’s IEP, along with:
Frequency, location, and duration for each of the services provided to the student
Projected date for beginning of each of the services
Explanation of the extent the child will not participate with non-exceptional children in the regular class
Every IEP team member but especially the parent should clearly understand:
When is the service going to be provided? (daily, weekly, or monthly) [FREQUENCY]
Where is the service going to be provided? (general education classroom, SPED classroom, or job site) [LOCATION]
How long is the service going to be provided? (during language arts block, during math class, 40 minutes, or 1 ½ hours) [DURATION]
What is the projected date for the beginning of the service?
What is the EXTENT to which the student with a disability will not participate with his/her nondisabled peers in the general education classroom?
Even if the team decides that particular types of services are not needed, it must be documented on the IEP that student’s IEP team considered those services and none were needed.

43. Check In
TRANSITION
Directions: Please locate the transition Check In on page 3 of the Activities handout for this training module. Take a few minutes to answer these True-False questions and then we’ll go over them together.
Answers
True/False
1._T__      Measurable post-secondary goals must include the student’s goal related to employment and training/education.
2._T__      Measurable post-secondary goals are updated annually.
3._F__      No annual goals and benchmarks need to be on the IEP that relate to the student’s transition service needs. Annual goals and benchmarks must relate back to the student’s transition service needs and most importantly align with the MPG.
4._T__      The PLAAFPs must include the results of age-appropriate transition assessment.
5._F__      Age-appropriate transition assessments do not inform the measurable post-secondary goal of the student. They absolutely do inform the MPG.
6._F__     The student’s course of study can be a written statement demonstrating that the student is completing general education coursework. Course of study is a multi-year description of coursework to achieve student’s desired MPG. The course of study must identify specific graduation requirements and elective courses.
7._T__      The student may not attend the IEP but has to be invited. The regulations require invitation only. HOWEVER, best practice indicates that attending the IEP is critically important to assuring that the student’s preferences and interests have been included in the annual planning.
8._T_      Annual goals must be aligned with measurable post-secondary goals
9._F__      An agency representative can be invited to attend without parental consent. Parent consent (or the consent of the student if he/she has reached the age of majority) is required for an agency representative to be invited. 
10._F__    If a student has reached the age of majority, his/her parents/guardians are still considered the primary decision maker. At age 18 the student is the primary decision maker unless legal action has determined that the student cannot be his/her own legal guardian. If this has occurred the state-issued legal guardian (often the parent) is the primary decision maker. However, if this has not occurred, the student is his/her own primary decision maker.

44. A Review: Secondary Transition Checklist
Invite Student
Invite Agency Representative (with consent)
Conduct Age-appropriate Transition Assessment (Age 14)
Develop Appropriate Measurable Postsecondary Goals (Age 14)
Include transition needs and strengths in PLAAFPs
Identify Transition Services (Age 16)
Identify Courses of study (Age 14)
Develop Annual IEP goal(s) related to the student’s transition services needs
Identify services needed to meet needs identified in Annual Goals and PLAAFPs
This list should serve as a review of the information included in this training. This checklist gives you a guide for how to begin to write quality transition-focused IEPs. These steps guide the educator and the team, including the student, in ways to increase positive movement from school to post-school environments.
A copy of this checklist is included in the Resources handout for this training module.

45. Secondary Transition Resources
National Center on Secondary Education and Transition,
National Secondary Transition Technical Assistance Center,
Secondary Transition Module, the IRIS Center, Vanderbilt,
Transition Coalition,
Transition of Students With Disabilities to Postsecondary Education: A Guide for High School Educators, Office of Civil Rights,
This list of resources is also included in the Resources handout for this module.