1. Transition Planning Process Special Education Institute 2013 Presented By: Michelle Pittman & Jeffrey Wright Special Education Institute 2013 Presented By: Michelle Pittman & Jeffrey Wright

2. Transition Checklist TRANSITION PLAN CHECKLIST The following questions should be used as guidelines when developing individual transition plans. 1.___Is the evidence the student was invited to the IEP meeting where transition services will be discussed? 2.___Is there evidence the measurable post-secondary goals were based on AGE APPROPRIATE TRANSITION ASSESSMENTS? 3.___Is there an appropriate measurable post-secondary goal that covers education, training, employment and as needed, independent living? 4.___Do the transition services include COURSES OF STUDY that will reasonably enable the student to meet his/her post-secondary goals? 5.___Are there TRANSITION SERVICES in the IEP that will reasonably enable the student to meet his/her post-secondary goals? 6.___If appropriate, is there evidence that a representative of any participating agency was invited to the IEP meeting with prior consent of the parent or student who has reached the age of majority? 7.___Is at least one IEP goal related to the student’s transition services needs?

3. IDEA 2004 The purpose of IDEA is to ensure that all children with disabilities have available to them a free and appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living. [602(d)(1)(A)]

4. IDEA 2004 Transition Defined …a coordinated set of activities for a child with a disability that: Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education; vocational education; ……[602(34)(A)]

5. IDEA 2004 … must be based on the individual child’s needs, taking into account the child’s strengths, preferences and interests. [602(34)(B)]

6. Transition Services in Schools - Indicator 13 Percent of youth aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon age appropriate transition assessment; and an IEP that includes transition services, including a plan of study, that will reasonably enable the student to meet those postsecondary goals; an IEP that includes annual goals related to the student’s transition services; evidence that the student was invited to the IEP Team meeting where transition services will be discussed; and 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.

7. Step 1: Assessment (Prior to the meeting) You must complete at least two assessments for transition One must address SKILLS (interpersonal, daily living, academic readiness, self-advocacy and vocational skills) One must address INTERESTS & PREFERENCES (recreational, educational and career) * Summarize each transition assessment & list individually in the present levels of performance on the IEP TRANSITION IEP REQUIREMENTS Step 2: Draft Measurable Post Secondary Goals/IEP Goals (Prior to the meeting) *Based on the information obtained from the assessment, develop drafted measurable postsecondary goals *Develop a Plan of Study or Alternate Plan of Study as appropriate *Complete transition services (must be completed for students 16 years or older/turning 16 during this IEP year) * Draft at least one IEP goal that is directly related to the transition services Step 3: IEP Meeting * Must obtain “Consent to Invite Outside Agency” prior to inviting outside provider to an IEP meeting (ie. Voc Rehab, DIDD.) * Must invite student to the IEP meeting and write his/her name on the notice form

8. What is Transition Assessment? “…an ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the Individualized Education Program (IEP)” (DCDT and CEC definition)

9. Who Must Have a Transition Assessment? In Tennessee students age 14 and older must have: Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to education/training, employment and where appropriate, independent living skills. Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to education/training, employment and where appropriate, independent living skills. ( The plan of study is also due at 14) ( The plan of study is also due at 14)

10. Where Do You Put the Assessment? The results of age-appropriate transition assessments should be added with present levels of educational performance on the IEP.

11. Instructionally Appropriate IEPs – Goal Development Activity – High School Present Level of Educational Performance: Self Advocacy & Employability Skills Checklist- Social/Emotional Skills- Eng interacts appropriately with peers and staff during structured classroom and school activities. During unstructured activities in the classroom and other areas of the building (hallways, cafeteria, etc..), Eng has difficulty interacting appropriately. He often times speaks too loudly, runs in halls, puts his hands on other students, and has gotten into fights on a couple of occasions. Classroom/Academic Skills- Eng participates in classroom discussions appropriately, gains attention appropriately, and comes prepared to class with appropriate materials. He is easily distracted by peers or other activities in the room. He sometimes leaves his seat or area without permission. He does not always return homework assignments. He is often times late to class. Eng needs prompts and clarification of expectations both in academic courses and other school-wide settings (Cafeteria, Halls, etc..) Career/Work Skills- Eng works well in small group activities. He responds appropriately to criticism or correction from staff and peers. Eng is easily distracted and time off task is an issue. In classroom games and activities, he responds appropriately to pressure and stressful situations. He likes being a leader or team captain. Exceptional: Yes Given _______ (condition/materials/setting/accommodation), _______ (student name) will _________ (do what measurable/observable skill/behavior in functional terms), ________ (to what extent/how well to determine mastery), _______ (# of times/frequency/how consistently), evaluated/determined _________ (measure). Goal: Academics Given various simulated, real word scenarios, John will independently demonstrate self-advocacy skills by using appropriate communication skills, asking for assistance/clarification, and identifying needed accommodations in a variety of settings, 3 out of 5 opportunities as measured by teacher made data collection tool. How would you monitor progress? What tools could you use?

12. Instructionally Appropriate IEPs – Goal Development Activity – High School Present Level of Educational Performance: Student Interest Inventory- Recreational- Eng loves physical activity and most sports. He likes to go camping with his family or his scouting troop. He enjoys putting together model cars and small construction kits. He likes watching television shows about building houses. Academic Interests- Eng stated that he likes school and his favorite subject is science because they do many different hands-on projects. His least favorite subject in is any math course. He has the most difficulty with multi-step calculations and word problems. Eng has basic calculator skills but wants to learn how to use a graphing calculator. Career Interests- Eng would like to have a job that allowed him to work outdoors. He likes to spend time watching houses being built in his neighborhood. He has expressed an interest in a military career (Army) Exceptional: Yes Given _______ (condition/materials/setting/accommodation), _______ (student name) will _________ (do what measurable/observable skill/behavior in functional terms), ________ (to what extent/how well to determine mastery), _______ (# of times/frequency/how consistently), evaluated/determined _________ (measure). Goal: Academics Given various simulated, real word scenarios, John will independently demonstrate self-advocacy skills by using appropriate communication skills, asking for assistance/clarification, and identifying needed accommodations in a variety of settings, 3 out of 5 opportunities as measured by teacher made data collection tool. How would you monitor progress? What tools could you use?

13. Step 1: Assessment (Prior to the meeting) You must complete at least two assessments for transition One must address SKILLS (interpersonal, daily living, academic readiness, self-advocacy and vocational skills) One must address INTERESTS & PREFERENCES (recreational, educational and career) * Summarize each transition assessment & list individually in the present levels of performance on the IEP TRANSITION IEP REQUIREMENTS Step 2: Draft Measurable Post Secondary Goals/IEP Goals (Prior to the meeting) *Based on the information obtained from the assessment, develop drafted measurable postsecondary goals *Develop a Plan of Study or Alternate Plan of Study as appropriate *Complete transition services (must be completed for students 16 years or older/turning 16 during this IEP year) * Draft at least one IEP goal that is directly related to the transition services Step 3: IEP Meeting * Must obtain “Consent to Invite Outside Agency” prior to inviting outside provider to an IEP meeting (ie. Voc Rehab, DIDD) * Must invite student to the IEP meeting and write his/her name on the notice form

15. Step 1: Assessment (Prior to the meeting) You must complete at least two assessments for transition One must address SKILLS (interpersonal, daily living, academic readiness, self-advocacy and vocational skills) One must address INTERESTS & PREFERENCES (recreational, educational and career) * Summarize each transition assessment & list individually in the present levels of performance on the IEP TRANSITION IEP REQUIREMENTS Step 2: Draft Measurable Post Secondary Goals/IEP Goals (Prior to the meeting) *Based on the information obtained from the assessment, develop drafted measurable postsecondary goals *Develop a Plan of Study or Alternate Plan of Study as appropriate *Complete transition services (must be completed for students 16 years or older/turning 16 during this IEP year) * Draft at least one IEP goal that is directly related to the transition services Step 3: IEP Meeting * Must obtain “Consent to Invite Outside Agency” prior to inviting outside provider to an IEP meeting (ie. Voc Rehab, DIDD) * Must invite student to the IEP meeting and write his/her name on the notice form

16. Focused Plan of Study IEP team, must determine what instruction and educational experiences will assist the student to prepare for the transition from secondary education to post-secondary life. Focus on: — Plan of Study[all courses and educational experiences] — How the educational program can be planned and relate directly to the student’s goals beyond secondary education — Show how those courses are linked to those goals Promotes the concept that the high school program focuses on post-school results. Help students and family select courses of study that are meaningful and motivate students to complete their education.

20. Step 1: Assessment (Prior to the meeting) You must complete at least two assessments for transition One must address SKILLS (interpersonal, daily living, academic readiness, self-advocacy and vocational skills) One must address INTERESTS & PREFERENCES (recreational, educational and career) * Summarize each transition assessment & list individually in the present levels of performance on the IEP TRANSITION IEP REQUIREMENTS Step 2: Draft Measurable Post Secondary Goals/IEP Goals (Prior to the meeting) *Based on the information obtained from the assessment, develop drafted measurable postsecondary goals *Develop a Plan of Study or Alternate Plan of Study as appropriate *Complete transition services (must be completed for students 16 years or older/turning 16 during this IEP year) * Draft at least one IEP goal that is directly related to the transition services Step 3: IEP Meeting * Must obtain “Consent to Invite Outside Agency” prior to inviting outside provider to an IEP meeting (ie. Voc Rehab, DIDD) * Must invite student to the IEP meeting and write his/her name on the notice form

22. Step 1: Assessment (Prior to the meeting) You must complete at least two assessments for transition One must address SKILLS (interpersonal, daily living, academic readiness, self-advocacy and vocational skills) One must address INTERESTS & PREFERENCES (recreational, educational and career) * Summarize each transition assessment & list individually in the present levels of performance on the IEP TRANSITION IEP REQUIREMENTS Step 2: Draft Measurable Post Secondary Goals/IEP Goals (Prior to the meeting) *Based on the information obtained from the assessment, develop drafted measurable postsecondary goals *Develop a Plan of Study or Alternate Plan of Study as appropriate *Complete transition services (must be completed for students 16 years or older/turning 16 during this IEP year) * Draft at least one IEP goal that is directly related to the transition services Step 3: IEP Meeting * Must obtain “Consent to Invite Outside Agency” prior to inviting outside provider to an IEP meeting (ie. Voc Rehab, DIDD) * Must invite student to the IEP meeting and write his/her name on the notice form

23. Measurable Annual IEP Goals Measurable Annual IEP Goals Measurable Annual IEP Goals Annual Goal - An annual goal must be established for each identified exceptional area. The goal shall describe what the student can reasonably be expected to accomplish in each area during a school year as a result of the provision of special education and related services and should be measurable.

24. Instructionally Appropriate IEPs – Goal Development Activity – High School Present Level of Educational Performance: Self Advocacy & Employability Skills Checklist- Social/Emotional Skills- Eng interacts appropriately with peers and staff during structured classroom and school activities. During unstructured activities in the classroom and other areas of the building (hallways, cafeteria, etc..), Eng has difficulty interacting appropriately. He often times speaks too loudly, runs in halls, puts his hands on other students, and has gotten into fights on a couple of occasions. Classroom/Academic Skills- Eng participates in classroom discussions appropriately, gains attention appropriately, and comes prepared to class with appropriate materials. He is easily distracted by peers or other activities in the room. He sometimes leaves his seat or area without permission. He does not always return homework assignments. He is often times late to class. Eng needs prompts and clarification of expectations both in academic courses and other school-wide settings (Cafeteria, Halls, etc..) Career/Work Skills- Eng works well in small group activities. He responds appropriately to criticism or correction from staff and peers. Eng is easily distracted and time off task is an issue. In classroom games and activities, he responds appropriately to pressure and stressful situations. He likes being a leader or team captain. Exceptional: Yes Given _______ (condition/materials/setting/accommodation), _______ (student name) will _________ (do what measurable/observable skill/behavior in functional terms), ________ (to what extent/how well to determine mastery), _______ (# of times/frequency/how consistently), evaluated/determined _________ (measure). Goal: Academics Given various simulated, real word scenarios, John will independently demonstrate self-advocacy skills by using appropriate communication skills, asking for assistance/clarification, and identifying needed accommodations in a variety of settings, 3 out of 5 opportunities as measured by teacher made data collection tool. How would you monitor progress? What tools could you use?

25. Step 1: Assessment (Prior to the meeting) You must complete at least two assessments for transition One must address SKILLS (interpersonal, daily living, academic readiness, self-advocacy and vocational skills) One must address INTERESTS & PREFERENCES (recreational, educational and career) * Summarize each transition assessment & list individually in the present levels of performance on the IEP TRANSITION IEP REQUIREMENTS Step 2: Draft Measurable Post Secondary Goals/IEP Goals (Prior to the meeting) *Based on the information obtained from the assessment, develop drafted measurable postsecondary goals *Develop a Plan of Study or Alternate Plan of Study as appropriate *Complete transition services (must be completed for students 16 years or older/turning 16 during this IEP year) * Draft at least one IEP goal that is directly related to the transition services Step 3: IEP Meeting * Must obtain “Consent to Invite Outside Agency” prior to inviting outside provider to an IEP meeting (ie. Voc Rehab, DIDD) * Must invite student to the IEP meeting and write his/her name on the notice form

26. Self Advocacy Self-Advocacy Training Student knowledge of strengths and areas of need Student participation in development of IEP Student participation in IEP Team Mtg.

27. Transition Checklist TRANSITION PLAN CHECKLIST The following questions should be used as guidelines when developing individual transition plans. 1.___Is the evidence the student was invited to the IEP meeting where transition services will be discussed? 2.___Is there evidence the measurable post-secondary goals were based on AGE APPROPRIATE TRANSITION ASSESSMENTS? 3.___Is there an appropriate measurable post-secondary goal that covers education, training, employment and as needed, independent living? 4.___Do the transition services include COURSES OF STUDY that will reasonably enable the student to meet his/her post-secondary goals? 5.___Are there TRANSITION SERVICES in the IEP that will reasonably enable the student to meet his/her post-secondary goals? 6.___If appropriate, is there evidence that a representative of any participating agency was invited to the IEP meeting with prior consent of the parent or student who has reached the age of majority? 7.___Is at least one IEP goal related to the student’s transition services needs?

28. Transition Team Michelle Pittman: michelle.pittman@knoxschools.orgmichelle.pittman@knoxschools.org Jeffrey Wright: jeffrey.wright@knoxschools.orgjeffrey.wright@knoxschools.org Phone: 594-1490 Fax: 594-1712 School Mail: A.J. 5 th Floor

29. References: Tennessee Department of Education Ed O’Leary Jane Winstead Knox County Transition Manual Knox County Transition Team