1. IEPs for Transition: Making sense of it all 2013 OAVSNP Sally Simich, Oregon Department of Education Peter FitzGerald & Mimi Kato, University of Oregon

2. Looking back or forward? Traditional focus on the next step –driven by PLAAFP Current focus on postschool goal and the path to get there

3. Four Components Post Secondary Goals PLAAFP Annual Goals Course of Study

4. Alignment Summary Post Secondary Goals PLAAFP Annual Goals Course of Study

5. IDEA 2004 Says: “Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include- (1) Appropriate measurable postsecondary goals based on age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills” [ §300.320(b)(1)].  The “Slippery Slope”

6. What might we use to Develop the PSG? Transition Assessments Formal Assessments Student Interviews Parent Ideas Other Resources (Graduation Plan, Transition Spec.) Person-centered Planning (goals, strengths, interests) Other information?

7. Conduct Age-Appropriate Transition Assessments PreferencesInterests NeedsStrengths

8. What Are You Trying To Find Out? What Students CAN DO! For example:  I can identify one or more possible careers that interest me.  I can show that I have researched and gathered information about one or more careers that interest me.  I can show that I have explored one or more careers that are non-traditional for my gender, such as construction work for females and child care for males.  I can show that I have completed a career interest inventory.  I can show that I have completed an informational interview with an employer.  I can show that I have talked to a counselor, advisor, or other person about jobs/careers.  I can demonstrate that I have participated in a job shadow.  I can show that I have participated in an unpaid work experience or done volunteer work (also called service learning or community service).  I can show that I have attended a career fair.  I can describe what academic skills, such as reading, writing, and math, are needed to be successful in the careers that interest me.

9. You Are Trying To Find Out What Students: Know, Want to BE, and Can DO! Another Example:  I can show that I have my own bank accounts can explain how to access and maintain my accounts.  I can responsibly manage cash in my possession.  I can demonstrate that I understand how to create and maintain a budget for living on my own.  I can demonstrate my ability to pay bills correctly and on time using checks, money orders, cash, and/or online payments.  I can compare prices in a store and make choices regarding what items to buy  I can explain the process of looking for a place to live.  I can show that I know how to apply for a place to live.  I can demonstrate and/or explain how to keep a safe and clean living space.  I can explain when and how to contact emergency services such as police, fire, and ambulance  I can explain when and how to contact a landlord or apartment manager.  I can describe how to handle conflicts with neighbors and how to be a good neighbor to those who live near me.  I can describe what community and supplemental services are available to me and how to access them.  I can create a weekly menu and shopping list using what I know about nutrition and healthy eating.  I can describe how food is properly stored, what needs to be refrigerated, how to properly cook things like meat and fish, if needed, how to read expiration dates, and how to tell if food is bad.

10. Quick Overview PLAAFP must include… 1.Preferences, Interests, Needs, Strengths (student voice) 2.Concerns for student (parent voice) 3.How the disability affects involvement and progress in the regular school curriculum 4.Academic performance, including State or district-wide assessments 5.Level of developmental and functional performance 6.Results of age-appropriate transition assessments

11. PLAAFP: Questions to Consider Are the components present (strengths, parent concern, academic/functional performance, transition and state assessment results)? Is the information about performance stated so others who read this will know where the student is succeeding and/or having challenges? what the next steps (annual goals) might be? Could it serve as a baseline of performance? Does it provide information about the results of transition assessments? Does it identify any specific challenges the student might have in the general curriculum because of disability?

12. How to Individualize and be Accountable Present Level of Academic and Functional Performance Example Following administration of a Transition Skills Survey in the area of Learning to Work, three (3) areas emerged as priorities for Angela. These areas are items in which she scored as “Not Like Me” (vs. “Somewhat Like Me” and “Very Much Like Me”) and indicated in a follow-up interview, that she was interested in gaining skill or being involved in activities to make progress in these areas having to do with Learning to Work. Angela indicated that she (1.) does not know how to match her strengths and interests to a career that may interest her. Her diagnosis of Attention Deficit contributes to her struggle with sequencing information so it ends up making sense and being relevant to her. Angela also identified that she (2.) cannot describe how her disability might affect job performance. Another area of need for Angela is (3.) being able to name things to do to be a more responsible worker. Because she can be impulsive, Angela has lower evaluations in her in-building Work Experience. Angela is interested in attending community college after she graduates and would prefer to be a Vet Tech or a Certified Nurses Assistant. If she can handle the academic demands, she might like to pursue becoming a Licensed Practical Nurse.

13. Getting it into the PLAN! One of Angela’s IEP goals could be Angela will successfully identifies 3 personal interests, 3 strengths and 2 weaknesses that might impact her ability to work in a health related occupation AND/OR Angela will list (in writing or verbally) 3 ways that her disability will challenge her on a job and 3 ways that her disability may be of benefit. OR WHAT IF ANGELA HAD MORE SIGNIFICANT DISABILITIES? Using picture cues, Angela will follow 4-5 step instructions by the end of the year utilizing the system independently 90% of the time as evaluated by a work experience supervisor, staff, or employer.

14. Conduct Age-Appropriate Transition Assessments PreferencesInterests Needs Strengths Write Measureable Post Secondary Goals Education/Training Employment Independent Living (as needed)

15. Quick Overview Measureable Postsecondary Goals (PSG) must… 1.Be AFTER school services 2.Be Measureable/Observable 3.Be based on appropriate Transition Assessments 4.Include PSG for Employment, Training/Education 5.Include PSG for Independent Living when appropriate Measureable Postsecondary Goals can also.... Include language that goal is based on student interests

16. Postsecondary Goals (PSG): Questions to Consider Is it clear your goal is starting after school services end? Will you be able to observe if the student achieved it? Was the PSG based on age appropriate assessment? Does it say so? (Where is this information?) Is there a goal for employment AND education/training? Is it appropriate to consider an independent living goal? Does this goal align with the student’s strengths, interests, needs and preferences in the PLAAFP?

17. Conduct Age-Appropriate Transition Assessments PreferencesInterestsNeedsStrengths Write Measureable Post Secondary Goals Education/Training Employment Independent Living (as needed) Identify Transition Services Specially Designed Instruction Related Services Employment & Living Skills Community Experience Identify Transition Services Specially Designed Instruction Related Services Employment & Living Skills Community Experience

18. Conduct Age-Appropriate Transition Assessments PreferencesInterests Needs Strengths Write Measureable Post Secondary Goals Education/Training Employment Independent Living (as needed) Identify Transition Services Specially Designed Instruction Related Services Employment & Living Skills Communit y Experience Write the Course of Study

19. Quick Overview Transition Services INCLUDING the Course of Study… Developed within a results-oriented process Improve academic and functional achievement Promote movement to postschool Based on the student’s PINS Coordinated set of services including instruction, related services, community experiences, the development of employment and other post-school adult living objectives Does not require it is written on the IEP

20. Course of Study(COS): Quick Overview COS must include … 1.Courses/Skills AND Experiences/activities 2.Be connected to the PSG 3.Be student-specific (individualized); build off PINS 4.Listed for multiple years Important to note… Age of majority Date of graduation

21. Course of Study: Questions to Consider Reflects multiyear plan that is designed to facilitate movement from school to post-school activities (PSGs)? Leads to an improvement in academic and functional performance, leading to achievement of the PSGs? Considered: instruction, related services, community experiences, employment, post-school adult living, daily living skills, and functional vocational evaluation? Includes both courses/skills AND experiences? Based on student’s needs, and consider the student's strengths, preferences, and interests?

22. GENERAL Courses/Skills Will complete general course of study leading to a standard diploma (plan attached) Develop self-advocacy skills Daily living and vocational skills Experiences/Activities Explore college programs & entrance requirements; Take college entrance exams Explore school’s career center Research/explore post high school options SPECIFIC Courses/Skills Foods Class, Metals Class, Computer Technology, Aerobics, Study Strategies Reading Comprehension Riding a bus independently Experiences/Activities LCC orientation; Explore Culinary Arts Program; District college fair Meet with (VR, Military recruiter, Brokerage rep) regarding services Build a resume; Complete job applications; Complete CIS Job shadow with local auto mechanic; School based work experience in the coffee cart Course of Study: Examples

23. Conduct Age-Appropriate Transition Assessments PreferencesInterests Needs Strengths Write Measureable Post Secondary Goals Education/Training Employment Independent Living (as needed) Identify Transition Services Specially Designed Instruction Related Services Employment & Living Skills Community Experience Write the Course of Study Write the Annual IEP Goals Write Measureable Post Secondary Goals Education/Training

24. Conduct Age-Appropriate Transition Assessments Preferences Interests NeedsStrengths Write Measureable Post Secondary Goals Education/Training Employment Independent Living (as needed) Identify Transition Services Specially Designed Instruction Related Services Employment & Living Skills Community Experience Write the Course of Study Write the Annual IEP Goals Coordinate Services with Adult Agencies

25. Quick Overview Annual Goals must include... 1.Who 2.What - observable/measurable 3.Where/When - conditions 4.How to measure 5.How much? When accomplished? - criterion Important to note… Link to data on need in PLAAFP Need at least one AG related to the PSG (to address transition needs)

26. Annual Goals: Questions to Consider Who: Does my goal have a clear person identified? What (observable/measurable): Does my goal have a specific outcome that is able to be seen, heard, etc.? Where/When (conditions): Does my goal state the level, tools, time limits or other conditions to make measurement clear? How to measure (assessment): Does my goal provide enough information about how it will be measured or assessed? (Could someone else do this based on what I wrote?) How much? When am I done? (criterion): Does my goal indicate what mastery level I expect to achieve to indicate when the student is done?

27. PSG – AG Comparison Post Secondary Goals After High School Services - future Not specific – longer term Measurable Based on Age Appropriate Transition Assessment Written in areas: Education Training Employment Independent Living (where appropriate) Annual Goals During High School - current 1 year goal Measurable and criteria Based on Student’s Current Needs Written in areas: Academic Functional Reasonably enabling student to meet PSGs

28. Alignment Summary Post Secondary Goals PLAAFP Annual Goals Course of Study

29. Alignment of IEP Components PLAAFP AG For each PLAAFP area, there is a baseline level of performance given for each annual goal For each Annual Goal, is there reference to the baseline level of performance in the PLAAFP for this goal PSG COS For each PSG, the courses/skills/ experiences/activities listed in the COS provide the student with skills related to that PSG For the COS, all of the items listed in the COS can be linked to the PSG

30. Alignment of IEP Components PSG PLAAFP For each PSG, are there statements in the PLAAFP that refer to the content of the PSG Student PINS Assessment results PSG AG For each PSG, is there at least one AG that will provide the student with skills to help make progress toward or meet that goal

32. Center for Change in Transition Services www.seattleu.edu/ccts (206)296-6494 cts@seattleu.educts@seattleu.edu Additional Resource

33. For Further information regarding Secondary Transition contact: Sally Simich Sally.simich@state.or.usSally.simich@state.or.us Peter FitzGerald petefitz@q.competefitz@q.com Mimi McGrath Kato mmkato@uoregon.edummkato@uoregon.edu Thank You…….Questions?