1. 1 1

2. Developing the Transition Section of a Students IEP!

3. Identify the student’s post-school desired goals or vision)
Step One:
Based on Assessments -
Identify the student’s post-school desired goals or vision)
Post Secondary Education or Training
Employment
Independent Living 3 3

4. Post-School Goals Characteristics
Measurable statements:
Based on Individual’s Assessment Data
Identifies where student will be AFTER high school
NOT intended to describe events that occur IN high school
NOT the same thing as IEP measurable annual goal
Addresses
Post-Secondary Education/Training
Employment
Independent Living
IDEA 2007 refers to measurable postsecondary goal or goals that covers education or training, employment, and as needed independent living.
Note that Goals is the new term used in PA under Chapter 14. Trainer may reiterate that goals have previously been referred to as “Outcomes” in PA. The “goals” indicated here are referred to as “post-school goals.”
Remind participants that each goal area on the grid must be addressed by the IEP team and nothing should be left blank. Each student is required to have one post school goal– but many students may have more than one goal. If a particular goal is not appropriate to a student, the team must note that on the grid with a statement such as, “The IEP team has determined that this goal area is not applicable for the student.” 4 4

5. Sample Post School Goal: Phillip
Postsecondary Education and Training Goal:
Phillip has a goal of enrolling in postsecondary training in the area of automobile repair or a related field.
Measurable Annual Goal
Yes/No
(Document in Section V)
Courses of Study :
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/ Agency Responsible
A community program 5

6. Sample Employment Goals
1. Competitive employment
2. Military
3. Supported employment (paid work in a community setting for those needing continuous support services)
4. Sheltered employment (where most workers have disabilities)
5. Employment that allows for technological and medical supports
The IEP team has determined that this goal area is not applicable for this student 6 6 6

7. Assessment is the KEY! Assessment is…
A process of gathering relevant information to plan, evaluate, or make decisions (academic, transition, career, vocational).
Data (information) can be derived from multiple sources over a period of time.
It occurs within all developmental contexts especially career development 7 7

8. Assessment is an integral part of the career development and transition processes. It is ongoing and can happen anytime and anywhere. 8 8

9. Why Assessment? So we can identify….
individual strengths, needs, preferences, interests, and post-secondary goals (including status of self-determination, level of career development)
high school courses of study to achieve post-school goals
programs, services, supports, and resources to achieve post-secondary goals
next levels or environments of services and what will be needed from these
prescriptive instructional techniques that work
all key players and stakeholders in the youth’s life 9 9

10. Assessments Should be Placed in Present Levels of Performance
Academic levels/basic skills
Levels of self-determination
Levels of career development
Status of transition planning & options
Status & stability of support systems
Availability of options & opportunities (if they aren’t there, create them)
Assessment (where we are in the on-going process) 10 10

11. Step Two: (Based on Assessment)
Describe the student’s Present Levels of Academic Achievement / Functional Performance
(Based on Assessment) 11 11

12. Present Levels Must: Identify strengths and prioritize needs
Describe effect of disability on performance
Provide a starting point for development of annual goals
Guide development of other areas of the IEP
Be data driven (measurable and observable)
Reference post-school transition goals.
Emphasize the IEP begins with a description of students present educational levels (PELs). PELs are starting points (think of them as baseline) for determining instructional levels.
PELs must be instructionally relevant and expressed quantitatively . It is impossible to write meaningful measurable goals and objectives without clear and measurable PELs.
Additionally, without clear and measurable PELs measurement, evaluation and reporting of students’ progress toward annual goals is not effectively achieved.
PELs will tell us what goals need to be set
Tells us if the student has made adequate progress in a year 12 12

13. Step Three: Determine Agency Linkages and Supports13 13

14. Teaming: Essential to Transition
Interagency collaboration is needed to ensure a “seamless” transition to post-school goals.
Each team member brings unique insight and expertise to the table.
Team, including student and parents, considers needs, interests and preferences of the student.
Team determines how to support the journey to the post-school goals.
Team works together to plan services that lead to successful post-school goals.
As partners in an vital planning process, parents need effective interagency collaboration between the many agencies and providers of adult services to ensure a "seamless transition." As transition planning team members share dreams and a vision for the future, generate ideas, explore options, develop and implement a plan, and effectively follow-through, successful outcomes will be achieved for students with disabilities as they transition into the adult community.
By keeping everyone in the LOOP- you are taking steps to ensure that all support people in the child’s life is knowledgeable about the student’s goals and progress. It is important that the student see everyone working together.
"The best way to predict the future is to invent it." -John Scully, Odyssey, 1987 14 14

15. Effective Communication & Collaboration
Within education system
Interdisciplinary
Interagency
Families
Youth 15 15

16. IEP Team Participants for Transition Planning
Required Members
student
parents/guardians
local education agency representative (LEA)
regular education teacher
special education teacher
vocational-technical education representative (if being considered)
Other Members
SLP, OT, or PT staff
SD transition coordinator
psychologist
guidance counselor
job coach (if considered)
employer representative
community/agency representatives
relatives/friends/advocate 16 16

17. In the end, everyone is society benefits from effective transition of youth with disabilities into productive careers….
YOUTH
& FAMILY
Special
Education
Career & Tech Education
Community
Rehab.
Providers
Parent
Info. & Training
Centers
Consumer
Organizations
WIA
Youth MR MH
Voc. Evaluators &
Work Adjustment
Vocational Rehabilitation
General
Occupational Therapist
Speech Therapist
Support Groups
Behavioral Specialist
Disability Support Services
Waiver Programs
Independent Living Supports
Psychologist
Psychiatrist
Physicians & Specialists 17 17

18. Step Four: Design a Transition Plan that includes courses of study and activities/services (transition grid) 18 18

19. Courses of Study Characteristics: Supports post school outcomes
A coordinated set of activities
Focus on improving academic and functional
achievement
Facilitate movement from school to post school by aligning curriculum with identified transition outcomes
Should promote graduation by meeting district standards 19 19

20. Sample Course of Study: Phillip
Postsecondary Education and Training Goal:
Phillip has a goal of enrolling in postsecondary training in the area of automobile repair or a related field.
Measurable Annual Goal
Yes/No
(Document in Section V)
Courses of Study :Auto Body Repair Program; English, Algebra II, Chemistry; US History
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/ Agency Responsible
Could 20

21. Transition Service / Activity
Action steps – both activities and services
Include instructional services to address skill deficits, supported by Measurable Annual Goals
Slated to occur during current IEP
Leading to achievement of post-school goal
Put all together from 1st year to final year of transition planning = coordinated set of activities
Definitions of transition activity/ service
Action steps – both activities and services
Include instructional services to address skill deficits, with Measurable Annual Goals. This is an important concept to emphasize. 21 21

22. Employment Specific career interest ____________________
_____ Career exploration (software programs, guest
speakers, graduation project)
_____ In-school work experience
_____ Community service
_____ Job shadowing
_____ Job tryouts
_____ Work experience
_____ Vocational-technical school
_____ Tour
_____ Shadow vocational programs
_____ Co-op job placement (career-tech centers) 22 22

23. Employment _____ Community-based instruction (pre-employment,
travel training, social skills, etc)
_____ Career TRACK
_____ CareerLink
_____ DPW Employment Program referral
_____ OVR referral
_____ Determination of eligibility
_____ Employment services
_____ Job training
_____ MH/MR referral
_____ Training services 23 23

24. Sample Service / Activity: Phillip
* Denotes measurable annual goal
Employment Goal:
Measurable Annual Goal
Yes/No
(Document in Section V)
Phillip has a goal of competitive employment in the area of auto body repair or related field.
Courses of Study:
Auto Body Repair Program; English, Algebra II, Chemistry; US History
Service/Activity
Location
Frequency
Projected Beginning Date
Anticipated Duration
Person(s)/Agency Responsible
*Improve speed and discrimination of project completion.
CTC
During the school day
Sept. 19, 2008
June 3, 2009
CTC staff
*Develop reading comprehension skills in all settings.
HS, CTC
LS Teacher, General education teachers,
*Develop writing skills in all classes. HS
LS Teacher, General ed. teachers
Obtain information regarding employment opportunities in local shops.
One time
Jan. 20, 2009 24 24

25. Determine Annual Goals that lead
Step Five:
Determine Annual Goals that lead
to post-school outcomes (academic, transition, etc) 25 25

26. Measurable Annual Goal
IEP goal, covers one year
Addresses skill deficits (identified in needs)
Begins from baseline of skill (present levels)
Describes skill attainment level (endpoint)
NOT curriculum
Contains measurable, countable data
Leads to visual, countable monitoring
Not more than 3-5 goals 26 26

27. Measurable Annual Goals at a Glance
Condition
Name
Clearly Defined Behavior
Performance Criteria
Describe the situation in which the student will perform the behavior.
Materials, settings, accommodations?
Given visual cues…
During lectures in math…
Given active response checks…
Describe behavior in measurable, observable terms.
Use action verbs.
What will s/he actually DO?
Locate
Point
Separate
Rank
Choose
The level the student must demonstrate for mastery:
How well?
% of the time
#times/# times
With the # or % accuracy
“X” or better on a rubric or checklist.
Number of times needed to demonstrate mastery:
How consistently?
How consistently will the student need to perform the skill(s) before considered “mastered?”
Evaluation Schedule:
How often?
How often will the
student be assessed?
What will be the method of evaluation?
Use the Student’s Name 27 27

28. Grids → Goals - Phillip
Phillip has a goal of enrolling in postsecondary training in the area of automobile repair or a related field.
Measurable Annual Goal
Yes/No
(Document in Section V)
Courses of Study :Auto Body Repair Program; English, Algebra II, Chemistry; US History
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/ Agency Responsible
*Instruction and exploration of the use of his Scan-Read software for content area classes.
High School
Using at least 6 times in general ed. classes
Sept. 19, 2008
Jan. 4, 2009
LS Teacher, General education teachers, Phillip
*Articulate his needs for accommodations in current and postsecondary settings.
At least weekly in his classes
June 4, 2009
The next series of slides show how to take the information written in the transition “grid” section of the IEP and develop a measurable annual goal for the post-school goal. 28

29. Grids → Goals - Phillip
MEASURABLE ANNUAL GOAL Include: Condition, Name, Behavior, and Criteria
(Refer to annotated IEP for description of these components.)
Describe HOW the student’s progress toward meeting this goal will be measured
Describe WHEN periodic reports on progress will be provided to parents
Report of Progress
Given instruction on identifying the supports and accommodations (including the use of Scan and Read software) that enable him to score at least 85% on classroom assignments and assessments in English, Chemistry, and US History, Phillip will identify the need, and independently request these supports and accommodations, and document in his planner, in 90% of graded assignments and assessments, for five consecutive weeks.
Weekly charting
with LS teacher of results of his review of graded assignments and assessments, compared with documentation in his planner and annotated accordingly.
Annotated chart sent home quarterly
     
It is possible to have one measurable annual goal for two or more of the post school goals.
For example if the student’s annual goal addresses an organizational skill deficit – that goal could be related to a post-school goal for education and training and a goal for employment. 29 29

30. It’s all about Post-School Outcomes!
What is your stake in the transition planning process? 30 30