Transition Planning & the IEP: Helping Students Plan for the Future

1. Transition Planning & the IEP: Helping Students Plan for the Future Sue Severson, Ed. D. Minnesota State University severson@mnstate.edu Jon Enderle, M. S. Moorhead Public Schools

2. Transition Assessments • ESTR Scales • Transition Planning Inventory (TPI) • Life Centered Career Education Batteries • Knowledge Battery • Performance Battery • Brigance Life Skills Inventory • Brigance Employability Inventory

3. Assessment Summary Report • Contents • Demographic information • Description of assessment instrument • Future goals information • Strengths/needs • Future goals • Other information-such as……..

4. Assessment Report

5. Henry’s Future Goals • Employment • I’m not sure. Some time of skilled job. • Recreation & Leisure • Identified seventeen types of activities. Home Living • Home Living • Move away from home at 18. Live in an apartment with several roommates in the city or near Morningside. • Community Participation • Get around by driving my car. • Post-secondary education • Attend a two year college. All of our planning must focus on these!!!

6. IEP Transition Planning Process • Assessment • Course of study • Statement of Needed Transition Services • Goals and Objectives • Lesson plans/instruction

7. Remember!!!! We don’t have to do it all! • Transitional services are the responsibility of: • Special education • General education • Related services • Work experience • Student • Parent

8. Elk River High School Careers Child Development/Parent-ing Computer Applications Computer Keyboard Cooking to Learn Essential Math Exploring Foods Independent Living Jobs Minnesota Graduates Know Your Car Lifetime Sports Personal Finances Occupational Child Care Occupational Foods Strength & Conditioning General education provides coursework to address some transition needs

9. Youth In Action Family Living Living Skills Work Experience Computer Machine Woods Natural Res/Livest Welding Small Engine Ag Leadership Horticulture Natural Resources Art Accounting Hawley High School

10. Course of Study • Beginning at age 14, and updated annually, a statement of the transition service needs of the child under the applicable components of the child’s IEP that focuses on the child’s courses of study (such as participation in advanced placement courses or a vocational education program). (IDEA, 1997, p. 84) IDEIA 2004 changes the age to 16!!

11. Henry’s priorities…… • Career choices • Work experience • Punctuality. • Learn about myself • Learn about checking & savings accounts

12. Assessment Report

13. Henry’s parents priorities…. • Develop an understanding of what to do in emergency situations • Identify supports in Henry’s transition plan • Nutrition/meal planning

14. Assessment Report

15. Henry’s Transition IEP Needs • Career choices • Work experience • Punctuality. • Learn about myself • Learn about checking & savings accounts • Develop an understanding of what to do in emergency situations • Identify supports in Henry’s transition plan • Nutrition/meal planning Through team discussion the team decided the rest of the needs would not be addressed this year.

17. Statement of Needed Transition Services • The IEP must include… For each student beginning at the age of 16 (or younger, if determined appropriate by the IEP team), a statement of needed transition services for the student, including, if appropriate, a statement of the interagency responsibilities or any needed linkages.” (34 CFR 300.347(b)(2))

18. Statement of Needed Transition Services is…. • Long range plan for what the student will do during remaining years of high school • Includes support student receives in high school as well as support as well as anticipated supports • Identifies needs, activities, person(s) responsible

20. Goals & Objectives • Needs addressed through special education programming • Instructional issues • Identified needs in the performance level

21. Assessment Report

22. Henry’s need… Learn about myself • Goal Henry will increase his awareness skills related to his knowledge of himself from not being sure of his interests and needs to being able to identify and explain some interests and needs. • Objectives: Henry will write at least three future goals to be put into his portfolio as documented by the classroom teacher. Henry will write an essay describing how his disability impacts his employment goals with at least 90% accuracy based on the grading rubric as evaluated by the SpEd teacher.

23. Henry’s need…punctuality • Goal • Henry will improve his punctuality from not being to class and work 50% of the time to 90% of the time. • Objectives: • Henry will track his punctuality using a graph and write a paper describing three reasons for good punctuality as evaluated by the SpEd teacher. • Henry will identify acceptable and unacceptable reasons for tardiness, giving at least 4 examples of each as documented by the SpEd teacher.

24. Life Centered Career Education Curriculum (LCCE) • Published by CEC • Provides a career education framework for providing transitional services • Structured around: • Three curriculum areas • 22 competencies • 97 subcompetencies

25. LCCE Curriculum Areas • Daily Living Skills • Personal-Social Skills • Occupational Guidance and Preparation

26. Personal finance Household Personal needs Children & marriage Food Clothing Citizenship Recreation Getting around Self-awareness Self-confidence Responsible behavior Interpersonal skills Achieving independence Decision making Communicating with others Occupational possibilities Occupational choices Work habits Getting employment Physical-manual skills LCCE Competencies