Completing the IEP Transition Pages

1. Jim Martin and Cathy Witten University of Oklahoma Zarrow Center 840 Asp Ave., Room 111 Norman, OK 73019 Phone: 405-325-8951 Email: jemartin@ou.edu or cathy.k.witten-1@ou.edu Web: ou.edu/zarrow Completing the IEP Transition Pages

2. Agenda • Purpose of Special Education • Transition Big Ideas • Indicator 13 • New OK IEP Transition Forms (Infused) • Three-Part Transition Assessment Process • Self-Determination Skills • Basic transition skills • Vocational Interests • Can read • Can’t read • Functional Assessment • Student-Directed Summary of Performance to Frame Transition Assessment and IEP Transition Page Construction

3. The Purpose of Special Education What is the purpose of Special Education?

4. The Purpose of SPED . . . a free appropriate public education that emphasizes special education and related services designed to meet students’ unique needs and to prepare them for further education,employment, and independent living.

5. “High school is a make-or-break time for kids with disabilities and, for too many, it’s a break time that’s why comprehensive transition planning must begin no later than age 14.” -Thomas Hehir Former Director US DOE, OSEP

6. Oklahoma’s New IEP Forms • Meets IDEA 2004 requirements • Changes transition age to at least 14 • 8th grade or earlier • In effect starting Oct 1 2007 • Enhanced transition components driven by postsecondary goals, which transition assessment results help determine

7. Transition Big Idea #1 Parents and educators and students need to decide: Where will the student live? Where will the student work? Where will the student receive job training? Where will the student receive education after high school?

8. Postsecondary Goals • Included three times in IEP (form 7) • First page • Page four • Page six • Included in the “My Summary of Performance” (form 15). It is an ongoing working document. • Details post-high school plans for further education/training, employment, and adult living (as appropriate). • Consider needs in relation to strengths, preferences, and interests

9. Transition Big Idea #2 Design the high school years to ensure that students have the opportunity and gain the skills needed to achieve postsecondary education, employment, and living goals.

10. Opportunities On IEP (Form 7) • Education/Training Goals • Coordinated activities • Employment Goals • Coordinated activities • Independent Living Goals • Coordinated activities • Course of Study • Extracurricular and community participation would be considered as coordinated services • My Summary of Performance (form 15)

11. Transition Big Idea #3 To enable students to attain postsecondary goals, involve students in identifying and making linkages to postsecondary supports and programs before exiting the school system.

12. Linkages • Coordinated activities and Responsible Parties • Each transition annual goal • Opportunities for Vocational Education (page 6) • Referred to Voc Rehab Counselor (page 6) • Give student and parent copy of referral • Inviting outside of school agencies to attend IEP meetings

13. Consent for Outside Service Providers (Form 8 - page 2) • Need written permission from parents to have outside school providers attend IEP meetings • Prior to meeting contact parents and request verbal permission • Prior to start of IEP meeting request parents (or student if 18 or older) to sign consent • If parents are no shows write that parents gave verbal permission I give consent for agency(ies) to attend IEP meeting from date to date. Parent Signature Date Signed

14. Seven Transition Steps • Involve student in IEP Planning Process • Team completes a three-part transition assessment process. • Team Writes Present Level of Academic Achievement and Functional Performance • Team develops course of study • Team develops postschool linkages • Students work on attaining IEP and personal goals • Families and students build a Student-Directed Summary of Performance

15. Kohler’s Taxonomy for Transition Education Family Involvement Student-Focused Planning Program Structures Student Development Interagency Collaboration

16. Using Transition Indicators to Improve What We Do • Postsecondary Outcomes • ~Indicator 14~ • Postsecondary education and/or training • Employment • Independent living Not so good? Good? Why? Why Not? • Dropping Out • ~Indicator 2~ • Why? • Appropriate programs? • Address student and family needs? • Graduation • ~Indicator 1~ • Expectations and standards? • Various pathways available? • Linkage to postsecondary environments? • What’s the Quality of Our IEPs? • ~Indicator 13~ • Measurable postsecondary and annual goals • Transition-related assessments • Course of study, services, and activities • Coordination of services

17. Indicator 13 Checklist • Developed jointly by U.S. Dept of Education, Office of Special Education and NSTTAC • Infuses transition into educational planning document • Transition Assessment plays a major role

18. Step Two Team Completes a Three-Part Transition Assessment Process

19. IDEA 2004 and Transition Assessment • TAs are needed to develop postsecondary goals that take into account: • Student strengths, preferences, and interests • See law summary page 3, I A (VIII)

20. Career Development • Career Awareness • Believes self as worker in different jobs • Career Exploration • Explore interests in relation to jobs • Career Preparation • Skill acquisition that matches interest and skills • Career Assimilation • Movement into job

21. Transition Assessment What is it??????

22. CEC’s Division on Career Development and Transition • Transition assessment is the ongoing process of collecting data on individual’s needs, preferences, and interests as they relate to thedemands of current and future working, educational, and living environments. Assessment data serves as the common thread in the transition process and forms the basis for defining IEP goals and services • Focus is upon future roles as worker and citizen • Student choice a major theme • TA is an ongoing, future focused, person centered process • Students need to direct own transition planning process • Yields match between strengths, needs, preferences and demands and culture of current and future environments Sitlington, P. L., Neubert, D. A. & Leconte, P. J. (1997). Transition assessment: The position of DCDT. Career Development for Exceptional Individuals, 20, 69-79.

23. Student Transition Questions • What are my interests, aptitudes, and capabilities in school, work, and community living? • Where do I want to live, work, or go to school after leaving high school? • What courses do I want to take in high school to graduate and prepare for my future? • What are my strengths and what do I need to improve? • What do I need to learn to do what I want? • What do I do after I leave school? Greene, G., & Kochhar-Bryant, C. A. (2003). Pathways to successful transition for youth with disabilities. New Jersey: Merrill Prentice Hall.

24. What Must Transition Assessment Address? Living Skills (as needed) Employment Education & Training

25. Transition Assessment in The IEP (Form 7) • Present Levels of Academic Achievement and Functional Educational Performance • Page 1 of form 7 • Transition strengths and needs • Address with transition goals • Transition Assessment Results • Page 6 of form 7 • Name of assessment, date given, and results • Used to develop postsecondary goals and transition goals

26. Three-Part Transition Assessment Model

27. Three Part Transition Assessment Model • Self-Determination Assessment • Adaptive Behavior Assessment • Vocational Interest and Skills Frequency: We believe that each of the three types of assessments need to be completed annually.

28. Self-Determination Assessment Part 1 of the 3-Part Transition Assessment Process

29. Why SD Assessment? • Improved postsecondary outcomes • Goal setting during early adolescence • Awareness of disability • Goal attainment • Improved academic performance • Limited studies so far

30. Self-Determination Constructs • Self-awareness • Self-advocacy • Self-efficacy • Decision-making • Independent performance • Self-evaluation • Adjustment

31. AIR Self-Determination Assessment • Parent Version • Teacher Version • Student Version • Available at • http://education.ou.edu/zarrow • Cost: free

32. ARC Self-Determination Assessment • University of Kansas, Beach Center • www.beachcenter.org • Click on downloads, then select books, manuals, reports - full pubs • Cost: free • Will soon be at OU Zarrow Center Web site (http://education.ou.edu/zarrow)

33. ChoiceMaker SD Assessment • Curriculum Referenced Assessment • Choosing Goals • Participating in IEP Meetings • Taking Action on Goals • Sopris West (search by author: Martin) • www.sopriswest.com • Cost: $12.95 for 25 copies

34. AIR SD Assessment Capacity Knowledge Ability Perception Opportunity At school At home Graph Results Parent Version Teacher Version Student Version ChoiceMaker SD Assessment Curriculum-referenced assessment Student Skills and Opportunity at School Choosing Goals Expressing Goals Taking Action Graph Results Select IEP Goals Only teacher version SD Assessment Components

35. Complete the AIR Educator SD Assessment on a Student You Know.

37. Present Level Concepts • Current Assessment Data • Measurable and written in factual terms • Objective Statement • Describe how the disability affects involvement in transition • Strengths • Gleaned from assessment and ongoing IEP data • Anticipated Effects • Effect of strengths in participation in transition activities • Education Needs • Needs as a result of disability that will require transition education

38. Page 1 Current Assessment Data Bill obtained a 74 on the AIR Educator Self-Determination Assessment given on 11-8-07. Objective Statement Bill has about half of the overall SD skills and opportunities needed to master these skills. He needs increased school and home opportunities to develop and master additional SD skills for success in welding school. Strengths Knows own ability and limitation and can express these Set goals Change plan to accomplish goals Anticipated Effects When provided the opportunity to set and express goals at his next IEP meeting, Bill can engage in this activity. Needs Opportunities at school and home to learn and practice additional SD skills Example Present Level of Achievement and Functional Performance

39. Page 6 Transition Assessment Results Bill obtained a 74 (48%) on the AIR Educator Self-Determination Assessment given on 11-8-07. He had a 47 out of 90 for capacity and 27 out of 60 for opportunity. He needs to develop additional SD skills to be successful in attaining his postsecondary goals. Example Transition Assessment Results

40. Annual Transition Goal:Education/Training (page 4, Form 7) • Goal • Bill will increase his overall self-determination score from 48% to 75% as measured on the AIR self-determination assessment. • Objective/Benchmark • To demonstrate leadership at IEP meetings, Bill will increase his scores on the Expressing Goals section of the ChoiceMaker Self-Determination Assessment from 20% to 90%. • Bill will develop and implement a weekly goal attainment plan to attain two or more IEP goals by successfully completing 90% or more of the Take Action Goal Attainment process.

41. Coordinated Activities Bill will share his weekly goal attainment plan with his family. Bill will build his SOP with his family to share at the IEP meeting. Responsible Parties Bill and special education teacher Bill and parents Annual Education/Training Coordinated Activities (page 4, Form 7)

42. Adaptive Behavior Assessment Part 2 of the 3-Part Transition Assessment Process

43. Our Belief • The law states that an independent living goal be addressed “when appropriate.” • We believe that to determine if an independent living goal needs to be written, an adaptive behavior assessment needs to be given. This provides evidence of needing an independent living goal or not. How else would a team determine if an independent living goal is needed?

44. Adaptive Behavior Assessments • Transition Planning Inventory (TPI) • ProEd, Austin Texas (www.proedinc.com) • Scales of Independent Behavior - R • Riverside Publishing (http://www.riverpub.com) • Informal Assessments for Transition Planning • ProEd, Austin Texas (www.proedinc.com) • Enderle-Severson Transition Rating Form • www.estr.net • Casey Life Skills • www.caseylifeskills.org

45. Transition Planning Inventory • Home version • Teacher version • Student version • CD version speaks to students or parents and automatically scores • Available From • (www.proedinc.com) • Pro-Ed • Cost: $175. Computer Version: $159. Combo: $250

46. Scales of Independent Behavior-R • SIB-R Scales (norm referenced) • Community and personal living skills • Social interaction and communication • Motor skills • Overall measure of independence • 14 adaptive behavior & 8 problem behav areas • Available From • http://www.riverpub.com/ • Riverside Publishing • Cost: $248

47. Informal Assessments for Transition (Two Books) • Reproducible • Employment • Daily Living • Health • Self-Determination • Leisure Activities • Community Participation • Communication • Interpersonal Relationships • Available From • (www.proedinc.com) • Pro-Ed • Cost: $39.00

48. Enderle-Severson Transition Rating Form • ESTR-J • Students with mild disabilities • Parent version (available in Spanish) • Teacher version • Five Transition areas • $20 for 10 assessments • www.estr.net • ESTR-III • Students with “more” disabilities • Parent version • Teacher version • Five Transition areas • $20 for 10 assessments • www.estr.net

49. Casey Life Skills - Why Look Anywhere Else? • Web based and FREE!!! • Spanish or English, with numerous supplemental assessments • Youth and caregiver formats • Automatically scored and sent to you • Can obtain class summaries • Provides different levels of questions for students across functioning levels • www.caseylifeskills.org