Developing the Transition Section of a Students IEP!

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2. Developing the Transition Section of a Students IEP!

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

4. Post-School Goals Characteristics 4 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

5. Sample Post School Goal: Phillip 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

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

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

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

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

12. Present Levels Must: 12 • 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.

13. 13 Step Three: Determine Agency Linkages and Supports

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. 14

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

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

17. In the end, everyone is society benefits from effective transition of youth with disabilities into productive careers…. 17

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

19. Courses of Study 19 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

20. Sample Course of Study: Phillip 20

21. Transition Service / Activity 21 • 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

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

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 _____ Employment services _____ Training services 23

24. Sample Service / Activity: Phillip * Denotes measurable annual goal 24

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

26. Measurable Annual Goal 26 • 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

27. Use the Student’s Name 27

28. Grids → Goals - Phillip 28

29. Grids → Goals - Phillip 29

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