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A Closer Look: The Transition Components of the IEP. DCIU Professional Development Department Sheree Parkinson Trish Wolf Cathy Osborne. Training Outcomes. Aligning Present Education Levels Mapping Assessment Resources Review IEP Samples Mapping Transition Activities
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A Closer Look: The Transition Components of the IEP DCIU Professional Development Department Sheree Parkinson Trish Wolf Cathy Osborne
Training Outcomes • Aligning Present Education Levels • Mapping Assessment Resources • Review IEP Samples • Mapping Transition Activities • Scheduling Individual Guided Practice
Required Components for Present Levels of Educational Performance • Present levels of academic achievement refer to a student’s performance in his or her current educational program within the general education curriculum including reading, writing, math, and the content areas. Functional performance relates to activities of daily living, such as hygiene, dressing, social/behavioral skills, basic consumer skills, ability to access public transportation, and community-based instruction. • Characteristics of Present Levels: • Include statements of academic and functional skills as they relate to post-school goals • Are measurable and observable • Describe effect of the student’s disability on performance • Identify student strengths and prioritize needs • Provide the baseline for development of annual goals • Guide development of other areas of the IEP
Do Not Forget!!!! • Conduct Assessment (Identify interests, preferences, aptitudes, abilities, and skills) • Assessment is a critical component of a Standards Aligned System and forms the basis for secondary transition. Assessment for transition planning is an ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future employment, educational, living, and personal and social environments. Assessment data serves as the common thread in the transition process and forms the basis for defining goals and services to be included in the Individualized Education Program (IEP). • Transition assessments can be formal or informal. Formal assessments typically involve using a standardized procedure for administering, scoring, and interpreting an assessment. For example: adaptive behavior/daily living skills assessments; general and specific aptitude tests; interest inventories; intelligence tests; achievement tests; career maturity or employability tests; and self-determination assessments. Informal assessments could include interviews and questionnaires, direct observations, curriculum-based assessments, or environmental analyses.
Relationship to Indicator 13 • File Review Question # 289 • Evidence that the measurable postsecondary goals were based on age appropriate transition assessment (locate information in ER, RR, or IEP Present Levels) • Indicator 13 Checklist • Question #1. Is there evidence of age-appropriate transition assessment(s)?§300.320(b)(1) 6
Required Components for Post School Goals • The IEP team must discuss what the student would like to do when high school is completed. These post-school goals include the kind of education or training the student will receive, the kind of job s/he might have, where s/he will live, and how s/he will spend time in the community. Federal law requires “appropriate, measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills (§300.320[b][1]). • Characteristics of Post-School Goals: • Are based on student’s assessment data • Address education/training, employment, independent living AFTER high school • Are observable, countable • Used for planning course(s) of study, services and activities, and link to agencies/community to support outcome • Lead to measurable annual IEP goal(s)
Relationship to Indicator 13 • File Review Question # 290 • An appropriate measurable post secondary goal that covers education or training, employment, and, as needed, independent living. • Indicator 13 Checklist • Question #2. Is (are)there a measurable post-secondary goal or goals that covers education or training, employment, and, as needed, independent living? 20 USC 1414 614(d)(1)(A)(i)(VIII)(aa) 8
Present Levels • After taking the Career Clusters Inventory Survey, BLANK scored highest in these two categories: • Arts, A/V Technology & communications • Marketing • He has expressed interest in following his mother’s path and becoming a medical assistant. To achieve this goal, BLANK is interested in attending a program at All State Career. Despite this interest, BLANK scored lowest in the Health Science category on the career Clusters Inventory Survey.
Present Levels • BLANK, along with his classmates, will explore after high school options by completing interest surveys, and projects in class. This year BLANK took an interest survey and she expressed that she wants to be a nurse in the future and go to a four year college. BLANK also wants to own her own house. In eight grade, there will be a Career Day that will introduce BLANK to possible future careers.
Present Levels • BLANK, along with his classmates, will explore after high school options by completing interest surveys, and projects in class. In eighth grade, there will be a Career Day that will introduce BLANK to possible future careers.
Present Levels • At this time BLANK has had the opportunity to visit our local vocational school to see what courses they offer student in high school. BLANK also took part in an internet career interest survey. During class he was able to take the Pa Career Zone Assessment to what BLANK what field BLANK is interested in at this time. BLANK always talk about a career in working with animals. BLANK is interested in becoming a veterinarian but is intimidated by the amount of schooling it takes to become one. The interesting thing is that he realizes that in some way or another he wants to pursue a career where he will have the opportunity to work with animals.
Present Levels • It is BLANK’s goal to follow his interest in fishing and hunting. He speaks of the desire to create a web page showing videos, information tips, ect. regarding hunting and fishing locations, equipment, and experiences. Blank speaks of getting commercial sponsors to help in this quest. BLANK expresses a desire to one day be employed in the areas of fishing and hunting. • Blank has completed the Career cluster Interest Survey; his clusters of interest included, but not limited to Education and Training; Agriculture, Food, and Natural Resources; and Architecture and Construction.
