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Developing the Transition Section of a Students IEP!

Step One:

Based on Assessments -

Identify the student’s post-

school desired goals or vision)

Post Secondary Education or TrainingEmployment Independent Living

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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

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Sample Post School Goal: Phillip

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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 ProjectedBeginning

Date

AnticipatedDuration

Person(s)/ Agency

Responsible

1. Competitive employment 2. Military3. 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

6. The IEP team has determined that this goal area is not applicable for this student

Sample Employment Goals

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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

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

anytime and anywhere.

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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

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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)

Step Two:

Describe the student’s Present

Levels of Academic Achievement /

Functional Performance

(Based on Assessment)

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Present Levels Must:

1. Identify strengths and prioritize needs

2. Describe effect of disability on performance

3. Provide a starting point for development of annual goals

4. Guide development of other areas of the IEP

5. Be data driven (measurable and observable)

6. Reference post-school transition goals.

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Step Three: Determine Agency

Linkages and Supports

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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.

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Effective Communication & Collaboration

Within education system Interdisciplinary Interagency Families Youth

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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

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

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Step Four:

Design a Transition Plan that

includes courses of study and

activities/services (transition

grid)

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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

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Sample Course of Study: Phillip

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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 ProjectedBeginning

Date

AnticipatedDuration

Person(s)/ Agency

Responsible

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

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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)

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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

Sample Service / Activity: Phillip

Employment Goal:

Measurable Annual Goal

Yes/No(Document in

Section V)

Employment Goal: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 FrequencyProjected

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 During the school day

Sept. 19, 2008 June 3, 2009

LS Teacher, General education teachers,

*Develop writing skills in all classes.

HS During the school day

Sept. 19, 2008 June 3, 2009

LS Teacher, General ed. teachers

Obtain information regarding employment opportunities in local shops.

CTC One time Sept. 19, 2008 Jan. 20, 2009

CTC staff24

* Denotes measurable annual

goal

Step Five:

Determine Annual Goals that

lead

to post-school outcomes

(academic, transition, etc)

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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

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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

Name

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

Stud

ent’s

Nam

e

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Grids → Goals - Phillip

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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 ProjectedBeginning

Date

AnticipatedDuration

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.

High School

At least weekly in his classes

Sept. 19, 2008 June 4, 2009

LS Teacher, General education teachers, Phillip

MEASURABLE ANNUAL GOALInclude: 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

     

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Grids → Goals - Phillip

It’s all about Post-School Outcomes!

What is your stake in the transition planning process?

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