The Transition Focused IEP/ITP: The Transition Focused IEP/ITP: A tool for building livesA tool for building lives

Presenters: Presenters: Luther Waters and Shelia Jordan-JonesLuther Waters and Shelia Jordan-Jones

The District Office of Transition Services

333 So. Beaudry Avenue – 17th floor

Los Angeles, California 90017

(213) 241-8050

The Transition Process:The Transition Process:

Empowers all students with Empowers all students with the skills necessary to the skills necessary to achieve their full potential achieve their full potential in adult living, through in adult living, through support and collaboration support and collaboration with families, schools and with families, schools and communities.communities.

ObjectivesObjectivesThe participant will:The participant will:

Understand how the changes in IDEIA 2004 Understand how the changes in IDEIA 2004 (Individuals with Disabilities Education (Individuals with Disabilities Education Improvement Act) support a transition Improvement Act) support a transition focused Individualized Education Programfocused Individualized Education Program

Understand that transition instruction is Understand that transition instruction is embedded throughout secondary education embedded throughout secondary education

Learn the steps of developing a compliant Learn the steps of developing a compliant Transition Focused Individualized Education Transition Focused Individualized Education Program (IEP)Program (IEP)

IDEIA 2004 and TransitionIDEIA 2004 and Transition

Shift in focus to a Transition Focused IEPShift in focus to a Transition Focused IEPWhat does it look like?What does it look like?

Evaluate, through assessment, which essential skills and Evaluate, through assessment, which essential skills and abilities are neededabilities are needed

Connected to the student’s post secondary goalsConnected to the student’s post secondary goals

Build transition language throughout the IEPBuild transition language throughout the IEP

Develop annual goals connected to the post secondary goalsDevelop annual goals connected to the post secondary goals

The linkThe link

Secondary Education

Adult Life

The transition focused secondary IEP is the first step in building the link between secondary education and adult life.

Transition Focused Transition Focused Secondary Education Secondary Education

and the IEPand the IEP

Supports and

Services(Who and

what can help you?)

Dreams Preferenc

es Interests(What do you want to

be?)

PLP(Where are you

now?)

Course of Study

(How are you getting there?)

Develop Measurable

Annual Goals to support

MPSG(What are the steps to get

you there?)

Transition Activities(Action-oriented growth activities)

Assessment (How do you fit?)

Measurable Postsecondary

Goals

(After High School, what will you do?)

Dreams, Preferences, and InterestsDreams, Preferences, and Interests

“What do you want to be?”

IDEIA requires Transition Assessment in 3 Areas: IDEIA requires Transition Assessment in 3 Areas: Education/Training, Employment, and Education/Training, Employment, and Independent Living Skills Independent Living Skills (as needed)(as needed)

You need You need at least 2at least 2 tools: tools:An An InterviewInterview is an is an excellent excellent startstart, but an , but an interview alone is interview alone is not not acceptable!acceptable!

An easy way to catch a dream is to start by asking!

But don’t stop there . . .

Use the Assessments that are available to Use the Assessments that are available to identify strengths identify strengths

Education/TrainingEducation/TrainingState and District assessments State and District assessments Periodic assessmentsPeriodic assessmentsCurriculum-based measurementsCurriculum-based measurements

Transition related assessmentsTransition related assessments COPS IICOPS II IDEASIDEAS Informal Assessments for Transition PlanningInformal Assessments for Transition Planning Learn to EarnLearn to Earn Web-based (i.e. Career Locker, Career Cruising)Web-based (i.e. Career Locker, Career Cruising)

EmploymentEmploymentPre-employment check listPre-employment check listInformal Assessments for Transition PlanningInformal Assessments for Transition PlanningIDEASIDEASTransition to Work InventoryTransition to Work InventoryCOPSCOPSCareer CruisingCareer Cruising

Independent Living Skills (As needed)Independent Living Skills (As needed)Informal Assessments for Transition PlanningInformal Assessments for Transition PlanningBrigance Brigance Observation – Checklist for Adaptive Living Skills (CALS)Observation – Checklist for Adaptive Living Skills (CALS)

Assessment: Assessment:

Students with Mild-Moderate DisabilitiesStudents with Mild-Moderate Disabilities

15 year old must receive a “Scaled and Scored” tool within 15 year old must receive a “Scaled and Scored” tool within classroom instructional setting to complete the formal process – classroom instructional setting to complete the formal process – (9(9thth or 10 or 10thth grade depending on age of student) grade depending on age of student)

Ages 16+, annually update assessments as required:Ages 16+, annually update assessments as required:

Scaled Tool Examples:Scaled Tool Examples:IDEASIDEASCOPSCOPSJANUSJANUSTransition-to-Work InventoryTransition-to-Work InventoryTransition Planning Inventory (TPI) Transition Planning Inventory (TPI)

Assessment: Assessment: Students with Moderate-Severe Students with Moderate-Severe

DisabilitiesDisabilities

15 year old must receive a “Scaled and Scored” tool within 15 year old must receive a “Scaled and Scored” tool within classroom instructional setting to complete the formal process – (9classroom instructional setting to complete the formal process – (9 thth or 10or 10thth grade depending on age of student) grade depending on age of student)

Ages 16+, annually update assessments as required:Ages 16+, annually update assessments as required:

Scaled Tool Examples:Scaled Tool Examples:

Reading Free InventoryReading Free InventoryPICSPICSCOPS PICSCOPS PICSBrigance Employability/ Life Skills InventoryBrigance Employability/ Life Skills InventoryAdaptive Skills ChecklistAdaptive Skills ChecklistTransition Planning Inventory- Modified for Student with Transition Planning Inventory- Modified for Student with Significant Disabilities (TPI)Significant Disabilities (TPI)

See Assessment MatrixSee Assessment Matrix

Interests and Assessment Results go on Interests and Assessment Results go on Page 1 of the ITPPage 1 of the ITP

Enter career pathway. (Dropdowns)Choose the appropriate assessment and ‘click’ to enter it into the dialog box.Choose ‘Other’ and indicate the title of tool in parentheses within narrative

Identify strengths, interests and abilities based on assessment. Sample phrase “Results indicate student interests in…Abilities supporting these interests include…”

Enter appropriate response if required.

DETAIL

DETAIL

DETAIL

Identify the Student’sIdentify the Student’sPost-secondary GoalsPost-secondary Goals

(Enter this Information on Pages 2 & 3 of the ITP)(Enter this Information on Pages 2 & 3 of the ITP)

Education/training Education/training Does the student want to go to higher education Does the student want to go to higher education

or a vocational training program?or a vocational training program?

Employment Employment Does the student want to get a job? Does the Does the student want to get a job? Does the

student have a job preference? student have a job preference?

Independent Living Independent Living (As needed)(As needed) What living arrangement does the student What living arrangement does the student

envision as an adult?envision as an adult?

Page 2: Post Secondary GoalsPage 2: Post Secondary Goals

The expectation is that the student will eventually leave school with which one?

After leaving school, what is the student planning? More than one is acceptable.

Page 3 Post Secondary GoalsPage 3 Post Secondary Goals

After leaving school, what are the planned living arrangements for the student?

What is the student’s plan for employment?Education?

Let’s look at the Present Level of Performance

(PLP)

When writing the PLP in any area, keep in mind the postsecondary goal of the student

Strengths, needs and impact of disability should support the end goal

Course of StudyCourse of Study

General Education CurriculumGeneral Education Curriculum

Alternate CurriculumAlternate Curriculum

Which course of study does the student need to Which course of study does the student need to participate in to attain post-secondary goals?participate in to attain post-secondary goals?

Annual GoalsAnnual Goals

Annual goals are written to support;Annual goals are written to support;

Student areas of need as identified in PLPStudent areas of need as identified in PLP

Identified post-secondary goalsIdentified post-secondary goals

IEP Page 5 - Annual GoalsIEP Page 5 - Annual Goals

Robert wants to be a mechanic

The PLP identified a need in reading comprehension

In developing your reading goal, address the need and keep in mind how this goal connects with Robert becoming a mechanic

Supports and ServicesSupports and ServicesTransition ActivitiesTransition Activities

What transition activities will support the What transition activities will support the

post secondary goals in:post secondary goals in:

Education/TrainingEducation/Training

EmploymentEmployment

Independent Living SkillsIndependent Living Skills

ACTION-ORIENTED GROWTH

ACTIVITIES

Page 2: Transition ActivitiesPage 2: Transition ActivitiesCheck if the student currently receives related services

Did the IEP team discuss any other related services that may be required for transition?

Think of this section as a sentence completion.“To work toward the goals above, the student should…”

Who will support the activity? (Dropdowns) When will the activity be completed?

Identify meaningful activities that will assist the student in preparing

for the goals above.

Page 3: addresses personal growth needs of Page 3: addresses personal growth needs of the studentthe student

To meet this…

Indicate what needs to be done here.

Who will monitor/support the activity? Who will

monitor/support the activity?

Who will monitor/support the activity?

What activities will assist the student in preparing for the goals?

What activities are needed to assist the student in meeting the post living goals?

Do you need additional information to Do you need additional information to understand and develop a meaningful understand and develop a meaningful

IEP/ITP for the student?IEP/ITP for the student?

Page 3a: Page 3a: (when appropriate)(when appropriate)Complete only if further assessment is needed.

Is additional assessment needed to assist the student in “Independent living skills?”

Completed by the assessor.

Completed by the assessor.

Is additional assessment needed to assist the student in

“Functional Vocational Activities?”

Transition Focused Transition Focused Secondary Education Secondary Education

and the IEPand the IEP

Supports and

Services(Who and

what can help you?)

Dreams Preferenc

es Interests(What do you want to

be?)

PLP(Where are you

now?)

Course of Study

(How are you getting there?)

Develop Measurable

Annual Goals to support

MPSG(What are the steps to get

you there?)

Transition Activities(Action-oriented growth activities)

Assessment (How do you fit?)

Measurable Postsecondary

Goals

(After High School, what will you do?)

You are a key player in the transition You are a key player in the transition process…process…

District Office of Transition Services

333 South Beaudry Avenue

Los Angeles, California 90017

(213) 241-8050