Transition IEP Assignment

Introduction• Fill out student personal information• Indicate the date of the IEP meeting• Parent Contacts: Indicate who

contacted parents, when they were contacted, and response of the contact

• Attendees: Who attended the meeting? • Exceptionality: What is the student’s

documented disability category?• Procedural afeguards: Indicate a

parent received these and when

Section I

• Answer EACH question listed• If you answer YES to a question be

sure to include other required information within the IEP

• Indicate student’s Course of Study (e.g., Certificate of Attendance, Core 40 Diploma…)

Section II

A) Present Levels of Educational Performance

David takes initiative and asks for help when needed. With prompting, he keeps his desk and materials organized. David is reading at a second grade level and can answer comprehension questions indepdently after reading a passage at the first grade level. David can follow 3 step directions independently.

B) List student StrengthsC) List student Needs

Section II Continued

• D) Indicate how student’s disability affects education in the general education settingJake has been unable to stay current with grade level material without the supplementation of assisted technologies. When Jake is presented information in an auditory format he is able to comprehend grade level materials. Jake has weaknesses with editing his written work and uses a talking word processing program to assist with this weakness.

Section III

A. PROGRAM MODIFICATIONS AND SPECIALLY DESIGNED INSTRUCTION: •Sample statements: oTests/Assessments to be read aloud with the exception of reading comprehension assessment questionsoDirections to be read aloudoWritten assignments longer than 2 pages will be allowed to be completed with a talking word processor programoSpelling will not be counted against grade (except for spelling tests)oAccess to resource room dailyoExtended time will be given on written assignments greater than 2 pages in length (up to double)

Section III Continued

B) Special Education Services

C) Related Services

•Transportation: The transportation needs are not the same as peers without disabilities.

Service Location Projected Beginning Date*

Frequency Anticipated duration*

Resource Study Hall

Resource Room 08/15/2008 daily 06/15/2011

Paraeducator Support

General education 08/15/2008 daily 06/15/2009

Speech and Language

Resource Room 08/15/2008 2x/week for 30 min 08/15/2009

Service Location Projected Beginning Date*

Frequency Anticipated duration*

Occupational Therapy

Resource Room 08/15/2008 1x/month for 30 mins

08/15/2009

Transportation 08/15/2008 daily 08/15/2009

Blind/Low Vision Resource Room 08/15/2008 consultation 08/15/2009

Section III Continued

D) Supports for school personnelIndicate whether support personnel are needed for the student. Examples: School personnel supports are needed for Paul.

*Details of these personnel supports should be listed in parts B or C. You do NOT need repeated the specific people in part D.

Section III Continued

E) Extended school year- Indicate whether or not the student needs ESY to receive a free and appropriate public education. If the student needs services indicate the specifics in part B’s table.

Example: An extended school year is needed to provide a free and appropriate education for the student.

F) Mark if either service is needed. No additional text required.*Enrichment and advancement- Students who are intellectually gifted, but have an IEP for a documented disability may need enrichment activities (e.g., to avoid bordeom).

Section III: Goals and Objectives

• Be sure to indicate Instructional Area that the Annual Goal Falls Under

For the purposes of this assignment they can be:

The 4 Domains:• Community• Vocational• Domestic• Recreation/LeisureAnd, if applicable-• Post Secondary

Behavioral Objectives

• Targets specific behavior for change

• Usually considered short-term

• Directly related to instruction

• Break down goals into measurable components

What’s wrong with this objective?

• “Sharmaine will understand the math concepts of addition, subtraction, multiplication, and division.”

Components of a Behavioral Objective

• Identify the learner• Identify the target behavior• Identify the conditions under which

behavior is to be displayed• Identify the criteria for acceptable

performance

Goals versus Objectives

Goals ObjectivesLong-Term Short-Term

Global Specific

Focus for Year Guides Daily Instruction

Difficult to Measure Easy to Measure

Required on IEP Required on IEP

Components of Objectives

1. Conditions (Antecedent)

• Under what conditions should behavior occur?

• When given…

• Categories

• Be very specific

Examples of Conditions

• When given a story from “My Favorite Reader” and 5 comprehension questions...

• When given a worksheet containing ten 3 x 3 digit addition problems requiring carrying...

• When given a list of 20 spelling words containing silent e presented orally...

• When given a partial physical prompt and asked to pay the cashier...

Practice Writing a Condition

• Self-help (e.g., eating)

• Social situation (e.g., interacting with others)

Components of Objectives

2. The Learner

• Individualize the objective

Examples of Identifying Learner

• When given a story from “My Favorite Reader” and 5 comprehension questions Josh will

• When given a worksheet containing ten 3 x 3 digit addition problems requiring carrying Mary will

• When given a list of 20 spelling words containing silent e presented orally Michelle will

• When given a partial physical prompt and asked to pay the cashier Fred will

Practice Identifing the learner for each of your objectives

• Self-help (e.g., eating)

• Social situation (e.g., interacting with others)

Components of Objectives

3. The Target Behavior

• What will student do after instruction

• Operational definitions

Examples of Identifying Behavior

• When given a story from “My Favorite Reader” and 5 written comprehension questions Josh will write the answer to each question

• When given a worksheet containing ten 3 x 3 digit addition problems requiring carrying Mary will write the answer to each problem

Examples of Identifying Behavior

• When given a list of 20 spelling words containing silent e presented orally Michelle will orally spell each word

• When given a partial physical prompt and asked to pay the cashier Fred will give a $5 bill to the cashier

Practice Identifying the target behavior for each of your objectives• Self-help (e.g., eating)

• Social situation (e.g., interacting with others)

Components of Objectives

4. Criterion for Performance• Performance level after intervention

• Basic criterion during acquisition

• Can be counted or timed: Number of correct responsesTrialsWithin an error limit

• Always state number of responses

• Criterion should make sense

Examples of Criteria

• When given a story from “My Favorite Reader” and 5 written comprehension questions Josh will write the answer to each question independently with no more than one error.

• When given a worksheet containing ten 3 x 3 digit addition problems requiring carrying, Mary will write the answers for 9 of 10 problems independently with no errors.

Examples of Criteria

• When given a list of 20 spelling words containing silent e presented orally, Michelle will orally spell each word with 80% accuracy.

• When given a partial physical prompt and asked to pay the cashier, Fred will give a $5 bill to the cashier in 4 of 5 trials.

Practice Developing a criterion for each of your objectives

• Self-help (e.g., eating)

• Social situation (e.g., interacting with others)

Section IV- IEP Transition Services

• Initial transition IEP date indicates date when transition services were initiatedFor example: If your student is 17 and you are writing an IEP for April 2014, the initial date should be in 2011 at age 14. You can make it earlier if you wish, but services must start by the year the student turns 14.

• Dates transition plan revised indicated the dates after the initial IEP meeting the plan was revised or reviewed– Must occur at east once per year

Section IV Continued

• Student’s preferences, needs, and interests:

Include: What the student wants/interests and anything they need based on those wants.

For example: Jake wants to move into his own apartment. Jake and his family need information regarding independent living services.

Section IV Continued

• Considerations for Course of Study: Indicate the course of study projection for the remainder of your student’s high school years. Should be reflective of diploma or certificate they will receive/post school plans

For example: If your student is currently a 10th grader…

• 11th Grade: Participation in CBVI 3-4 days per week, 2-4 hours per day. Classes: math, communications, biology, health/wellness, functional life skills, construction systems, communications.

• 12th Grade: Participation in CBVI 4-5 days per week, 3-4 hours per day, English, math, functional life skills, design process, health/wellness.

Section IV Continued

• NEEDED TRANSITION SERVICES (at age 16 and younger if appropriate)

INCLUDE INTERAGENCY RESPONSIBILITIES OR LINKAGES, IF ANY)

ALL STUDENT SCENARIOS FOR THIS ASSIGNMENT WILL REQUIRE THIS SECTION TO BE COMPLETED.

* If the IEP Team determines that the student does not need services in one or more of these areas, include a statement to that effect and the basis upon which the determination was made (e.g., basis from assessment given).

Section IV Cont.

• INSTRUCTION:

1. Enrollment in CBVI programs. School will be responsible for providing transportation and instruction in community settings.

2. Enroll in health/wellness, math, functional life skills, English, welding, world history, and communications classes. School will be responsible for instruction in each of these areas.

Section IV Cont.

• RELATED SERVICES:

1. Transportation training will be provided by Special Education staff. School staff and parents will be responsible for providing opportunities for practice in community settings.

2. Occupational therapy will work with Sally on sensory integration interventions. The school will be responsible for providing opportunities for Sally and the occupational therapist to work together.

Section IV Cont.

COMMUNITY EXPERIENCES:

1. Schedule visits for job shadowing opportunities with local auto mechanic shops. School will provide Jake with a list of auto mechanic shops in the area. Jake and his family will be responsible for scheduling visits for job shadowing opportunities. 2. Schedule visits to the local grocery store to provide opportunities to practice locating and purchasing groceries. The school will be responsible for providing this service for Johnny.

Section IV Cont.

• EMPLOYMENT1. Participation in CBVI program. Mindy will

receive vocational training in the area of clerical work. The school will be responsible for ensuring that Mindy receives vocational training in this area as well as transportation services to and from the training sites.

2. Participate in social skills training program with school staff in CBVI settings. Special education staff, job coach, and parents will provide training and follow-up activities.

Section IV Cont.

• ADULT LIVING

1.Visit apartment complexes. Jake and his family will be responsible for scheduling visits.

2.Improve banking skills. The school will be responsible for providing Mary with activities to improve her banking skills and transportation to generalize skills learned to natural settings (e.g., bank).

Section IV Cont.

• DAILY LIVING SKILLS

1. Increased responsibilities at home. Jen and her parents will arrange responsibilities and provide instruction in areas including meal preparation, laundry, and housekeeping.

Section IV Cont.

• FUNCTIONAL VOCATIONAL EVALUATION

1. Marc completed the R:FVII:2 Vocational Interest Inventory. Results from the assessment indicated that Marc might consider jobs in patient care or materials handling, scoring above average in these areas compared to males of the same age and ability. The special education staff will be responsible for discussing these results further with Jake.

Section IV Cont.

• TRANSFER OF RIGHTS (Required at age 17):

Johnny Smith was informed on 09/01/08 of his rights, if any, that will transfer at age 18.

Additional Information for Transition Planning Areas

Instructional Domains

• Community

• Vocational

• Recreation/Leisure

• Domestic

Embedded Planning Areas

• Functional academic skills

• Communication skills

• Motor skills

• Adaptive behavior skills

Community Domain

• Transportation access and training:– Independent– Family transportation– Car pool– Public/specialized– Group home/residential– Special equipment

• Use of Community Services– Locating– Understanding purpose of services

• Safety– Mobility– Asking for assistance– Self-defense

• Self-Advocacy Skills– Ability to assess their own skills– Awareness of needed accommodations– Knowledge of civil rights/ADA– Ability to express needs across settings

• Transition Outcome Recommendation– Use self-advocacy skills at home, on the job, and

in various community settings

• IEP Annual Goal:– The student will identify her own vocational

strengths, weaknesses, and necessary accommodations

• Short term objectives:– Tamara will verbally indicate three of her

vocational strengths and weaknesses when asked by an interviewer, coworker, or teacher in both real and role-playing situations in school and vocational settings, independently in 8 of 10 opportunities.

– During role playing activities with teachers and novel individuals in school and community settings, Tamara will state her need for additional lighting at her work station independently in 8 of 10 opportunities

Vocational Domain

• Vocational training/placement– Vocational technical centers– RVI programs– Part time employment– Competitive employment– Supported employment– CBVI

• Volunteer Activities• Post Secondary Education- Note: can be put

as its own instructional domain or under vocational. We will accept either.

• Transition Outcome Recommendation– Obtain a supported employment position in the food

services industry

• IEP Annual Goal– Charles will participate in three community-based

vocational training sites for the 2005-2006 school year.

• Short term objectives– At an indirect level of supervision, Charles will train in

the food services cluster working on dishwashing skills for a range of six to eight hours per week, for 6 out of 8 training sessions, for no more than 215 hours.

– Given a picture prompt, Charles will identify and correct erros 80% of the time for 5 days in a variety of community sites (e.g., restaurants, stock room, print shop)

• Transition Outcome Recommendation– Obtain a degree from a 4 year college in the area of

computer sciences

• IEP Annual Goal– Jeremy will complete the high school course

requirements necessary to enter a 4-year college program in the are of computer sciences

• Short term objectives– When presented with voice recognition computer

software and the need to complete homework, Jeremy will use the software on his home computer to complete 100% of his assignments.

– Given a digital notetaker and the need to take notes in class, Jeremy will use the equipment requiring assistance no more than once per class session for three weeks.

Recreation/Leisure Domain

• Training and support needs– Identifying areas of interest

(newspaper)– Accessing desired activities (phone)– Skill development

• Activities to do with others• Activities to do alone

– Transportation– Self-Advocacy– Participation in numerous activities

• Transition Outcome Recommendation– Participate in a variety of community-based

recreation and leisure activities.• IEP Annual Goal

– Alex will identify various community-based recreation and leisure interests and will participate in at least two interests with peers, family members, and/or educational staff.

• Short term objectives– Using his preprogrammed AAC device and the

listing of current movies and sporting events from the local newspaper, while at home or in school, Alex will select independently the activity he would like to attend 1 day each week for 12 weeks.

– Given a refreshment counter and the desire to purchase a snack, Alex will stand in line and wait to be served with no more than one verbal prompt per occasion for 6 weeks.

• Transition Outcome Recommendation– Participate in a variety of recreation/leisure

activities at home and in the community• IEP Annual Goal

– Ellen will participate in at least three school and community-based rec/leisure activities during the school year

• Short term objectives– During gym, Ellen will increase the amount of

weight she lifts by 5% over baseline performance over a 6 week period.

– While in the community, Ellen will maneuver her wheelchair up and down ramps without assistance during 100% of opportunities for the entire school year.

Domestic Domain

•Personal Management–Household management–Social skills–Hygiene skills–Safety–Parenting skills–Health aide-home attendant

•Personal/Family Relationships

–Counseling–Respite services–Support groups

•Financial/Income–Wages/income–General public assistance–Food stamps–Social security benefits–Money management –insurance

•Advocacy/Legal Services–Guardianship–Estate planning–Advocacy assistance

•Medical Services–Supports–Insurance

• Transition Outcome Recommendations– Live semi-independently in an apartment with a

roommate with supervision provided by Peachtree Residential Supports.

• IEP Annual Goal– Sally will learn to prepare simple meals in a variety

of settings

• Short term objectives– Sally will operate independently a microwave oven

to prepare a meal at home, at school, and on the vocational training site for 2 days each week for 12 weeks.

– Given a list of five items needed to prepare a simple meal, Sally will locate and purchase these items with indirect supervision one time per week for 12 weeks.

• Transition Outcome Recommendation– Participate in parenting skills classes at school and at

the Community Counseling Center.

• IEP Annual Goal– Kevin will increase his parenting skills in the areas of

infant care, emergencies, and health and hygiene.

• Short term objectives– When presented with a doll requiring attention (for

crying), regular feeding and diaper changes, Kevin will pick up and rock the doll, feed the doll, or change the doll’s diaper every time the doll cries without any reminders for 1 week at home and at school.

– When presented with a weekly test over emergency child care procedures, Kevin will successfully complete the test with no more than 3 errors at the end of each week for three weeks.