writing a new iep: transition & vocational...

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Writing a new IEP:

Transition & Vocational ResourcesAugust 1, 2014

Transition Service Plan

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Transition service plans. The plan is the road map to

post secondary outcome goals (what the student plans to

do after high school).

The transition plan:

• Is student-centered,

• must be developed for each child in the 8th grade,

• is developed using multiple age-appropriate

assessments that are administered each year,

• is based on the student’s course of study, and

• is updated at least annually.

How to Use This Resource

The information that follows pertains to the

transition and vocational aspects of a student’s

IEP only.

Please refer to Writing an IEP on IC without

Transition for guidance in completing all other

sections of a student’s IEP.

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Transition Service PlanStudent Preferences, Strengths, and Interests

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Areas of Consideration:

• Academic and Transition Assessments

• Interest Inventories

• Student and Parent Interviews

• Course of Study

• Student Interests and Preferences

(career related)

• Information on courses students have

taken related to their career interest

• Other experiences related to future

goals

• Agencies student is linked to (e.g.,

Vocational Rehabilitation)


Inclusion Example

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Mark is working toward a general education diploma through college prep courses. He is

pursuing a pathway in culinary arts.

On 10/19/2012, Mark was administered the Brigance Transition Skills Inventory. According

to assessment results, his strengths are in working with computers. In formal interview,

Mark stated that he wants to be a chef. He enjoys working on cars and playing soccer.

Mark’s parents say that Mark enjoys cooking at home and watching cooking shows.


GAA Example

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Betty is working toward a general education diploma through access courses and the

GAA.

On 10/19/2012, Betty was administered the Brigance Transition Skills Inventory.

According to assessment results, her strengths are in hygiene. In formal interview, Betty

stated that she wants to work with animals.

Post Secondary Transition Goals

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• The IEP must include appropriate measurable postsecondary

goals based upon age-appropriate transition assessments

related to training, education, employment, and where

appropriate, independent living skills.

• Post secondary goals occur after the student leaves school

and are his/her vision of the future.

• Post secondary goals must occur after the student graduates

from school or reaches maximum age.

• Post secondary goals for a 15 year old may be general.

• Goals for a student ready to exit school should be specific.

• Use the words “After high school” or something similar.

• Goals use the word “will”


(continued)

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• Post secondary

goals need to be

readdressed each

year.

• The post secondary

desires and plans

of an 8th grader are

much different from

that of a high

school senior.

After graduation, Mark will attend college or technical

school to study culinary arts.

After graduation, Mark will become employed as a

cook.


(continued)

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After graduation, Betty will enter a sheltered work program to

learn job skills.

After graduation, Betty will work in a sheltered work program.


(continued)

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When students turn 18, all due process rights transfer to them and

they must be informed at age 17. This must be indicated in the IEP.

Independent Living:

Ask this question: Does the

student have the skills

and/or is the student

capable of living on his/her

own after graduation?

Because Betty does not have the skills needed to live independently, she will

remain at home after graduation.

or

After graduation, Mark plans to live on his own when financially able to do so.

Annual Transition Goals

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Measurable Annual Transition IEP Goals are based on

age-appropriate transition assessment, including

transition activities and services appropriate to attain the

postsecondary outcome/completion of goals.

This section should include measurable transition IEP

goals that directly relate to the how, when, where, and

what answers that are needed to complete each

postsecondary outcome/completion goal.

Measurable annual Transition Goals are statements of

what a child can reasonably be expected to accomplish

within a twelve month period.


(Continued)

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These goals should be relevant to “how to get to” the desired

postsecondary outcomes. They must be meaningful.

Goals can be developed in the areas of education/training,

development of employment, community participation, adult

living skills and post-school options, related services, and daily

living skills (as appropriate).

At least one measurable transition IEP goal must be determined for

each of the following:

• Education/training

• Development of employment

• Adult living skills (based on self-determination)

• Measurable transition goals for independent living, if appropriate

(typically for mild, moderate, and severe disabilities)

• Community participation (as appropriate)


(Continued)

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Annual Transition Goals Must:

Be Measurable

Ask yourself, “How do I know when the

student has completed this goal?”

Have objectives (activities) that clearly spell

out the actions needed

List the person/agency responsible

Education/Training Annual Goal

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Education /Training:

Based on

• Academics

• Functional academics

• Life-centered competencies

• Career/ technical training

• Job training

Goal is related to what the student

WILL DO to gain more education or

training in order to reach their post-

secondary goal such as:

• Credit recovery to graduate on

time

• Intervention classes to improve

test scores

• Tutoring

• Seeking assistance before tests

• Functional academic skills in the

community

Mark will attend tutoring weekly to improve his understanding

of math.

Mark will seek assistance from math tutors before school, at

lunch, or after school.

Student, Case Manager, School Math Tutor

Development of Employment

Annual Goals

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Development of Employment:

• Career Awareness Activities

• Job Acquisition Skills

• Job Sampling

• Completing Chores

Goal: By 3/12/2013 Mark will be able to answer a series of job-interview questions

and show an understanding of what is being asked.

Objective: Mark will verbally answer the following interview questions:

1. Why do you think you would like to work at this job?

2. What do you think you can offer the company/organization?

3. What do you see as your strengths?

4. What work experience do you have?

5. How much would you expect to be paid?

Development of Employment

Annual Goals

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Objective: Mark will read and complete all sections of the following forms:

1. Employment Application

2. Personal Data Forms

3. College Application Forms

4. SAT/ACT Registration Forms

Goal: Betty will complete 3 personal data sections of a form independently.

Objective: Betty will read the items and write the information in the blanks

for her:

1. Full Name: First, Middle, and Last

2. Complete Mailing Address (Street, P.O. Box, City, State, Zip)

3. Telephone Number

Goal: When given 3 different types of applications/ forms, Mark will

complete all parts independently.

Community Participation Annual Goals

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Community Participation: The skills needed to participate in the community.

• Civic Duties

• Tax forms

• Voter registration

• Communication:

• Social interactions,

• Consumer Activities

• Making purchases

• Using the Post Office

• Accessing and knowing transportation

• Activities:

• Volunteering

• Clubs

• Sports Objective:

When greeting someone, Betty will:

1. Say Hello

2. Shake hands, when offered

3. Ask the question, “How are you today?”

4. Respond to questions asked of her

Goal: Betty will use proper greeting techniques daily.

Adult Living/ Self-Determination

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Adult Living Skills are goals based on skills for self-determination,

interpersonal interactions, communication, health/fitness, and the knowledge

needed to successfully participate in adult life and other post secondary

activities.

• Self-advocacy: (knowing/understanding disability, speaking up for oneself,

expressing strengths and weaknesses, making preferences known)

• Home Skills: (independently caring for home, following a

schedule/calendar, home safety, etc.)

• Health/fitness care: (daily exercise, healthy eating, drug abuse etc.)

• Finances: (checking/ savings account, paying bills, etc.)

Adult Living/ Self-Determination

Goals Examples

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Goal: By the end of his 8th grade year, Mark will be able to describe 4 types

of accommodations that help him be successful in class.

Objective: Mark will speak with his case manager twice monthly

to discuss specific struggles he has in the general education classroom

and accommodations that help him be successful.

Goal: When given options, Beth will make her choices known daily.

Objective: Beth will make choices indicating her preference for lunch options,

leisure options, and classroom activities by:

• Pushing a Big Mack or similar switch

• Eye gazing

• Pointing with hand

Daily Living Skills Annual Goals

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Daily Living Skills: Goals based on adaptive behaviors related to personal care and

well-being to decreased dependence on others.

Goals are related to what the student will do to increase independence or appropriate

behaviors, such as:

• Hygiene

• Cleaning

• Clothing Care

• Meal Preparation

Goal: Beth will assist with laundry chores weekly

Objectives:

1) At school, Beth will assist ESS staff with laundry by:

1) Putting towels in the washer

2) Putting towels in the dryer

3) Folding and putting towels away

2) At home Beth will assist with laundry by:

2) Taking clothes out of the dryer

3) Hanging clothes on the line to dry and taking them down

4) Folding/ hanging clothes

5) Putting clothes in appropriate places

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