IEPs for Transition: Making sense of it all 2013 OAVSNP Sally Simich, Oregon Department of Education Peter FitzGerald & Mimi Kato, University of Oregon

IEPs for Transition: Making sense of it all

2013 OAVSNP

Sally Simich, Oregon Department of EducationPeter FitzGerald & Mimi Kato, University of Oregon

Looking back or forward?

Four Components

Alignment Summary

IDEA 2004 Says:

• “Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include-(1) Appropriate measurable postsecondary goals based on age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills” [§300.320(b)(1)].

The “Slippery Slope”

What might we use to Develop the PSG?• Transition Assessments

• Formal Assessments• Student Interviews• Parent Ideas• Other Resources (Graduation Plan, Transition Spec.)• Person-centered Planning (goals, strengths, interests)

• Other information?

Conduct Age-Appropriate Transition Assessments

Preferences Interests Needs Strengths

What Are You Trying To Find Out?• What Students CAN DO!• For example: I can identify one or more possible careers that interest me.

I can show that I have researched and gathered information about one or more careers that interest me.

I can show that I have explored one or more careers that are non-traditional for my gender, such as construction work for females and child care for males.

I can show that I have completed a career interest inventory.

I can show that I have completed an informational interview with an employer.

I can show that I have talked to a counselor, advisor, or other person about jobs/careers.

I can demonstrate that I have participated in a job shadow.

I can show that I have participated in an unpaid work experience or done volunteer work (also called service learning or community service).

I can show that I have attended a career fair.

I can describe what academic skills, such as reading, writing, and math, are needed to be successful in the careers that interest me.

You Are Trying To Find Out What Students: Know, Want to BE, and Can DO!

• Another Example: I can show that I have my own bank accounts can explain how to access and maintain my

accounts. I can responsibly manage cash in my possession. I can demonstrate that I understand how to create and maintain a budget for living on

my own. I can demonstrate my ability to pay bills correctly and on time using checks, money

orders, cash, and/or online payments. I can compare prices in a store and make choices regarding what items to buy I can explain the process of looking for a place to live. I can show that I know how to apply for a place to live. I can demonstrate and/or explain how to keep a safe and clean living space. I can explain when and how to contact emergency services such as police, fire, and

ambulance I can explain when and how to contact a landlord or apartment manager. I can describe how to handle conflicts with neighbors and how to be a good neighbor to

those who live near me. I can describe what community and supplemental services are available to me and how

to access them. I can create a weekly menu and shopping list using what I know about nutrition and

healthy eating. I can describe how food is properly stored, what needs to be refrigerated, how to

properly cook things like meat and fish, if needed, how to read expiration dates, and how to tell if food is bad.

Quick Overview

PLAAFP must include…

1. Preferences, Interests, Needs, Strengths (student voice)

2. Concerns for student (parent voice)

3. How the disability affects involvement and progress in the regular school curriculum

4. Academic performance, including State or district-wide assessments

5. Level of developmental and functional performance

6. Results of age-appropriate transition assessments

PLAAFP: Questions to Consider

• Are the components present (strengths, parent concern, academic/functional performance, transition and state assessment results)?

• Is the information about performance stated so others who read this will know • where the student is succeeding and/or having

challenges?• what the next steps (annual goals) might be? Could it

serve as a baseline of performance?• Does it provide information about the results of transition

assessments?• Does it identify any specific challenges the student might

have in the general curriculum because of disability?

How to Individualize and be Accountable• Present Level of Academic and Functional Performance

Example

Following administration of a Transition Skills Survey in the area of Learning to Work, three (3) areas emerged as priorities for Angela. These areas are items in which she scored as “Not Like Me” (vs. “Somewhat Like Me” and “Very Much Like Me”) and indicated in a follow-up interview, that she was interested in gaining skill or being involved in activities to make progress in these areas having to do with Learning to Work. Angela indicated that she (1.) does not know how to match her strengths and interests to a career that may interest her. Her diagnosis of Attention Deficit contributes to her struggle with sequencing information so it ends up making sense and being relevant to her. Angela also identified that she (2.) cannot describe how her disability might affect job performance. Another area of need for Angela is (3.) being able to name things to do to be a more responsible worker. Because she can be impulsive, Angela has lower evaluations in her in-building Work Experience. Angela is interested in attending community college after she graduates and would prefer to be a Vet Tech or a Certified Nurses Assistant. If she can handle the academic demands, she might like to pursue becoming a Licensed Practical Nurse.

Getting it into the PLAN!

• One of Angela’s IEP goals could be• Angela will successfully identifies 3 personal interests, 3

strengths and 2 weaknesses that might impact her ability to work in a health related occupation

AND/OR• Angela will list (in writing or verbally) 3 ways that her disability

will challenge her on a job and 3 ways that her disability may be of benefit.

OR WHAT IF ANGELA HAD MORE SIGNIFICANT DISABILITIES?

• Using picture cues, Angela will follow 4-5 step instructions by the end of the year utilizing the system independently 90% of the time as evaluated by a work experience supervisor, staff, or employer.



Write Measureable Post Secondary Goals

Education/Training EmploymentIndependent Living

(as needed)

Quick Overview

Measureable Postsecondary Goals (PSG) must…

1. Be AFTER school services

2. Be Measureable/Observable

3. Be based on appropriate Transition Assessments

4. Include PSG for Employment, Training/Education

5. Include PSG for Independent Living when appropriate

Measureable Postsecondary Goals can also .... Include language that goal is based on student

interests

Postsecondary Goals (PSG): Questions to Consider

• Is it clear your goal is starting after school services end?

• Will you be able to observe if the student achieved it?

• Was the PSG based on age appropriate assessment? Does it say so? (Where is this information?)

• Is there a goal for employment AND education/training? • Is it appropriate to consider an independent living goal?

• Does this goal align with the student’s strengths, interests, needs and preferences in the PLAAFP?





(as needed)

Identify Transition Services

Specially Designed

Instruction

RelatedServices

Employment &

Living Skills

CommunityExperience


Specially Designed

Instruction

RelatedServices

Employment &

Living Skills

CommunityExperience





(as needed)


Specially Designed

Instruction

RelatedServices

Employment &

Living Skills

Community

Experience

Write the Course of Study

Quick Overview

Transition Services INCLUDING the Course of Study…

• Developed within a results-oriented process

• Improve academic and functional achievement

• Promote movement to postschool

• Based on the student’s PINS

• Coordinated set of services including • instruction, related services, community

experiences, • the development of employment and other post-

school adult living objectives

• Does not require it is written on the IEP

Course of Study(COS): Quick Overview

COS must include …1. Courses/Skills AND Experiences/activities2. Be connected to the PSG3. Be student-specific (individualized); build

off PINS4. Listed for multiple years

Important to note…• Age of majority• Date of graduation

Course of Study: Questions to Consider• Reflects multiyear plan that is designed to facilitate

movement from school to post-school activities (PSGs)?

• Leads to an improvement in academic and functional performance, leading to achievement of the PSGs?

• Considered: instruction, related services, community experiences, employment, post-school adult living, daily living skills, and functional vocational evaluation?

• Includes both courses/skills AND experiences?

• Based on student’s needs, and consider the student's strengths, preferences, and interests?

GENERALCourses/Skills• Will complete general course

of study leading to a standard diploma (plan attached)

• Develop self-advocacy skills• Daily living and vocational

skills

Experiences/Activities• Explore college programs &

entrance requirements; Take college entrance exams

• Explore school’s career center• Research/explore post high

school options

SPECIFICCourses/Skills• Foods Class, Metals Class, Computer

Technology, Aerobics, Study Strategies

• Reading Comprehension• Riding a bus independently

Experiences/Activities• LCC orientation; Explore Culinary

Arts Program; District college fair• Meet with (VR, Military recruiter,

Brokerage rep) regarding services• Build a resume; Complete job

applications; Complete CIS• Job shadow with local auto

mechanic; School based work experience in the coffee cart

Course of Study: Examples





(as needed)


Specially Designed

Instruction

RelatedServices

Employment &

Living Skills

CommunityExperience


Write the Annual IEP Goals


Education/Training




Education/Training Employment Independent Living (as needed)


Specially Designed

Instruction

RelatedServices

Employment &

Living Skills

CommunityExperience


Write the Annual IEP Goals

Coordinate Services with Adult Agencies

Quick Overview

Annual Goals must include...

1. Who

2. What - observable/measurable

3. Where/When - conditions

4. How to measure

5. How much? When accomplished? -

criterion

Important to note…

•Link to data on need in PLAAFP

•Need at least one AG related to the PSG (to

address transition needs)

Annual Goals: Questions to Consider• Who: Does my goal have a clear person identified?• What (observable/measurable): Does my goal have a

specific outcome that is able to be seen, heard, etc.?• Where/When (conditions): Does my goal state the level,

tools, time limits or other conditions to make measurement clear?

• How to measure (assessment): Does my goal provide enough information about how it will be measured or assessed? (Could someone else do this based on what I wrote?)

• How much? When am I done? (criterion): Does my goal indicate what mastery level I expect to achieve to indicate when the student is done?

PSG – AG Comparison

Post Secondary Goals

• After High School Services - future

• Not specific – longer term• Measurable• Based on Age Appropriate

Transition Assessment• Written in areas:

• Education• Training• Employment• Independent Living

(where appropriate)

Annual Goals

• During High School - current

• 1 year goal• Measurable and criteria• Based on Student’s

Current Needs• Written in areas:

• Academic• Functional• Reasonably enabling

student to meet PSGs

Alignment Summary

Alignment of IEP Components

PLAAFP AG• For each PLAAFP area, there is a baseline level of

performance given for each annual goal

• For each Annual Goal, is there reference to the baseline level of performance in the PLAAFP for this goal

PSG COS• For each PSG, the courses/skills/

experiences/activities listed in the COS provide the student with skills related to that PSG

• For the COS, all of the items listed in the COS can be linked to the PSG

Alignment of IEP Components

PSG PLAAFP• For each PSG, are there statements in the

PLAAFP that refer to the content of the PSG

• Student PINS

• Assessment results

PSG AG• For each PSG, is there at least one AG that will

provide the student with skills to help make progress toward or meet that goal

Center for Change in Transition Services

www.seattleu.edu/ccts

(206)296-6494 [email protected]

Additional Resource

For Further information regarding Secondary Transition contact:

•Sally Simich [email protected]•Peter FitzGerald [email protected]•Mimi McGrath Kato [email protected]

Thank You…….Questions?

Documents

IEPs for Transition: Making sense of it all 2013 OAVSNP Sally Simich, Oregon Department of Education Peter FitzGerald & Mimi Kato, University of Oregon