IEPs for Transition: Making sense of it all

2015 OAVSNP

Jackie Burr, Western Oregon UniversityMimi Kato, University of Oregon

Sally Simich, Oregon Department of Education

Four Components

Looking back or forward?

Alignment Summary

AGE APPROPRIATE TRANSITION ASSESSMENT

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”

Conduct Age-Appropriate Transition Assessments

Preferences Interests Needs Strengths

Assessments: Questions to Consider

• Does the assessment data to serve as the common thread in the transition process?

• Is the assessment data clearly the basis for defining goals and services to be included in the IEP?

• Are the assessments clearly identified and results interpreted in the PLAAFP?

• Are the assessments in the four target areas?• Academics• Self-determination• Vocational Interest and Exploration• Adaptive Behavior/Independent Living

• Do have formal or informal assessments, such as Interest inventories, Surveys, Interviews, American College Testing Assessment (ACT), Armed Services Vocational Aptitude Battery (ASVAB)

• https://tagg.ou.edu/tagg • http://sped.sbcsc.k12.in.us/ppm/

transitionplanning/transitionassessments.html

• https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=nsttac%20transiiton%20guide

 • http://www.nsttac.org/products_and_resources/

tag.aspx

Helpful Links for Transition Assessments

Conduct Age-Appropriate Transition Assessments

Preferences Interests Needs Strengths

Write Measureable Post Secondary Goals

Education/Training EmploymentIndependent Living

(as needed)

PSG: 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 should also .... Include language that goal is based on student

interests

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

• Student Interviews

• Parent Ideas

• Other Resources (Graduation Plan, Transition Spec.)

• Person-centered Planning (goals, strengths, interests)

PSG/Assessment link: Examples

• After high school student plans to continue his education earning a transfer degree from the local community college to attend a university. He is interested in majoring in medicine, preferably anesthesiologist.

• Student will research three careers of his choice; he will obtain salary, training and job opportunities for the careers that he researches.

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?

Assessment: Career Related Skills

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.

Assessment: Independent Living Skills

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 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 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.

PLAAFP: Present Level of Academic and Functional Performance

•What is the overall function of the PLAAFP?

•What information goes into the PLAAFP?

PLAAFP: 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

• Student specific information• Identification of Deficits• Interpretation of Results

(Assessments indicated)• Detailed statements

Practice: PLAAFP

Student Preferences, Interests, Needs, Strengths:• Likeable, cooperative

student, good sense of humor

• Student says she likes to cook and spend time with friends. She would like to work on having better organization and more friends.

Activity: PLAAFP

Impact of Disability:

• Student is eligible for special services as a student with a specific learning disability.

• Student is eligible for special services as a student who meets the criteria of having a ‘specific learning disability’ in the area of reading. See attached forms 210/220 for more detailed information.

Activity: PLAAFP

Assessments (academic, functional, transition):• Scored 47/104 (45%)

on ALC Life Skills Pretest.

• Scored 47/104 (45%) on ALC Life Skills Pretest, which was below average for the class. Areas of difficulty were: phone book, reading TV schedule, and following directions from recipe.

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? Are the results interpreted clearly?• Does it identify any specific challenges the student might

have in the general curriculum because of disability?

Conduct Age-Appropriate Transition Assessments

Preferences Interests Needs Strengths

Write Measureable Post Secondary Goals

Education/Training EmploymentIndependent Living

(as needed)

Identify Transition Services

Specially Designed

Instruction

RelatedServices

Employment &

Living Skills

CommunityExperience

Identify Transition Services

Specially Designed

Instruction

RelatedServices

Employment &

Living Skills

CommunityExperience

Transition Services

• Transition services are a coordinated set of activities that promotes movement from school to post-school activities

• Must be based on student’s PINS (transition assessment)

• May be through specially designed instruction OR related services

Examples of Transition Services

• Instructional support of estimating time needed to complete tasks and create a timeline

• Instruction in transportation mobility• Learn about and visit places in community to

shop for food, clothing, access bank, post office

• Job shadowing and/or internship in graphic design

• Practice communication and social skills for a variety of settings (work, leisure, etc.) with peers

HANDOUT

Transition Services: Quick Overview

Transition Services INCLUDING the Course of Study…

• Developed within a results-oriented process

• Improve academic and functional achievement

• Promote movement to post-school goals

• 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

Transition Services: Questions to Consider

• Are the transition services aligned to post secondary goals?

• Did the IEP team reach agreement about the individual student's needs with regard to the three areas? (a) instruction; (b) community experiences; and (c) employment and other post-school living objectives.

• Will these transition services help the student to acquire the skills needed to reach their post secondary goals?

Conduct Age-Appropriate Transition Assessments

Preferences Interests Needs Strengths

Write Measureable Post Secondary Goals

Education/Training EmploymentIndependent Living

(as needed)

Identify Transition Services

Specially Designed

Instruction

RelatedServices

Employment &

Living Skills

Community

Experience

Write the Course of Study

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• Does the COS reflect multiyear plan that is designed to

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

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

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

• Does the COS include both courses/skills AND experiences? 

• Is the COS based on student’s needs, and does it 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

Conduct Age-Appropriate Transition Assessments

Preferences Interests Needs Strengths

Write Measureable Post Secondary Goals

Education/Training Employment Independent Living (as needed)

Identify Transition Services

Specially Designed

Instruction

RelatedServices

Employment &

Living Skills

CommunityExperience

Write the Course of Study

Write the Annual IEP Goals

Coordinate Services with Adult Agencies

Annual Goals: 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)

Examples:

• Community Skills: Student will improve her community access skills of going shopping for groceries and by purchasing items in the community.

• Social Skills: Student will complete a variety of social skills assignments with 80% accuracy, based on teacher observation.

• Employment Skills: Student will score a “3” or above on all skills listed on the BTN Job Skills Rating Scale (attached) in 3 of 4 trials by 5/1.

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

Conduct Age-Appropriate Transition Assessments

Preferences Interests Needs Strengths

Write Measureable Post Secondary Goals

Education/Training Employment Independent Living (as needed)

Identify Transition Services

Specially Designed

Instruction

RelatedServices

Employment &

Living Skills

CommunityExperience

Write the Course of Study

Write the Annual IEP Goals

Coordinate Services with Adult Agencies

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 cts@seattleu.edu

Additional Resource

For Further information regarding Secondary Transition contact:

•Sally Simich Sally.simich@state.or.us•Mimi McGrath Kato mmkato@uoregon.edu

Thank You…….Questions?