New Oklahoma Transition IEP Pages: What Are They and How

To Complete Them

Jim Martin, Chauncey Goff, and John GrahamUniversity of OklahomaZarrow Center840 Asp Ave., Room 111Norman, OK 73019Phone: 405-325-8951Email: jemartin@ou.eduWeb: http://education.ou.edu/zarrow

Agenda Purpose of Special Education Indicator 13 Step 1: Transition Assessment Step 2: Postsecondary Goals Step 3: Annual Transition Goals Step 4: Coordinated Acitivities and Responsible

Parties Step 5: Course of Study Step 6: Referral to Voc Rehab Counselor Step 7: Discussing Age of Majority Step 8: Consent for Outside Agencies or People

The Purpose of Special Education

What is the purpose of Special Education?

The Purpose of SPED. . . a free appropriate public education that emphasizes special education and related services designed to meet students’ unique needs and to prepare them for further education,employment, and independent living.

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IDEA 2004’s Indicator 13 Measures Transition Process

Districts need to report to OSDE

NSTTAC’s I-13 Checklist will be used in focus monitoring

Aligns with Oklahoma’s new IEP format

Oklahoma’s New IEP Forms Meets IDEA 2004 requirements Changes transition age to at least 14 Changes focus from a deficit to a

preference-driven special education process– No longer an elementary model applied to

secondary sped– Secondary sped has own unique duties

and roles

1. Transition Assessment

Is there evidence that transition assessment helped

develop postsecondary goals?

Transition Assessment in The IEP (Form 7) Present Levels of Academic Achievement

and Functional Educational Performance– Page 1 of form 7– Transition strengths and needs

• Address with transition goals

Transition Assessment Results– Page 6 of form 7– Name of assessment, date given, and results– Used to develop postsecondary goals and

transition goals

Three Part Transition Assessment Model

1. Self-Determination Assessment

2. Adaptive Behavior Assessment

3. Vocational Interest and Skills

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Frequency: We believe that each of the three types of assessments need to be completed at least annually.

AIR Self-Determination Assessment Parent Version Teacher Version Student Version Available at

– http://education.ou.edu/zarrow Cost: free

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Enderle-Severson Transition Rating Form ESTR-J

– Students with mild disabilities– Parent version (available in Spanish)– Teacher version– Five Transition areas– $20 for 10 assessments– www.estr.net

ESTR-III– Students with “more” disabilities– Parent version– Teacher version– Five Transition areas– $20 for 10 assessments– www.estr.net

Casey Life Skills - Why Look Anywhere Else?

Web based and FREE!!! Spanish or English, with numerous supplemental

assessments Youth and caregiver formats Automatically scored and sent to you Can obtain class summaries Provides different levels of questions for students

across functioning levels– Level 1 basic skills– Level 4 complex skills

www.caseylifeskills.org

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Vocational Interests for High Achieving Students With Mild

Disabilities

Group Interest Inventories– ACT Plan– ACT Explorer

U.S. Dept of Labor O*NET– www.onetcenter.org– Interest profiler, ability profiler

Self Directed Search - Form R Students with advanced reading skills Spanish version manual, assessment booklets,&

occupations finder Reports interests across occupations,

educational opportunities, and leisure Available: www.parinc.com Cost: $150

Self-Directed Search - Form E

Students with limited reading skills Spanish version manual, assessment booklets,&

occupations finder Reports interests across occupations Available: www.parinc.com Cost: $150

On-Line Free Interest Inventories On-Line Individual Interest Inventories

– My Future• http://www.myfuture.com/toolbox/workinterest.html

– I Oscar• www.ioscar.org

– Career Key• http://www.careerkey.org/cgi-bin/ck.pl?action=choices

– Career Voyages• www.careervoyages.com

– Career Clusters• www.careerclusters.org (download in pdf format)

– OK Career Information Systems (need username)• http://okcis.intocareers.org/

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Designed for Students Involved in Work Study Programs

Functional Vocational Assessment

Vocational Interests via Career Exploration - For Those Who

Can Read

Choosing Employment Goals

Sopris West Publishers

(www.sopriswest.com)

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Requires reading and writing skills

Key: Determine Match Between What I Like and What’s at This Site

Each time student chooses a characteristic one more cell on the graph is marked

Vocational Interests and Skills for Students Who Can’t Read

Self-Directed Employment– Paul Brookes Publishing– Baltimore– www.brookespublishing.com

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Characteristics I Like vs Here

Compares initial preferences to those experienced at a particular job site.

Characteristics Graph

Choose and Take ActionVocational Assessment Software

Use of a software program and community experiences to identify entry-level job interests

Present Level of Achievement . . Page 1 Current Assessment Data

– According to the Self-Directed Search, Form E completed on 11-8-07, Cathy scored highest on artistic occupations (interior designer, graphic designer, flower sales).

Objective Statement– Cathy prefers jobs that

allow creativity and expression of her talent.

Strengths– Creativity

Anticipated Effects– Cathy’s creativity will

enable her to participate in theater productions and art shows.

Needs– Cathy needs

opportunities to explore her vocational interests to identify possible job matches.

Present Level . . . . Page 1 Current Assessment Data

– According to her Dad on the Casey Life Skills assessment (level 4) taken on 11-8-07, Sarah mastered 33% communication, 38% daily living, 100% self-care, 67% social, 50% work and study, with a total mastery of 54%.

Objective Statement– Sarah has scattered results

that suggests mastery of self-care needs, and adequate performance in social situations. She needs to learn communication, daily living, and work/study skills to increase the likelihood of successfully living in her own apartment.

Strengths– Self care– Social skills

Anticipated Effects– When having the

opportunity to be by herself at home and in the community Sarah has self-care and social skills to adequately present herself and interact with others.

Needs– Opportunities at school and

in the community to learn and practice communication, daily living, and work and study skills.

Present Level . . . Page 1 Current Assessment Data

– Bill obtained a 74 on the AIR Educator Self-Determination Assessment given on 11-8-07.

Objective Statement– Bill has about half of the

overall SD skills and opportunities needed to master these skills. He needs increased school and home opportunities to develop and master additional SD skills for success in welding school.

Strengths– Knows own ability and

limitation and can express these

– Set goals– Change plan to

accomplish goals Anticipated Effects

– When provided the opportunity to set and express goals at his next IEP meeting, Bill can engage in this activity.

Needs– Opportunities at school

and home to learn and practice additional SD skills

Example Present Level (page 1)• Current Assessment Data

– The Choose and Take Action assessment was completed on 11-8-07. Sam’s top three job characteristics were working outside, being with few people, and quiet settings. Top four activities were yard work, taking care of plants, and cleaning up. Top two settings included landscape company and green house.

• Objective Statement– Sam’s top ranked choices

were being outside, doing yard work, and working for a landscape company.

• Strengths– Firm pattern of choices

demonstrated over time.• Anticipated Effects

– Experience in choice-making will enable Sam to begin in-depth job exploration activities.

• Needs– In-depth job exploration– Continued opportunity to

express choices during the job exploration process.

Example Transition Assessment Results

Transition Assessment Results– According to the results of the Self-

Directed Search - Form E Cathy ranked artistic occupations highest. She needs to explore artistic jobs to learn job requirements to help her decide upon specific educational and occupational goals.

Example of an Adaptive Behavior Transition Assessment

Transition Assessment Results– According to her Dad on the Casey Life

Skills assessment (level 4) taken on 11-8-07, Sarah mastered 33% communication, 38% daily living, 100% self-care, 67% social, 50% work and study, with a total mastery of 54%. She needs to learn and use additional adaptive behaviors to achieve her postsecondary independent living goal of living in her own apartment while going to college.

Example Self-Determination Transition Assessment

Page 6 Transition Assessment Results

– Bill obtained a 74 (48%) on the AIR Educator Self-Determination Assessment given on 11-8-07. He had a 47 out of 90 for capacity and 27 out of 60 for opportunity. He needs to develop additional SD skills to be successful in attaining his postsecondary goals.

2. Postsecondary GoalsWhere will the student live?

Where will the student work?

Where will the student receive education after high school?

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Postsecondary Goals

Included three times in IEP (form 7) Included in the “My Summary of

Performance” (form 15). Details post-high school plans for

further education/training, employment, and adult living (as appropriate). – Consider needs in relation to strengths,

preferences, and interests

Post-Secondary Goals IEP must include appropriate measurable

postsecondary goals– based upon age-appropriate transition assessment – related to training, education, employment, and when

appropriate, independent living Need postsecondary goal for further

education/training and employment.– Can’t leave blank– Can’t simply say will “be determined later”

Independent Living “As Needed”– How do you know when needed?– Use Adaptive Behavior Assessment

NSTTAC and OSEP Approved Sample Postsecondary Goals

Go to www.nsttac.org and click under Indicator 13 Training Materials to see examples and non-examples of postsecondary and annual transition goals.

Make sure to read the directions to find the correct file.

3. Annual Transition Goals

What’s my goal this next year to

reach my postschool employment,

further education, and adult living

goal?

Education /Training ExamplePostsecondary Goal

Upon completion of high school, John will enroll in courses at Ocean County Community College.

Annual IEP GoalGiven Ocean County Community college information, John will

demonstrate knowledge of the college’s admission requirements by verbally describing these requirement and identifying admission deadlines with 90% accuracy by November, 2007.

Education /Training ExamplePostsecondary Goal

Upon completion of high school, John will enroll in courses at Ocean County Community College.

Annual IEP GoalGiven Ocean County Community college

information, John will demonstrate knowledge of the college’s admission requirements by verbally describing these requirement and identifying admission deadlines with 90% accuracy by November, 2007.

Employment Example Postsecondary Goal

– John will work in an on-campus part-time job while in college.

Annual IEP Goal– John will be able to report 3 possible

occupations for part-time employment based on the results of career assessments through career counseling with the guidance counselor.

Employment Example Postsecondary Goal

– John will work in an on-campus part-time job while in college.

Annual IEP Goal– John will be able to report 3 possible

occupations for part-time employment based on the results of career assessments through career counseling with the guidance counselor.

Independent Living Example Postsecondary Goal

– Upon completion of high school, Lissette will learn to utilize public transportation, including the public bus and uptown trolley

Annual IEP Goal– Given travel training situations, Lissette will

demonstrate sitting quietly and refraining from talking to strangers while utilizing public transportation at least two times across three opportunities.

Annual Transition Goal: Employment (page 5, form 7)

Goal– Sam will undertake extended work-study experiences

at community-based job locations to identify at least one job that obtains a 90% characteristic and and 90% job activity match.

Short-Term Objectives– Sam will correctly identify 100% of the illustrations

used in the characteristic and job activity match process across three consecutive trials.

– Sam will correctly identify 80% of the activities and characteristics at a job site across three consecutive trials.

4. Coordinated Activities and Responsible Parties

What will I do and who will help me

to reach my employment, further

education, and adult living goal?

Annual Independent Living Coordinated Activities

Coordinated Activities– Volunteer at the

independent living center to help teach daily living and communication skills.

– Parents will provide opportunities at home to help Sarah improve daily living and communication skills.

Responsible Parties– Sarah and special

education teacher

– Sarah and parents

Annual Employment Coordinated Activities (page 5, Form 7)

Coordinated Activities– Complete career

exploration class at local CareerTech center.

– Parents will help facilitate visits to discuss artistic occupations with those actually working in the field, and expose her to a variety of artistic formats (i.e., drama, dance, and visual arts).

Responsible Parties– Cathy and school

counselor

– Cathy and parents

Annual Education/Training Coordinated Activities (page 4, Form 7)

Coordinated Activities– Bill will share his

weekly goal attainment plan with his family.

– Bill will build his SOP with his family to share at the IEP meeting.

Responsible Parties– Bill and special

education teacher

– Bill and parents

Annual Employment Coordinated Activities (page 5, form 7)

Coordinated Activities– Complete work-study

experience at cooperating community-job sites.

– Become involved in Voc Rehab’s work experience program.

Responsible Parties– Sam, transition

coordinator, and voc rehab counselor

5. Course of Study

What classes can I take to help me

accomplish my postsecondary

goals?

Use the Student-Directed Transition Planning Lessons

Students develop their own course of study Matches postschool goals Based on students’ understanding of their

interests and skills

www.ou.edu/zarrow/pilot

http://education.ou.edu/zarrow

6. Referral to Vocational Rehabilitation Counselor

How does the vocational

rehabilitation counselor know about

me?

Complete Referral Form

Ask your DRS counselor for form to use Family and student must go to DRS to

formally apply for services Without application DRS will not do

anything Now under “order of selection”

7. Students and Parents Told About Transfer of Rights at Age of Majority

What happens when I turn 18?

Teach About Age of Majority Teach students and parents about informed

consent– Ability to make knowledgeable choices about

activities that may have significant impact on that person’s life

– Implies adequate info about the issue, knows the consequences, and can use this info to make a decision

At 18 students can make own IEP decisions– Transfer of parent rights to student– Notification of meeting addressed to student

with copy to parents

8. Obtaining Parental Permission for Outside of IEP Team Members to Attend IEP Meetings

What must be done to invite outside of school agencies or a friend to attend my IEP meeting?

Outside Agency or Person Permission

Must invite outside agencies that my become involved in providing or paying for transition services

Must obtain written parental consent– Can be done once for all annual meetings for a

particular student– On page 2 of IEP review (OSDE Form 8)– Written communication from parent (email)

Jim Martin

University of Oklahoma

Zarrow Center for Learning Enrichment

Carpenter Hall Room 111

Norman, OK 73019

Phone: 405-325-8951

E-mail: jemartin@ou.edu

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