Type your name and email address (along with all team members participating with you) in the ‘Chat Box’ on the left.

CCTS will conduct a sound check at 2:50 and 2:55. We’ll begin at 3:00 and end by 4:00.

Use the ‘Chat Box’ to type in questions and/or responses; we’ll address these mid-way through the webinar and during the last ten minutes.

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Thank you for joining us today!

Writing IEPs for Transition-Age Students

January 11, 2012

Writing IEPs for Transition-Age

Students

Center for Change in Transition Services

Seattle UniversityOSPI State-Needs Project

January 11, 2012

Presenters: Wendy Iwaszuk and Cinda Johnson

Website: www.seattleu.edu/cctsEmail: CCTS@seattleu.edu

Phone: 206.296.6494

Agenda Overview of the Transition Assessment Writing Postsecondary Goals Identifying Transition Services Writing the Course of Study Writing the Annual IEP Goals Coordinating Services with Adult Agencies Resources

Age-Appropriate Transition Assessment

34 CFR 300.320(b) - WAC 392-172A-03090(1)(j)(i)

Transition assessment: The ongoing process of collecting data on the

individual’s needs, strengths, preferences, and interests as they relate to the demands of current and future working environments educational, living, personal and social

environments. Assessment data serve as the common thread

in the transition process to form the basis for defining goals and services to be included in the IEP. These data are gathered from multiple sources.

Components of Age-Appropriate Transition Assessment

1. Needs: What are the main barriers to the student reaching postsecondary endeavors (e.g., college/training program, a job/career, accessing the community, or living independently)?

2. Strengths: What strengths does the student have in meeting some of life’s demands as they relate to education/training, employment, and independent living?

3. Interests: What are the student’s interests, currently and in the future? What activities/experiences promote curiosity and catch their attention?

4. Preferences: Given the opportunity to choose from available options in the areas of education/training, employment, and independent living, what options, according to the student, will motivate the student and make him/her happiest?

Write Measurable Postsecondary Goals

Postsecondary goals are the student’s identified goals for after the student leaves high school and are developed from the age-appropriate transition assessment

IEP must include goals in: Education/Training Employment Independent Living (as needed)

Education/Training DefinitionEnrollment in one or more of the following:a)Community or technical college (2-year program),b)College/university c)(4-year program),d)College preparatory program,e)A high school completion document or certificate class (e.g., Adult Basic Education, GED),f)Short-term education or employment training program (e.g., Job Corps, Vocational Rehabilitation, military),g)Vocational technical school, which is less than a 2-year program

Education/TrainingExamples

• After graduation, Bob will attend a two-year culinary arts program.

• Upon completion of high school, Sue will enroll in courses at a Community College.

• Sue will obtain a degree from a four-year college with a major in Child Development.

Non-Examples Upon graduation, Sue

will continue to learn about life skills and reading.

Bob will learn about welding.

After leaving high school, Sue wants to take some classes.

After high school, Bob will need to continue to work on his self-care skills.

Competitive Employment is:

a)Work in competitive labor market that is performed on a full-time or part-time basis in an integrated setting;

b)Work for which an individual is compensated at or above minimum wage, but not less than the customary wage and level of benefits paid by the employer for the same or similar work performed by individuals who are not disabled.

Employment Definition

Employment Definition, cont’d

Supported employment is:

a)Competitive work in integrated work settings, consistent with the strengths, resources, priorities, concerns, abilities, capabilities, interests, and informed choice of individuals, for individuals with the most significant disabilities for whom competitive employment has not traditionally occurred; and who, because of the nature and severity of their disability, need intensive supported employment services.

EmploymentExamples

• After college Sue will have a career in the field of early childhood education.

• In the future, Ben will be a self-employed welder.

• The summer after leaving high school, Susana will obtain a part-time position in a community retail environment.

Non-Examples Bob will attend a job fair

on the college campus. Sue hopes to work with

young children someday.

Ben wants to work as a welder.

Sue will work with DVR services to ensure community employment.

Sue will get a job.

Independent Living SkillsSkills or tasks that contribute to

the successful independent functioning of an individual in adulthood (Cronin, 1996) in the following domains: leisure/recreation, home maintenance, personal care, and community participation.

Independent LivingExamples

• After graduation Sue will live at home and participate to the maximum extent possible in her daily routine (e.g. feeding, dressing, bathing, activating small appliances/media devices, choice making) and environment through the use of technology.

• After graduation, Todd will demonstrate independent living skills by independently riding public transportation to and from work.

Non-Examples Sue will learn to use the bus

system. Roy should continue to use

his facial expressions as a reliable mode to communicate his preferences as well as practice increasing his communication skills via eye gaze at concrete objects.

Todd enjoys playing video games, sitting with his family at meals, and watching DVDs.

Transition ServicesTransition Services include:

Specially Designed Instruction, Related services, Community experiences, The development of employment and

other post-school adult living objectives, and

If transition assessment indicates a need, the acquisition of daily living skills and functional vocational evaluation.

Specially-Designed Instruction

Instruction is one component of a transition program that the student needs to receive in specific areas to complete needed courses, succeed in the general curriculum and gain needed skills.

Postsecondary goals: After graduation, Todd will receive on the job training. After graduation, Todd will work in the food service industry. After high school, Todd will demonstrate independent living skills by independently riding public transportation to and from work.

Instruction

Transition Services Examples:•Social skills training•Instruction related to on-the-job safety•Community-based instructional experiences related to food service•Self-determination trainingTransition Services Non-examples:•Coursework related to visual arts•Field trips related to recreational opportunities•Community-based instruction related to food services

Related Services Related services are defined as

transportation and other needed developmental, corrective, or supportive services (including speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, therapeutic recreation, social work services and school nurse services).

Postsecondary goals: After graduation, Todd will receive on the job training.

After graduation, Todd will work in the food service industry.

After high school, Todd will demonstrate independent living skills by independently riding public transportation to and from work.

Related Services

Transition Services Examples:

•Speech-language pathology;

Transition Services Non-examples:

•Instruction related to safety in the workplace•Instruction related to workplace social behavior

Community Experiences Community experiences are a

component of the transition program that is provided outside the school building or in community settings. Examples include community-based work experiences and/or exploration, job site training, banking, shopping, transportation, counseling and recreation activities.

Postsecondary goals: After graduation, Angela will attend college to obtain a degree in a health related field. After graduation from college, Angela will work in a health related field.

Community Experience

Transition services examples:•Job shadow experiences in the health field;•Visit community college campus, including Admissions and Disability Student Services offices.Transition services non-examples:•An admissions interview role play;•Job experience at Taco Bell.

Employment & Other Post-School Adult Living Objectives

Employment and other post-school adult living objectives are components of a transition program that the student needs to achieve desired postsecondary goals. These could be services leading to a job or career or those support activities done occasionally such as voting, renting a home, accessing medical services or accessing adult services such as Social Security Income.

Postsecondary goals: After graduation, Angela will attend college to obtain a degree in a health related field. After graduation from college, Angela will work in a health related field.

Employment & Living Skills

Transition services examples:•Part-time employment working in the health field;•Applying for financial aid;•Referral to DVR;•Applying for DSS services.Transition services non-examples:•Complete application process at a community college;•Interview for full-time position in food service.

Course(s) of StudyA current description of coursework to achieve the

student’s desired post-school goals. This includes course to be taken by the student

and is to be updated at least annually. Best practice is to include the student’s courses

that support their postsecondary goals from the current year to their anticipated exit.

Post Secondary GoalsEducation: After graduation, Angela will attend college to obtain a degree in a health related field.Employment: After graduation from college, Angela will work in a health related field.Independent Living Skills: Angela's skills are age appropriate.

Course of Study

Course of Study:

Angela currently receives SDI in reading and math through consultation in general education and through instruction in PACK/Tutorial.

In addition to graduation requirements:

Junior Year-•Anatomy/Physiology •Human Development •Algebra to prepare her for college-level math

Senior Year-•Chemistry or physics (college-prep)•Beginning Athletic Medicine•Swimming

Annual IEP Goals Annual goals are statements that describe

what a student with a disability can reasonably be expected to accomplish within a twelve month period in the student’s special education program.

Measurable goals are defined as statements that contain four elements: Timeframe Conditions Behavior Criterion

Annual IEP Goals-Transition/Vocational Skills

Compliant Sue will increase identified

jobs of interest from indicating no jobs of interest to listing at least three potential jobs of interest as measured by career portfolio.

Bob will increase his Work Experience Evaluation Rating from 27/50 (graded on (date)) to a 40/50 or higher by (date).

When given potential careers of interest, Bob will improve his vocational skills from being able to list no job-related requirements to listing at least three requirements as measured by teacher data collection sheets.

Non-Compliant Bob will pass classes and earn

credit towards graduation. Bob will improve his job-

related transitional skills in order to apply for admission into Tri Tech Skills Center.

Bob will increase his knowledge of postsecondary education, employment, and community living as measured by documentation of successful activities by (date).

Sue will increase her knowledge of postsecondary placement opportunities as well as research-based careers based on a completed functional vocational assessment.

Agency Collaboration and Linkage

Each IEP will address and recommended appropriate adult agency as appropriate

The IEP Team determines the agency most likely to participate

IEPs will show evidence of agency invitation and parental consent prior to agency participation

An agency representative is only required to attend the IEP if the agency is providing services during the life of the IEP

Agency Collaboration and Linkage

Public/state agencies include: Division of Vocational Rehabilitation (DVR) Division of Developmental Disabilities

(DDD) WorkSource Disability Student Services (DSS) Mental health

Agency Connections State agencies and services by county:www.seattleu.edu/ccts/

www.seattleu.edu/ccts

www.seattleu.edu/ccts

http://www.nsttac.org

Questions?

Upcoming Webinars 02/08/12: Rural and Remote: Transition

Services 03/14/12: Developing Transition Services:

QuIST 04/11/12: Their Stories: Post-School

Leavers 05/09/12: Transition: Connecting the Dots 06/13/12: How Did We Do? Following Our

Students

Thank You from the

CCTS Technical Support Team

Website: www.seattleu.edu/ccts Email: ccts@seattleu.edu

Phone: (206) 296-6494