Post-Secondary Transition: IEP Do’s and Don’t’sJennifer Henderson and Beth FullerProcess CoordinatorsLiberty Public Schools

Present Levels – Why are They Important?

Introduces student

Outlines how student’s strengths and disability may impact their post-secondary goals

Drives creation of annual and post-secondary goals

Drives provision of services

Drives IEP decisions regarding graduation, etc.

Student StrengthsFor students with transition plans,

consider how the strengths of the child relate to the child's post-secondary

goals.Include strengths in the following areas:

Academic

Behavioral

Social/emotional

Communication

Include items such as:Self-Advocacy

Work Ethic

Attitude

Student Strengths

Remember to: Provide specific examples of what

is seen in the school environment. Collect information from a variety

of sources.

ExamplesChase is a goal-driven young man who sets his own goals and works hard to achieve them. His teachers report that he is a delight in class and thrives when he is assigned hands-on activities. His building trades teacher has reported that his performance is above average with regard to his work rate and construction skills in class. Chase independently requests accommodations from teachers when he needs them (e.g. extra time on a test, study guides, calculator). Chase’s academic strengths are in oral comprehension and reasoning skills.

Sally is very pleasant, has a positive attitude and is able to adapt to new situations. She wants to be social and more involved with her peers. Sally tries to communicate verbally and augments this with a communication book to be better understood. Sally has had a lot of community experiences including shopping, going to church and participating in Special Olympics. She loves to go swimming, see movies and shop at the mall and has expressed the desire to participate in more community activities. Sally is very eager to learn new independent living skills and take on new responsibilities. At the group home in which she resides, Sally is reported to be capable of cooking and cleaning. She is currently employed at the local McDonald’s. The manager of the McDonald’s restaurant reports that Sally has great potential as an employee.

Student’s DisabilityConsider how the disability will affect the

student’s ability to reach his/her post-secondary goals

Include:

How student’s disability impacts him/her in school setting

How student’s disability impacts him/her in post-secondary settings.

Provide specific examples gathered from transition survey and school performance.

Use data

Example #1Due to Chase’s learning disability in the areas of reading comprehension and math calculation, he has difficulty being involved in and accessing the general education curriculum without specialized instruction. Chase is interested in a career in construction, but he is still working toward mastery in using a tape measure and conducting mathematical operations with fractions. Chase also processes written text at a slower rate than his peers. This impacts his comprehension on lengthy, grade level reading assignments. While Chase plans to live independently soon after graduation, he does not cook or wash laundry independently, and he has had little exposure to comparison shopping.

Example #2Sally is a student identified with a intellectual disability. As a result of this disability, she has difficulty communicating verbally and requires the use of an augmentative communication picture book to be better understood when relating her wants and needs. Sally does not have a lot of friends, but she wants a social life with people other than her roommates in the group home. She is however, unable to communicate effectively on her own. The group home staff report that they have concerns about Sally’s ability to manage her personal safety. Because she doesn’t read, it is expected that Sally will not learn to drive or independently manage her finances. She benefits from the use pictorial instruction to learn new skills. Sally can count, but does not have good one-to-one correspondence which is required for a new position that she would like to have at her job.

Parent/Guardian ConcernsConsider the parent/guardian’s expectations for the child after

the child leaves high schoolExpectations can include parent input regarding:

Housing/Independent Living Training Employment Education

ExamplesChase’s parents are concerned about his eventual transition into independent living. They would like to start working with him at home on skills like cooking, cleaning, and laundry.

Sally’s guardian, Leslie, indicates that she would like to see Sally continue to work on her communication skills to assist in her desire to make more friends outside of the group home and to be successful in her job. Leslie has concerns regarding Sally’s ability to manage her personal safety. She feels that Sally will be able to eventually live in her own home or apartment in the future and will need instruction in order to be successful and meet this goal. Leslie is interested in working with Sally’s job coach and boss to determine the adaptations and accommodations Sally will need to be independent and successful in a new position at McDonald’s restaurant.

Changes in student’s current functioning since the prior IEP

Consider how changes in the student’s current functioning will impact their ability to reach his/her post-secondary goal.

Summarize progress made in school and job settings as they relate to the student’s goals.

Use sources such as teacher observations, report cards, and progress notes.

ExamplesSince his last IEP, Chase has maintained a C average in all his classes. Since his last IEP, Chase has increased his ability to use a tape measure and add and subtract fractions. Due to his learning disability, Chase requires specialized instruction as well as accommodations in his general education classes to maintain this level of performance.

Since the last IEP, Sally has displayed large increases in skills because of her life skills classes and family and consumer science classes at the high school. Sally continues to use her augmentative pictorial communication book to communicate. She has been encouraged to communicate with teachers and peers at school about things she feels comfortable expressing or sharing. Her vocabulary has increased as a result and she engages with people and wants to do things with them. Sally has made progress on her goal to independently change classes during the school day as well. She has obtained a job at a McDonald’s restaurant clearing tables and cleaning the dining room. Since Sally is successful in the kitchen in the group home, the VR counselor and the manager of McDonald’s have decided to have her try a job in the kitchen.

Summary of Evaluation/Re-evaluation Results

Summarize the most recent evaluation results by providing:

o Scores

o Strengths

o Weaknesses

ExamplesChase has a Full Scale IQ of 85 as measured by the WISC-IV, administered in September 2011. According to his most recent Woodcock Johnson III, Chase obtained a standard score of 60 in the area of math calculation and a 62 in the area of reading comprehension. Chase’s computation skills, without a calculator, are at a 3rd grade level, but with a calculator, his computation and problem-solving skills are at the 6th grade level. Classroom observations show that while Chase is able to read grade-level texts, he processes the information slower than his peers. Sally has a Full Scale IQ of 65 as measured by the Stanford-Binet V. Adaptive behavior ratings were found to be consistent with her measured IQ with scores of 60, and 63 in the home and school settings respectively. Academically, Sally was administered the Brigance in the areas of reading, writing, and math and while reading as an area of relative strength, all academics scores were also consistent with her FSIQ. Language testing shows that Sally demonstrates a significant delay in both receptive and expressive vocabulary with her receptive vocabulary being a relative strength. Sally is unintelligible to an unfamiliar listener and requires the use of an augmentative communication picture book to express her wants and needs.

Summary of State and District Assessments

Include the most recent results of State and District Assessments

MAP (Grades 3 – 8)

EOC

District-wide assessments currently given

Examples

Chase scored at the basic level on the 11th grade language arts (reading & writing) state assessment. On the 10th grade district assessment, Chase scored just below average in mathematics with the accommodation of using a calculator and equation sheet.

Sally completes alternative assessments for state and district testing. Results from this assessment show that she is able to count to 30, but cannot demonstrate one-to-one correspondence beyond 2. She can recognize important signs and symbols in the community and on food labels. Functional life skills measures indicate that Sally is able to take care of her daily personal needs (can dress self, complete daily hygiene routines independently, prepare simple meals and clean up after self.

Transition Assessments

Include any and all of the following items:

Informal interviews

Transition interview results

Missouri Connection

ASVAB results

Any additional assessment information

Example #1Informal interview with resource teacher: While talking with his teacher, Chase mentioned that he does know he is in a special education program but he doesn’t consider himself any different than his peers. He is interested in leisure activities such as drawing, driving his truck, and going to the movies with friends. His future plans are to attend a building trades program and work part-time in a related field. He would like to live with his parents while attending the building trades program and then get an apartment by himself or with friends.

Informal self-determination/self-advocacy checklist: Chase discovered that he knows his basic rights as as a person with a disability, but he does not know where to look for the support he may need in the college, work, or community settings. He values quality time spent with his friends and family members.

Chase has decided on his own (through family discussions, a school-based program and multiple classroom experiences) that he would like to pursue a career in the building trades. Chase has also had the opportunity to work with his vocational rehabilitation counselor to help determine ways that Chase can get involved in a building trades program and work part-time.

Chase completed the Armed Services Vocational Aptitude Battery (ASVAB) test this past year, and his scores in Arithmetic Reasoning and and Math Knowledge were below average, while his Verbal Composite score was within the average range.

Example #2

Sally is very familiar with the community, but requires assistance with traveling, making purchases, communicating with others, etc. The results of a reading free vocational interest survey indicate that Sally would like to work in food service or house-keeping. She has been evaluated by Vocational Rehabilitation and has a case manager who has assisted her in obtaining a job and providing training to complete her chosen job. An informal interview conducted by her guardian indicates that Sally loves to be out in the community and enjoys many leisure activities such as going to movies, shopping and going to church.

Moving on to Goals…..

Present levels should drive the creation of both annual and post-secondary goals.

Remember that annual goals should support, or tie into, post-secondary goals.

Goals will determine whether or not a student receives a diploma if they are graduating based on goals so it is important that they are appropriate.

How Should Postsecondary Goals be Worded?

Best practice is to word goals in the first person; Third person is acceptable

Examples: “After graduation, I will complete a degree in early childhood education.” OR “After graduation, Joey will earn a welding certificate through coursework at a vocational-technical school.”

Goal should specify that it will be addressed after high school or after graduation

How Do I Know if I Should Include an Independent Living Goal?

If through your age-appropriate transition assessments you have identified concerns in the area of independent living, these must be addressed with an independent living goal.

You can also use the Independent Living Postsecondary Goals Worksheet (available through DESE) to assist you.

Are Terms Such as “Will Explore” or “Plans” acceptable?

These terms are not measureable, and so should not be used.

Goals should state what a student “will” do, which indicates that concrete outcomes will be measured.

How Do I Address Transition When the Student Has No Plans and Dreams?

Lead the student in self-determination training.

There is an online training module the student can complete for free at www.TransitionCoaltion.org, and you can also use district resources that might be available.

Involve parents and school team in discussions to create a transition plan

Examples

Incorrect Independent Living Goal:Student would like to have his dad as a roommate when he graduates.

Correct Independent Living Goal:Upon graduation from high school, student will get an apartment and have his father as a roommate to assist with managing his money and caring for his personal needs.

Examples

Incorrect Education and Training Goal:Student would like to go to a community college while deciding what he will major in.

Correct Education and Training Goal:After high school, I will enroll full time in college and obtain an associates degree in construction management.

Examples

Incorrect Employment Goal:I am interested in becoming a nurse.

Correct Employment Goal:After graduation, I will pursue a career in the health care industry, specifically in the field of nursing.