Regional Transition Meeting Video Conference Regional Transition Meeting Video Conference Transition and the Oklahoma IEP

Regional Transition MeetingVideo Conference

Regional Transition MeetingVideo Conference

Transition and the Oklahoma IEPTransition and the Oklahoma IEP

What components will we What components will we cover?cover?

What components will we What components will we cover?cover?

IDEA Accountability Mandates Indicator 13 Postsecondary Goal(s) Transition Assessment Annual Transition IEP Goal(s) Short-Term Objectives or Benchmarks (when

needed) Coordinated Activities and Responsible Parties Course of Study and Expected Graduation/Exit

Date Transfer of Rights Summary of Performance (SOP)

IDEA Accountability Mandates Indicator 13 Postsecondary Goal(s) Transition Assessment Annual Transition IEP Goal(s) Short-Term Objectives or Benchmarks (when

needed) Coordinated Activities and Responsible Parties Course of Study and Expected Graduation/Exit

Date Transfer of Rights Summary of Performance (SOP)

IDEA Accountability IDEA Accountability MandatesMandates

IDEA Accountability IDEA Accountability MandatesMandates

Continuous Improvement Monitoring Process- Compliance with IDEA

State Performance Plan (SPP)

Annual Performance Report (APR)

Continuous Improvement Monitoring Process- Compliance with IDEA

State Performance Plan (SPP)

Annual Performance Report (APR)

SPP and APRSPP and APRSPP and APRSPP and APR

State’s plan to meet the state’s performance on 20 indicators (4 specific to transition)

Indicator 1- Graduation RatesIndicator 2- Dropout RatesIndicator 13- Transition services

and GoalsIndicator 14- Post-School

Outcomes

State’s plan to meet the state’s performance on 20 indicators (4 specific to transition)

Indicator 1- Graduation RatesIndicator 2- Dropout RatesIndicator 13- Transition services

and GoalsIndicator 14- Post-School

Outcomes

Indicator 13- IEP ContentIndicator 13- IEP ContentIndicator 13- IEP ContentIndicator 13- IEP Content

The percent of youth aged 16 and above (14 in Oklahoma) with an IEP that included coordinated, measurable, annual IEP goals and transition services that will reasonably enable the young adult to meet the postsecondary goals. [20 U.S.C. 1416 (a)(3)(B)]

The percent of youth aged 16 and above (14 in Oklahoma) with an IEP that included coordinated, measurable, annual IEP goals and transition services that will reasonably enable the young adult to meet the postsecondary goals. [20 U.S.C. 1416 (a)(3)(B)]

Indicator 13 ChecklistIndicator 13 ChecklistIndicator 13 ChecklistIndicator 13 Checklist

The National Secondary Transition Technical Assistance Center (NSTTAC) developed a tool to assist teachers in evaluating their IEPs for compliance with Indicator 13 of the SPP.

<http://www.nsttac.org>

The National Secondary Transition Technical Assistance Center (NSTTAC) developed a tool to assist teachers in evaluating their IEPs for compliance with Indicator 13 of the SPP.

<http://www.nsttac.org>

What does the law say? What does the law say? IDEA 2004IDEA 2004

What does the law say? What does the law say? IDEA 2004IDEA 2004

Beginning not later than the first IEP to be in effect when the young adult turns 16 (14 in Oklahoma), and updated annually thereafter, the IEP must include:

Appropriate measurable postsecondary goals based on age appropriate transition assessments related to training/education, employment, and where appropriate, independent living skills.

Beginning not later than the first IEP to be in effect when the young adult turns 16 (14 in Oklahoma), and updated annually thereafter, the IEP must include:

Appropriate measurable postsecondary goals based on age appropriate transition assessments related to training/education, employment, and where appropriate, independent living skills.

What does the law say? What does the law say? IDEA 2004 (cont.)IDEA 2004 (cont.)

What does the law say? What does the law say? IDEA 2004 (cont.)IDEA 2004 (cont.)

The transition services (including course of study) needed to assist the young adult in reaching those goals; and

Beginning not later than 1 year before the young adult reaches the age of majority under state law, a statement that the young adult has been informed of their rights under IDEA, if any, that will transfer to the young adult on reaching the age of majority.

The transition services (including course of study) needed to assist the young adult in reaching those goals; and

Beginning not later than 1 year before the young adult reaches the age of majority under state law, a statement that the young adult has been informed of their rights under IDEA, if any, that will transfer to the young adult on reaching the age of majority.

PostsecondaryPostsecondary GoalsGoalsPostsecondaryPostsecondary GoalsGoals

Each young adult, aged 14 and above and on an IEP, must have a postsecondary goal listed on page 1 of the IEP, the goals page, and at the top of the transition services plan page.

This postsecondary goal must address education and/or training, employment, and independent living (optional and determined as needed).

Each young adult, aged 14 and above and on an IEP, must have a postsecondary goal listed on page 1 of the IEP, the goals page, and at the top of the transition services plan page.

This postsecondary goal must address education and/or training, employment, and independent living (optional and determined as needed).

Sample Postsecondary Sample Postsecondary GoalsGoals

Sample Postsecondary Sample Postsecondary GoalsGoals

Jamaal will work in his uncle’s printing business, starting out as an apprentice.

Karen will attend Metro Tech in the radiology program and work in the health care industry.

Sophia will work part-time in a retail entertainment store, with assistance from a supported employment specialist.

Marcy will become a daycare employee and earn continuing education credits through job-related trainings.

Jeremy will attend a CareerTech welding program and obtain employment as an underwater welder.

Jamaal will work in his uncle’s printing business, starting out as an apprentice.

Karen will attend Metro Tech in the radiology program and work in the health care industry.

Sophia will work part-time in a retail entertainment store, with assistance from a supported employment specialist.

Marcy will become a daycare employee and earn continuing education credits through job-related trainings.

Jeremy will attend a CareerTech welding program and obtain employment as an underwater welder.

Non-ExamplesNon-ExamplesNon-ExamplesNon-Examples

Abrianna plans to enroll at OU. Jay wants to make computer games. Adrian wants to stay at home and mooch off

his parents. Gabi wants to work at the mall. Jack will visit the local CareerTech and decide

what he wants to do. Eli plans on becoming a professional wrestler

with the WWE.

Abrianna plans to enroll at OU. Jay wants to make computer games. Adrian wants to stay at home and mooch off

his parents. Gabi wants to work at the mall. Jack will visit the local CareerTech and decide

what he wants to do. Eli plans on becoming a professional wrestler

with the WWE.

Sample StudentSample StudentSample StudentSample Student

Ciara I am 16 years old, and I have been in

special education since the fifth grade. My math skills are very poor, but I do pretty well in reading. I am very social and get along with most, although I had difficulty in middle school with the cliques. I am going to finish my sophomore year this month and I am on track with all of my credits. I love to travel and I want to be a flight attendant. Then, I can travel the world.

Ciara I am 16 years old, and I have been in

special education since the fifth grade. My math skills are very poor, but I do pretty well in reading. I am very social and get along with most, although I had difficulty in middle school with the cliques. I am going to finish my sophomore year this month and I am on track with all of my credits. I love to travel and I want to be a flight attendant. Then, I can travel the world.

Group WorkGroup Work

Work with a partner to develop a measurable postsecondary goal for Ciara. Keep in mind the options for assisting Ciara while in high school so that she knows what to do after leaving high school.

Work with a partner to develop a measurable postsecondary goal for Ciara. Keep in mind the options for assisting Ciara while in high school so that she knows what to do after leaving high school.

ReflectReflectReflectReflect

Is it outcome-oriented?Can it be counted?Will it occur after the young

adult leaves high school?Are goals for education/training

AND employment addressed?

Is it outcome-oriented?Can it be counted?Will it occur after the young

adult leaves high school?Are goals for education/training

AND employment addressed?

Sample Postsecondary Sample Postsecondary Goal for CiaraGoal for Ciara

Sample Postsecondary Sample Postsecondary Goal for CiaraGoal for Ciara

“Ciara will pursue a career as a flight attendant for a major airline and gain certification by attending a flight attendant school.”

“Ciara will pursue a career as a flight attendant for a major airline and gain certification by attending a flight attendant school.”

Annual Transition IEP Annual Transition IEP GoalsGoals


What needs to be achieved this IEP year to help the student move toward their postsecondary goal?

What do they need to learn?

Use the IEP page “Transition Services Plan- Goals and Activities Page”

What needs to be achieved this IEP year to help the student move toward their postsecondary goal?

What do they need to learn?

Use the IEP page “Transition Services Plan- Goals and Activities Page”



There must be an annual IEP goal addressing each component of the postsecondary goal- education/training, employment, and independent living (as needed).

These annual goals should be measurable (i.e., quantified with numbers).

There must be an annual IEP goal addressing each component of the postsecondary goal- education/training, employment, and independent living (as needed).

These annual goals should be measurable (i.e., quantified with numbers).

Sample Annual GoalsSample Annual GoalsSample Annual GoalsSample Annual Goals

Gabriela will participate in career exploration and identify at least three possible careers for her future.

Isaiah will develop a set of 5 essential soft skills as defined by his transition assessment results.

Jeremy will maintain a passing grade of 80% in his Welding I class. This is OK, but it should be more geared toward what skills he will develop.

Jeremy will use his welding skills to properly construct two metal castings with a passing grade of 90% in his Welding I class.

Gabriela will participate in career exploration and identify at least three possible careers for her future.

Isaiah will develop a set of 5 essential soft skills as defined by his transition assessment results.

Jeremy will maintain a passing grade of 80% in his Welding I class. This is OK, but it should be more geared toward what skills he will develop.

Jeremy will use his welding skills to properly construct two metal castings with a passing grade of 90% in his Welding I class.

What about Ciara?What about Ciara?What about Ciara?What about Ciara?

Consider what annual transition IEP goal(s) will assist Ciara in working toward her postsecondary goals.

What academic areas does Ciara need to improve upon?

Are there technical skills Ciara has yet to obtain?

What soft skills or employment skills may Ciara need to obtain for each of those areas?

Consider what annual transition IEP goal(s) will assist Ciara in working toward her postsecondary goals.

What academic areas does Ciara need to improve upon?

Are there technical skills Ciara has yet to obtain?

What soft skills or employment skills may Ciara need to obtain for each of those areas?

Group WorkGroup WorkGroup WorkGroup Work

In your groups, draft at least one annual transition goal to address one component of Ciara’s postsecondary goal. Be sure it is measurable.

In your groups, draft at least one annual transition goal to address one component of Ciara’s postsecondary goal. Be sure it is measurable.


Does your annual goal address a postsecondary goal?

Is the goal measurable?

Can Ciara accomplish this in one year?

Does your annual goal address a postsecondary goal?

Is the goal measurable?

Can Ciara accomplish this in one year?

Sample Transition IEP Sample Transition IEP Goals for CiaraGoals for Ciara

Sample Transition IEP Sample Transition IEP Goals for CiaraGoals for Ciara

“Ciara will demonstrate knowledge of appropriate work ethic and behavior by role playing and communicating, orally and in writing, skills necessary 7 out of 10 times.”

“Ciara will list at least 5 Internet sources providing information on the basic requirements and job description of a flight attendant.”

“Ciara will demonstrate knowledge of appropriate work ethic and behavior by role playing and communicating, orally and in writing, skills necessary 7 out of 10 times.”

“Ciara will list at least 5 Internet sources providing information on the basic requirements and job description of a flight attendant.”

Objectives and Objectives and BenchmarksBenchmarks

Objectives and Objectives and BenchmarksBenchmarks

If the young adult is taught to alternate academic achievement standards, the IEP must also include objectives or benchmarks for each goal. There must be at least two objectives or benchmarks for each goal.

Teachers should consider all of the young adult’s needs and steps necessary to achieve the goal when writing objectives and benchmarks.

If the young adult is taught to alternate academic achievement standards, the IEP must also include objectives or benchmarks for each goal. There must be at least two objectives or benchmarks for each goal.

Teachers should consider all of the young adult’s needs and steps necessary to achieve the goal when writing objectives and benchmarks.

Coordinated ActivitiesCoordinated ActivitiesCoordinated ActivitiesCoordinated Activities

How will the student learn what they need to in order to reach their annual goals?

The coordinated set of activities will assist the young adult in accomplishing the annual transition IEP goals.

These activities could be provided by the special education teacher, general education teacher, parent, etc.

What community experiences or services could they access through coordinated activities?

How will the student learn what they need to in order to reach their annual goals?

The coordinated set of activities will assist the young adult in accomplishing the annual transition IEP goals.

These activities could be provided by the special education teacher, general education teacher, parent, etc.

What community experiences or services could they access through coordinated activities?

More on CoordinatedMore on Coordinated ActivitiesActivities

More on CoordinatedMore on Coordinated ActivitiesActivities

For example, if a young adult was working toward becoming a welder, some coordinated activities provided by the technology center might include learning job readiness skills (e.g., building a résumé, practicing interviewing skills), competing in competitions using his welding skills, job shadowing, and participating in on-the-job training.

Additional activities may include learning and practicing vocabulary specific to welding and developing math skills needed for the occupation.

A good example could be the student taking the online practice test for the written portion of the OK driving test.

http://www.quia.com/de/okmain.html (driving test practice quiz)

For example, if a young adult was working toward becoming a welder, some coordinated activities provided by the technology center might include learning job readiness skills (e.g., building a résumé, practicing interviewing skills), competing in competitions using his welding skills, job shadowing, and participating in on-the-job training.

Additional activities may include learning and practicing vocabulary specific to welding and developing math skills needed for the occupation.

A good example could be the student taking the online practice test for the written portion of the OK driving test.

http://www.quia.com/de/okmain.html (driving test practice quiz)

More Coordinated More Coordinated ActivitiesActivities


For example, if a child was working toward becoming a licensed driver, some coordinated activities provided by the school might include studying the manual during class, taking practice tests online, making and studying flash cards of road signs, and being quizzed by the teacher.

Parents can provide time to teach the child important parts of the car, car maintenance, and practice driving in parking lots.

An additional activity may include participating in driver’s education (sometimes provided by the school and sometimes paid for by parents if that is what all students do).

For example, if a child was working toward becoming a licensed driver, some coordinated activities provided by the school might include studying the manual during class, taking practice tests online, making and studying flash cards of road signs, and being quizzed by the teacher.

Parents can provide time to teach the child important parts of the car, car maintenance, and practice driving in parking lots.

An additional activity may include participating in driver’s education (sometimes provided by the school and sometimes paid for by parents if that is what all students do).



Susan will participate in the computer club with support from a peer. (Peer)

Susan’s dad will provide transportation from Computer Club. (Dad)

Mr. Jones (SPED) will work with Susan, the computer club sponsor, and the OT to develop an adapted workspace. (Mr. Jones)

Ms. Smith (VR) and Mr. Tate (school counselor) will work with Susan to identify and analyze local colleges, their programs, and services. (VR Counselor)

Susan will participate in the computer club with support from a peer. (Peer)

Susan’s dad will provide transportation from Computer Club. (Dad)

Mr. Jones (SPED) will work with Susan, the computer club sponsor, and the OT to develop an adapted workspace. (Mr. Jones)

Ms. Smith (VR) and Mr. Tate (school counselor) will work with Susan to identify and analyze local colleges, their programs, and services. (VR Counselor)

Ciara’s Coordinated Ciara’s Coordinated ActivitiesActivities

Ciara’s Coordinated Ciara’s Coordinated ActivitiesActivities

Consider how Ciara can learn or improve upon these skills and who will provide the services (i.e., coordinated activities).

Coordinated activities are listed with each annual goal they are intended to support. This is done on page 2 of the IEP.

Consider how Ciara can learn or improve upon these skills and who will provide the services (i.e., coordinated activities).

Coordinated activities are listed with each annual goal they are intended to support. This is done on page 2 of the IEP.


In your groups, draft a list of coordinated activities to assist Ciara in accomplishing her annual transition IEP goals.

Be sure to list who will be responsible for providing, paying for, or overseeing each activity.

In your groups, draft a list of coordinated activities to assist Ciara in accomplishing her annual transition IEP goals.

Be sure to list who will be responsible for providing, paying for, or overseeing each activity.


Do you have at least two coordinated activities for each goal?

Are a variety of IEP team members and other providers involved?

Do you have at least two coordinated activities for each goal?

Are a variety of IEP team members and other providers involved?

Sample CoordinatedSample Coordinated ActivitiesActivitiesfor Ciarafor Ciara

Sample CoordinatedSample Coordinated ActivitiesActivitiesfor Ciarafor Ciara

For a young adult who wants to be a flight attendant, consider the following activities and providers.• Job shadow at local airport/airline or travel

agency.• Research available jobs.• Participate in on-the-job training.• Learn about federal aviation regulations.• Learn lingo, vocabulary, and acronyms.• Learn job readiness skills (CareerTech).

• Build resume.• Practice interviewing skills.• Complete job applications.

For a young adult who wants to be a flight attendant, consider the following activities and providers.• Job shadow at local airport/airline or travel

agency.• Research available jobs.• Participate in on-the-job training.• Learn about federal aviation regulations.• Learn lingo, vocabulary, and acronyms.• Learn job readiness skills (CareerTech).

• Build resume.• Practice interviewing skills.• Complete job applications.

Course of StudyCourse of StudyCourse of StudyCourse of Study

The course of study must include the specific course name and not the general core area (e.g., Algebra I as opposed to Math).

Courses should be specific to each young adult and demonstrate progression through the completion of their secondary education.

The course of study must include the specific course name and not the general core area (e.g., Algebra I as opposed to Math).

Courses should be specific to each young adult and demonstrate progression through the completion of their secondary education.

Course of StudyCourse of StudyCourse of StudyCourse of Study

• Course titles and transcripting play a significant role in a young adult’s future.

• Consider:• College-bound young adults• Curriculum Access Resource Guide-

Modified (CARG-M) and CARG-Alternate (CARG-A)

• College entrance requirements• Eligibility for Oklahoma Higher

Learning Access Program (OHLAP)

• Course titles and transcripting play a significant role in a young adult’s future.

• Consider:• College-bound young adults• Curriculum Access Resource Guide-

Modified (CARG-M) and CARG-Alternate (CARG-A)

• College entrance requirements• Eligibility for Oklahoma Higher

Learning Access Program (OHLAP)

Ciara’s Course of StudyCiara’s Course of StudyCiara’s Course of StudyCiara’s Course of Study

In what courses should Ciara enroll to reach her annual IEP goal(s) and postsecondary goal(s)?

In what courses should Ciara enroll to reach her annual IEP goal(s) and postsecondary goal(s)?


• Work in your group to develop a course of study for Ciara.

• The course of study should show a progression through the years and enable Ciara to reach her postsecondary goal(s).

• Use specific course titles.

• Work in your group to develop a course of study for Ciara.

• The course of study should show a progression through the years and enable Ciara to reach her postsecondary goal(s).

• Use specific course titles.


Does your course of study show a progression through the years and enable Ciara to reach her postsecondary goal(s).

Does the course of study align with each annual goal?

Does your course of study show a progression through the years and enable Ciara to reach her postsecondary goal(s).

Does the course of study align with each annual goal?

Sample Course of StudySample Course of StudySample Course of StudySample Course of Study

10th 11th 12thEnglish 2 English 3 English 4Geometry Algebra II ArtBiology Chemistry Business FormsOklahoma History Government Sign Language 2Keyboarding Finance Computer

ApplicationsHome Economics Communications Drama

Transfer of RightsTransfer of RightsTransfer of RightsTransfer of Rights

Young adults and parents must be informed about the age of majority and transfer of rights by the time the young adult reaches 17 years of age.

In the case of a young adult reaching the age of majority, the notification of meeting will be addressed to the young adult and a copy will be provided to the parent(s).

Young adults and parents must be informed about the age of majority and transfer of rights by the time the young adult reaches 17 years of age.

In the case of a young adult reaching the age of majority, the notification of meeting will be addressed to the young adult and a copy will be provided to the parent(s).

Transfer of RightsTransfer of RightsTransfer of RightsTransfer of Rights

LEAs should inform parent(s) of their option to seek legal advice if they plan on continuing to make decisions for their child upon the child reaching the age of majority.

Young adults need to be prepared for the responsibility they will gain.

Oklahoma Disability Law Center: OKC 1-800-880-7755 Tulsa 1-800-226-5883

LEAs should inform parent(s) of their option to seek legal advice if they plan on continuing to make decisions for their child upon the child reaching the age of majority.

Young adults need to be prepared for the responsibility they will gain.

Oklahoma Disability Law Center: OKC 1-800-880-7755 Tulsa 1-800-226-5883

Summary of Performance Summary of Performance (SOP)(SOP)

Summary of Performance Summary of Performance (SOP)(SOP)

•The Summary of Performance is Form 15 in Oklahoma.•The SOP can be used as a planning tool throughout a young adult’s educational experience.•It must be provided prior to exit due to graduation and reaching maximum age of eligibility.

Summary of PerformanceSummary of PerformanceSummary of PerformanceSummary of Performance

•Review the sample letter.•Utilize the instructions.•Involve the young adult in the process.

What should be considered?What should be considered?

Consider who will receive the SOP.Test results and interpretationsAccommodations and modificationsPresent levelsGoalsDocumentation of disability and

assessments

How can I do all of this and teach How can I do all of this and teach the subjects for which I am the subjects for which I am

responsible?responsible?

How can I do all of this and teach How can I do all of this and teach the subjects for which I am the subjects for which I am

responsible?responsible?

Incorporate activities into class assignments.

Engage other service providers.Work closely with your Vocational

Rehabilitation Counselors.Begin a transition elective class.Open a transition center.

Incorporate activities into class assignments.

Engage other service providers.Work closely with your Vocational

Rehabilitation Counselors.Begin a transition elective class.Open a transition center.

Transition Contact Transition Contact InformationInformation

Transition Contact Transition Contact InformationInformation

Anita Eccard, Coordinator(405) 521-4865<[email protected]>

Janet Felton, Coordinator(405) 522-1578<[email protected]>

Monica McFarlin, State Personnel Development Grant (SPDG) Project Coordinator

(405) 521-4869<[email protected]>

Candi Robinson, SPDG Technical Assistance Coordinator(405) 522-4365<[email protected]>

Anita Eccard, Coordinator(405) 521-4865<[email protected]>

Janet Felton, Coordinator(405) 522-1578<[email protected]>

Monica McFarlin, State Personnel Development Grant (SPDG) Project Coordinator

(405) 521-4869<[email protected]>

Candi Robinson, SPDG Technical Assistance Coordinator(405) 522-4365<[email protected]>

Documents

Regional Transition Meeting Video Conference Regional Transition Meeting Video Conference Transition and the Oklahoma IEP