Transition Planning under IDEA 2004 - The Advocacy Institute · IEP -Transition Services Beginning not later than the first IEP to be in effect when the child turns 16, or younger

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Transition Planning under Transition Planning under IDEA 2004IDEA 2004

Advocate Academy WebinarAdvocate Academy Webinar

May 2007May 2007

Ed O’LearyEd O’Leary

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Meeting the Transition Services Meeting the Transition Services Requirements of IDEARequirements of IDEA

88% of the states failed to ensure compliance 88% of the states failed to ensure compliance with the law's secondary transition services with the law's secondary transition services provisions. provisions. National Council on Disability January 25, 2000

6% of 1,859 IEP6% of 1,859 IEP’’s met Indicator 13 s met Indicator 13 TOPs data 2007TOPs data 2007

Why?Why?

People do not knowPeople do not know “what to do”

People do not knowPeople do not know “how to do it”

Change in the requirementsChange in the requirements

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Sometimes the hardest Sometimes the hardest thing to see is the mostthing to see is the mostobviousobvious

Who Moved My CheeseWho Moved My CheeseSpencer JohnsonSpencer Johnson

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TRANSITIONTRANSITION

Passing the BatonPassing the Baton

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Problems that Impede IDEA Youth Transition to Problems that Impede IDEA Youth Transition to Postsecondary Education and EmploymentPostsecondary Education and Employment

•• Lack of selfLack of self--advocacy training advocacy training –– YouthYouth

•• Insufficient information about the Transition Process Insufficient information about the Transition Process –– ParentsParents

•• Insufficient vocational education and workInsufficient vocational education and work--related experiences related experiences --ResearchersResearchers

•• Lack of transportation after high school to work or postsecondarLack of transportation after high school to work or postsecondary y school school –– Federal, state and local officialsFederal, state and local officials

•• Absence of linkages between school systems and adult service Absence of linkages between school systems and adult service providers providers -- TeachersTeachers

Federal Actions Can Assist States in Improving Postsecondary OutFederal Actions Can Assist States in Improving Postsecondary Outcomes for Youthcomes for YouthGAO Report to the Ranking Minority Member, Committee on Health, GAO Report to the Ranking Minority Member, Committee on Health, Education, Labor and Pensions, U.S. SenateEducation, Labor and Pensions, U.S. Senate

August 1, 2003August 1, 2003

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TheThePurposePurpose

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Individuals with Disabilities Education Individuals with Disabilities Education Improvement Act of 2004Improvement Act of 2004

Purpose:Purpose:A free appropriate publicA free appropriate public

education... designed toeducation... designed to

meet their unique needsmeet their unique needs

and prepare students forand prepare students for

further educationfurther education, ,

employment andemployment and

independent livingindependent living..

Shift in emphasis to:Shift in emphasis to:ResultsResults orientedoriented

approach.approach.

Focus on improvedFocus on improved

results.results.

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TheThePhilosophicalPhilosophicalFoundationFoundation

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IDEA and Disability PolicyIDEA and Disability Policy

•• Living independentlyLiving independently

•• Enjoying selfEnjoying self--determinationdetermination

•• Making choicesMaking choices

•• Pursuing meaningful careersPursuing meaningful careers

•• Enjoying full inclusion and integration in the economic, politicEnjoying full inclusion and integration in the economic, political, al, social, cultural, and economic mainstream of American society.social, cultural, and economic mainstream of American society.

Congress finds that:Congress finds that:Disability is a natural part of the human experienceDisability is a natural part of the human experience and in no way and in no way diminishes the right of individuals to participate in or contribdiminishes the right of individuals to participate in or contribute to ute to society.society.

This includes such things as:This includes such things as:

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QuestionsQuestions&&

AnswersAnswers

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TransitionTransition

Broad definition:Broad definition:

Formal process of cooperative Formal process of cooperative planning that will assist students with planning that will assist students with disabilities to move from school into disabilities to move from school into the adult world.the adult world.

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IEP Process for Transition ServicesIEP Process for Transition Services

IEP Process of the PastIEP Process of the Past

IEP Process of the Present/FutureIEP Process of the Present/Future

Present Level of

PerformanceAnnual Goals

Short Term Objectives

Postsecondary Goals

(Vision)

Present Level of Educational Performance

Statement of Transition

Service Needs (education plan)

Statement of Needed

Transition Services

(long range plan for adult life)

Annual Goals

Short Term Objectives

Benchmarks

O’Leary, E., 1998 © Copyright

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UnderstandingUnderstandingThe LanguageThe Language

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IEP Results Process for Transition ServicesIEP Results Process for Transition Services

Includes: Courses of study

Includes:•Instruction•Related services•Community experiences•Employment and other post-

school adult living objectives

When appropriate:•Daily living skills•Functional vocational evaluation

Step IMeasurable

Post-secondary Goals

Step II:Present Levels of Academic

Achievement and Functional

Performance

Step III:Transition Services

Step IV:Measurable Annual Goals

Age-appropriate transition

assessments

•Training•Education •Employment•Independent Living Skills – where appropriate


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IEP IEP --Transition ServicesTransition Services

Beginning not later than the first IEP to be in effect when the Beginning not later than the first IEP to be in effect when the child child turns 16, or younger if determined appropriate by the IEP Team:turns 16, or younger if determined appropriate by the IEP Team:

1.1. Appropriate measurable postsecondary goalsAppropriate measurable postsecondary goals•• Based upon age appropriate transition assessmentsBased upon age appropriate transition assessments•• Related to training, education, employment and Related to training, education, employment and

where appropriate, independent living skillswhere appropriate, independent living skills

2. 2. The transition servicesThe transition services•• Courses of studyCourses of study•• Coordinated set of activitiesCoordinated set of activities

Results oriented processResults oriented processNeeds Needs –– strengths, preferences, interestsstrengths, preferences, interestsInstruction, related services, community experiences, Instruction, related services, community experiences, employment, postemployment, post--school adult living, daily living skills, school adult living, daily living skills, functional vocational evaluationfunctional vocational evaluation

3. 3. Age of majorityAge of majority –– informed of rightsinformed of rights•• Not later than 1 year beforeNot later than 1 year before

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What is a measurable postsecondary What is a measurable postsecondary goal?goal?

• A statement based on age appropriate transition assessment that articulates what the student would like to achieve after high school taking into account the student’s strengths, preferences and interests.

• A postsecondary goal is defined as an outcome that occurs after the person has exited high school by exiting or no longer eligible for services.

• A postsecondary goal is not the process of pursuing or moving toward a desired outcome.

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Who needs a measurable postsecondary Who needs a measurable postsecondary goal?goal?

Any student who will turn 16 during the timeframe of their IEP, or younger, if determined appropriate by the IEP team.

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Measurable Postsecondary GoalsMeasurable Postsecondary Goals

Three emerging issues:Three emerging issues:

1.1. The understanding and distinction between the The understanding and distinction between the terms: education; training; employment; and terms: education; training; employment; and independent living skills;independent living skills;

2.2. The term The term ““measurablemeasurable”” tied to post secondary tied to post secondary goals, and goals, and

3.3. The distinction between The distinction between ““measurable annual measurable annual goalsgoals”” and and ““measurable post secondary goalsmeasurable post secondary goals””

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Measurable Postsecondary GoalsMeasurable Postsecondary Goals““MeasurabilityMeasurability””

WhatWhat would one measure?would one measure?

HowHow would one measure whetherwould one measure whetherthe student achieved their postsecondary goals?the student achieved their postsecondary goals?

WhoWho will measure the extent with which studentwill measure the extent with which student’’s s achieve postsecondary goals?achieve postsecondary goals?

WhenWhen would one measure the extent to which the would one measure the extent to which the student achieved their postsecondary goal?student achieved their postsecondary goal?

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WhatWhat would one measure?would one measure?

Two perspectivesTwo perspectives

1.1. StudentStudentThe extent with which an individual student has been The extent with which an individual student has been

able to demonstrate improvement and achieve their able to demonstrate improvement and achieve their stated postsecondary goals.stated postsecondary goals.

2. 2. Education systemEducation systemThe extent with which the education system did a good The extent with which the education system did a good

job of preparing all students on IEPs for the next step job of preparing all students on IEPs for the next step in lifein life

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Can the Goal be Counted/Measured?Can the Goal be Counted/Measured?

Measurable postsecondary goals are Outcomes that occur after theMeasurable postsecondary goals are Outcomes that occur after theperson has left high school. What a student WILL do (enrolled inperson has left high school. What a student WILL do (enrolled in, , attending, working)attending, working)

I will attend the U of W in the teacher education program.I will attend the U of W in the teacher education program.Can count or measure whether the student does or does not “attenCan count or measure whether the student does or does not “attend”d”

A measurable postsecondary goal is not a Process.A measurable postsecondary goal is not a Process.It is not what a student “plans” or “hopes to” do.It is not what a student “plans” or “hopes to” do.

I am planning on attending the U of W in the teacher education I am planning on attending the U of W in the teacher education program.program.Cannot measure or count “planning on attending”Cannot measure or count “planning on attending”

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How do I write measurable postsecondary How do I write measurable postsecondary goals?goals?

•• Use resultsUse results--oriented terms such as “enrolled in”, oriented terms such as “enrolled in”, “work”, “live independently”“work”, “live independently”

•• Use descriptors such as “full time” and “part Use descriptors such as “full time” and “part time”time”

•• Begin with “After high school…”Begin with “After high school…”

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Writing Measurable Post Secondary GoalsWriting Measurable Post Secondary Goals

The Postsecondary goals should be stated in such The Postsecondary goals should be stated in such a way that we could measure:a way that we could measure:

•• The extent to which the student has been able The extent to which the student has been able to achieve what they set out to do, andto achieve what they set out to do, and

•• The extent to which the transition services The extent to which the transition services prepared the student for taking the next stepprepared the student for taking the next step

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Training or EducationTraining or EducationSpecific vocational or career field, independent living skills tSpecific vocational or career field, independent living skills training, raining,

vocational training program, apprenticeship, OJT, job corps, 4 yvocational training program, apprenticeship, OJT, job corps, 4 year ear college or university, technical college, 2 year college, Vocaticollege or university, technical college, 2 year college, Vocational onal Technical School (less than a two year program) etc.Technical School (less than a two year program) etc.

EmploymentEmploymentPaid (competitive, supported, sheltered); unpaid employmentPaid (competitive, supported, sheltered); unpaid employment(volunteer, in a training capacity); military; etc.(volunteer, in a training capacity); military; etc.

Independent Living, where appropriateIndependent Living, where appropriateAdult living, daily living, independent living, financial, transAdult living, daily living, independent living, financial, transportation, etc.portation, etc.

Measurable Postsecondary Goal AreasMeasurable Postsecondary Goal Areas

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ALLALL IEP StudentsIEP StudentsMeasurable Annual IEP GoalsMeasurable Annual IEP GoalsA statement of measurable annual goals, including academic A statement of measurable annual goals, including academic and functional goalsand functional goals..

Beginning not later than the first IEP to be in effect when Beginning not later than the first IEP to be in effect when the child turns 16…the child turns 16…Measurable Postsecondary GoalsBased upon age appropriate transition assessments related Based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, to training, education, employment, and, where appropriate, independent living skills.independent living skills.

Measurable Annual IEP Goals And Measurable Measurable Annual IEP Goals And Measurable Postsecondary GoalsPostsecondary Goals

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Should measurable postsecondary Should measurable postsecondary goals be specific?goals be specific?

•• Initially, broad descriptions of the student’s preferences, Initially, broad descriptions of the student’s preferences, interests, or vision of what they might like to do in interests, or vision of what they might like to do in employment, education, training, and independent living. employment, education, training, and independent living.

•• Could be as simple as deciding whether one wants to Could be as simple as deciding whether one wants to work or go on for further education or training.work or go on for further education or training.

•• Each year reassess and refine.Each year reassess and refine.

•• By the last year/IEP, the MPG’s should be specific and By the last year/IEP, the MPG’s should be specific and measurable one year out.measurable one year out.

•• This allows schools to individually identify and put into This allows schools to individually identify and put into place the needed post school services, supports, place the needed post school services, supports, agencies, and linkages before the student exits.agencies, and linkages before the student exits.

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Must there be a measurable Must there be a measurable postsecondary goal in each area?postsecondary goal in each area?

YESYES for for

Education/TrainingEducation/Training and and EmploymentEmployment

Can be combined into one allCan be combined into one all--inclusive goal or inclusive goal or two or three separate goalstwo or three separate goals

OPTIONALOPTIONAL –– (Where appropriate)(Where appropriate)

Independent livingIndependent living

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1. Training/Education1. Training/EducationAfter high school, I/David will get After high school, I/David will get on the job on the job trainingtraining to become a farmer.to become a farmer.

2. Employment2. EmploymentAfter high school, I/David will After high school, I/David will work full time as a work full time as a farmerfarmer..

EXAMPLE # 1 (as two separate goals)EXAMPLE # 1 (as two separate goals)

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OR (as a combined goal)OR (as a combined goal)

1.1. Training/Education and EmploymentTraining/Education and Employment

After high school, I/David will get After high school, I/David will get on the job on the job trainingtraining while working while working full time as a farmer.full time as a farmer.

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Example # 2 (as two separate goals)Example # 2 (as two separate goals)

1. Training/Education1. Training/EducationAfter high school, I/Mary will After high school, I/Mary will enroll at UWenroll at UW--Eau Eau ClaireClaire in the teacher training program.in the teacher training program.

2. Employment2. EmploymentAfter high school, I/Mary will After high school, I/Mary will work full time as a work full time as a teacher.teacher.

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1. Training/Education and Employment . Training/Education and Employment

After high school, I/Mary will After high school, I/Mary will enroll full time atenroll full time atUWUW--Eau ClaireEau Claire to prepare me to work full time to prepare me to work full time as a teacher.as a teacher.

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Example # 2Example # 2

3. Independent Living 3. Independent Living (where appropriate)(where appropriate)

After high school, I/Mary will live with a After high school, I/Mary will live with a roommate in an apartment.roommate in an apartment.

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1.Training/Education1.Training/EducationAfter high schoolAfter high school, I/Eric will get , I/Eric will get on the job trainingon the job trainingin an area related to dirt bike racing.in an area related to dirt bike racing.

2. Employment2. EmploymentAfter high schoolAfter high school, I/Eric , I/Eric will work full time will work full time with dirt with dirt bikes.bikes.

3. Independent Living3. Independent LivingAfter high schoolAfter high school, I/Eric , I/Eric will livewill live in an apartment in an apartment with friends.with friends.

14 year old student with a mild disability14 year old student with a mild disability

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Or as a combined goalOr as a combined goal

1. Training/Education and Employment1. Training/Education and Employment

After high schoolAfter high school, I/Eric will get , I/Eric will get on the job trainingon the job trainingwhile working while working full time in a job related to dirt bike full time in a job related to dirt bike racing.racing.

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17 year old student with a mild disability17 year old student with a mild disability

1. Training/Education1. Training/Education

After high schoolAfter high school, I/Sheila will , I/Sheila will enroll full time at enroll full time at UWUW--Eau ClaireEau Claire in the nursing program. in the nursing program.

2. Employment2. Employment

After high schoolAfter high school, I/Sheila will , I/Sheila will work full time as a work full time as a nurse.nurse.

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Or as a combined goalOr as a combined goal

Training/Education and Employment Training/Education and Employment

After high school, I/Sheila will After high school, I/Sheila will enroll full time at enroll full time at UWUW--Eau ClaireEau Claire to prepare to work full time to prepare to work full time as as a nurse.a nurse.

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Measurable Postsecondary Measurable Postsecondary GoalsGoals

Students with Moderate to Students with Moderate to Severe DisabilitiesSevere Disabilities

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1.1. Independent LivingIndependent Living•• After completion of school, I/ Lance will live with my mother After completion of school, I/ Lance will live with my mother

and continue to take part in community activities like bowling, and continue to take part in community activities like bowling, going to church and visiting friends and family.going to church and visiting friends and family.

•• With momWith mom

2. Training/Education2. Training/Education•• After completion of school, I /Lance will attend the XYZ After completion of school, I /Lance will attend the XYZ

Center and receive training on work behaviors and skills.Center and receive training on work behaviors and skills.•• Lance did not respondLance did not respond

3. Employment3. Employment•• After completion of school, I/ Lance will be employed in a After completion of school, I/ Lance will be employed in a

sheltered environment at the XYZ Center.sheltered environment at the XYZ Center.•• With momWith mom

EXAMPLE # 1 Lance 20 years of age (as EXAMPLE # 1 Lance 20 years of age (as separate goals)separate goals)

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Training/Education, Employment and Independent Training/Education, Employment and Independent LivingLiving

After completion of school, I /Lance will live with After completion of school, I /Lance will live with my mother and continue to take part in my mother and continue to take part in community activities. I will be employed through community activities. I will be employed through the XYZ Center and receive training on work the XYZ Center and receive training on work behaviors and skills.behaviors and skills.

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1.1. Independent LivingIndependent Living•• After completion of school, I /William will live with my brotherAfter completion of school, I /William will live with my brother and and

take part in community social and recreational activities.take part in community social and recreational activities.•• With my brotherWith my brother

2. Training/Education2. Training/Education•• After completion of school, I /William will attend ADAPT and After completion of school, I /William will attend ADAPT and

receive vocational skills training.receive vocational skills training.•• “blank”“blank”

3. Employment3. Employment•• After completion of school, I will work at ADAPT under their After completion of school, I will work at ADAPT under their

supported employment program.supported employment program.•• Wants to work Wants to work –– cardboard boxes, pop machines, cleaningcardboard boxes, pop machines, cleaning

EXAMPLE # 2 William 19 years of age EXAMPLE # 2 William 19 years of age (as separate goals)(as separate goals)

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After completion of school, I /William will live After completion of school, I /William will live with my brother, work at ADAPT and receive with my brother, work at ADAPT and receive vocational skills training.vocational skills training.

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1.1. Independent LivingIndependent Living•• After completion of school, I /Wayne will live at home.After completion of school, I /Wayne will live at home.•• Seems to like living at his house. He smiles when asked about iSeems to like living at his house. He smiles when asked about it.t.

2. Training/Education2. Training/Education•• After completion of school, I/ Wayne will attend ADAPT and After completion of school, I/ Wayne will attend ADAPT and

receive vocational skills training.receive vocational skills training.•• Likes attending DKDC and would like to for a while.Likes attending DKDC and would like to for a while.

3. Employment3. Employment•• After completion of school, I will work at ADAPT under their After completion of school, I will work at ADAPT under their

supported employment program.supported employment program.•• Wayne does not want to talk about getting a job.Wayne does not want to talk about getting a job.

EXAMPLE # 3 Wayne 17 years of age (as EXAMPLE # 3 Wayne 17 years of age (as separate goals)separate goals)

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After completion of school, I /Wayne will live at After completion of school, I /Wayne will live at home, work at ADAPT and receive vocational home, work at ADAPT and receive vocational skills training.skills training.

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Case Study ExampleCase Study Example

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Bill has significant limitations across all areas of Bill has significant limitations across all areas of functioning as well as being medically fragile.functioning as well as being medically fragile.

Training programs will not be appropriate for him.Training programs will not be appropriate for him.

He will require full time nursing care throughout his He will require full time nursing care throughout his life and recreational day service programs life and recreational day service programs designed for individuals with such specific designed for individuals with such specific needs will probably be most appropriate needs will probably be most appropriate following high school.following high school.

Bill Bill –– as stated in his IEPas stated in his IEP

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BillBill

• 18 years old.

• Receives specially designed instruction with an alternate curriculum in a self-contained setting all day.

• Receives related services of OT, PT and nursing

• Fed via G-tube

• Has tracheotomy and uses a ventilator with oxygen to breathe

Strengths

• Curious, stays alert and awake throughout the school day, seems to enjoy activity around him.

• Enjoys getting verbal and tactile attention from his peers and staff.• Tolerant of position changes on mat table and allows hand-over-hand assistance to

participate in activities.• Likes using a switch (with assistance) to activate a variety of devices, including the radio

and computer.

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•• Benefits from sensory stimulating activities and activities to iBenefits from sensory stimulating activities and activities to improve his mprove his independence and communication.independence and communication.

•• Uses facial gestures to communicate his pleasure and displeasureUses facial gestures to communicate his pleasure and displeasure with with his current state. Offers a smile to show happiness and a blankhis current state. Offers a smile to show happiness and a blank stare to stare to show his disinterest.show his disinterest.

•• Picture/symbol augmentative communication supports have not beenPicture/symbol augmentative communication supports have not beensuccessful. Will use simple onesuccessful. Will use simple one--button communication devices with button communication devices with assistance when offered during class activities.assistance when offered during class activities.

•• Uses a manual wheelchair dependently. Requires a 2Uses a manual wheelchair dependently. Requires a 2--person lift or person lift or mechanical device for all transfers. Tolerates positioning on mmechanical device for all transfers. Tolerates positioning on mat table.at table.

•• Limited fine motor skills result in dependency for all care and Limited fine motor skills result in dependency for all care and handhand--overover--hand assistance for all activities.hand assistance for all activities.

Present Levels of Academic Achievement Present Levels of Academic Achievement and Functional Abilitiesand Functional Abilities

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Measurable PostsecondaryPostsecondary Goals

Education/TrainingEducation/Training

•• Training programs are not appropriateTraining programs are not appropriate

•• After graduation, Bill will participate in an inAfter graduation, Bill will participate in an in--home or centerhome or center--based program designed to based program designed to provide habilitative and vocational training with provide habilitative and vocational training with medical and therapeutic supports.medical and therapeutic supports.

•• After graduation, Bill will participate in on the job After graduation, Bill will participate in on the job training in using micro switchestraining in using micro switches

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EmploymentEmployment

•• Recreational day service program.Recreational day service program.

•• Following graduation Bill will participate in Following graduation Bill will participate in technologically supported selftechnologically supported self--employment or employment or volunteer work and receive job development volunteer work and receive job development services from vocational rehabilitation or a services from vocational rehabilitation or a community rehabilitation program within 1 year community rehabilitation program within 1 year of graduation.of graduation.

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Independent LivingIndependent Living

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

•• After graduation Bill will participate in communityAfter graduation Bill will participate in community--integrated integrated recreational/leisure activities at the YMCA, going to movies, recreational/leisure activities at the YMCA, going to movies, going to church. going to church.

•• After graduation Bill will utilize an augmentative communicationAfter graduation Bill will utilize an augmentative communicationdevice at home and in the community that allows individuals to device at home and in the community that allows individuals to communicate with him regarding needs, wants, and desires.communicate with him regarding needs, wants, and desires.

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AnswersAnswers

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1. Appropriate measurable postsecondary goals1. Appropriate measurable postsecondary goals•• Based upon age appropriate transition assessmentsBased upon age appropriate transition assessments•• Related to training, education, employment and Related to training, education, employment and




3. Age of majority 3. Age of majority –– informed of rightsinformed of rights•• Not later than 1 year beforeNot later than 1 year before

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Transition Services Courses of StudyTransition Services Courses of Study

IEP team, must determine what instruction and educational IEP team, must determine what instruction and educational experiences will assist the student to prepare for the transitioexperiences will assist the student to prepare for the transition n from secondary education to postfrom secondary education to post--secondary life.secondary life.

Focus on:Focus on:•• Courses of study [all courses and educational experiences]Courses of study [all courses and educational experiences]•• How the educational program can be planned and relate directly How the educational program can be planned and relate directly

to the studentto the student’’s goals beyond secondary educations goals beyond secondary education•• Show how those courses are linked to those goalsShow how those courses are linked to those goals

Promotes the concept that the high school program focuses on Promotes the concept that the high school program focuses on postpost--school results.school results.

Help students and family select courses of study that are Help students and family select courses of study that are meaningful and motivate students to complete their education.meaningful and motivate students to complete their education.

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ExampleExampleStudent with a Moderate DisabilityStudent with a Moderate DisabilityMeasurable Postsecondary Goals (with MomMeasurable Postsecondary Goals (with Mom’’s assistance)s assistance)

I will join Special Olympics; go to baseball, football, and I will join Special Olympics; go to baseball, football, and basketball games. I will play soccer, basketball, football, andbasketball games. I will play soccer, basketball, football, andbaseball/softball with my friends. I like to watch movies and baseball/softball with my friends. I like to watch movies and reading store ads.reading store ads.

Recreation & Leisure:

I will be involved in my church and spend time with other peopleI will be involved in my church and spend time with other peoplein Brookfield. I will go shopping in different stores. I like in Brookfield. I will go shopping in different stores. I like working working outside by raking leaves and picking up sticks.outside by raking leaves and picking up sticks.

Community Participation:

Additional Postsecondary Goal Areas – not required

I will live in a group home with other friends or roommates. I I will live in a group home with other friends or roommates. I will will need assistance with buying food, caring for myself, and doing need assistance with buying food, caring for myself, and doing work around the house.work around the house.

Independent Living:

I will receive onI will receive on--thethe--job training at Pick N Save.job training at Pick N Save.Education/Training:

I will work part time in a grocery store like Pick N Save.I will work part time in a grocery store like Pick N Save.Employment:

Measurable Postsecondary Goals

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ExampleExampleStudent with a Moderate DisabilityStudent with a Moderate DisabilityCourse of Study (with Mom’s assistance)Course of Study (with Mom’s assistance)

Course of Study

Community Based Instruction19-21 years of age2009-2011

Communication and Writing Skills, Functional Math for Living, Daily Living Skills, Essentials of Business Operations, Reading for Life, Specially Designed Physical Education, Art Applications/Computer Applications/PhotographyWork Experiences

12th – Senior2008-2009

English for Work, Math for the World of Work, Budgeting Money, Business Management, Specially Designed Physical Education, Music Appreciation/ Culinary Arts/Stress and Self Esteem; Microsoft Word/GraphicsWork Experiences

11th – Junior2007-2008

Business Basics, Consumer Math, Readings and Literature, Specially Designed Physical Education, Citizenship, Life Art, Speech and Drama, Social Skills, Employability Skills, Family Living

10th – Sophomore2006-2007

Business Basics, Math Basics, Reading Essentials, Specially Designed Physical Education, Environmental Science, Self Advocacy, English Essentials, Current Events

9th – Freshman2005-2006

CreditsList course to be taken each yearGrade LevelSchool Year

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ExampleExampleStudent with a Mild DisabilityStudent with a Mild DisabilityMeasurable Postsecondary GoalsMeasurable Postsecondary Goals

Measurable Postsecondary Goals

Education/Training:Education/Training:Following graduation, I will attend Iowa State University and maFollowing graduation, I will attend Iowa State University and major jor in sociology.in sociology.

Employment:Employment:Following graduation from college I will become a social worker Following graduation from college I will become a social worker or or someone who works with adjudicated youth.someone who works with adjudicated youth.

Independent Living: Independent Living: I will live in the dorm while attending college.I will live in the dorm while attending college.

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ExampleExampleStudent with a Mild DisabilityStudent with a Mild DisabilityCourse of StudyCourse of Study

Additional Educational Opportunities: During summer volunteer atAdditional Educational Opportunities: During summer volunteer at local Boys and Girls club assisting with summer youth local Boys and Girls club assisting with summer youth programs; participate on soccer team during school year. Participrograms; participate on soccer team during school year. Participation in Special Olympics and church choir.pation in Special Olympics and church choir.

Work Experience Crisis Work Experience Crisis Intervention CenterIntervention Center

Teacher Assistant in Teacher Assistant in kindergarten classroomkindergarten classroom

P.E.P.E.Career ExplorationCareer Exploration

Work Experience Crisis Work Experience Crisis Intervention CenterIntervention Center

Culinary Arts III/IVCulinary Arts III/IVHuman ServicesHuman ServicesKeyboarding and HealthKeyboarding and Health

PsychologyPsychologyEarly Childhood Early Childhood DevelopmentDevelopment

Culinary Arts I/IICulinary Arts I/IIBiologyBiology

Government/Government/Free EnterpriseFree Enterprise

American HistoryAmerican HistoryEarth ScienceEarth ScienceWorld HistoryWorld History

English IVEnglish IVEnglish IIIEnglish IIIEnglish IIEnglish IIEnglish IEnglish I

First Aid/CPRFirst Aid/CPRMath IIIMath IIIMath IIMath IIMath IMath I

School Year: School Year: Age: 17/18Age: 17/18School Year:School Year:’’0606--‘‘0707

Age: 16/17Age: 16/17School Year:School Year:‘‘0505--‘‘0606

Age: 15/16Age: 15/16School Year:School Year:’’0404--‘‘0505

Age: 14/15Age: 14/15School Year:School Year:’’0303--‘‘0404

Course of Study

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1. Appropriate measurable postsecondary goals1. Appropriate measurable postsecondary goals•• Based upon age appropriate transition assessmentsBased upon age appropriate transition assessments•• Related to training, education, employment and Related to training, education, employment and




3. Age of majority 3. Age of majority –– informed of rightsinformed of rights•• Not later than 1 year beforeNot later than 1 year before

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•• Coordinated set of activitiesCoordinated set of activities

•• Designed within a Designed within a resultsresults--oriented processoriented process

•• Focus on improving the academic and functional Focus on improving the academic and functional achievement of the childachievement of the child

•• Facilitate movement from school to postFacilitate movement from school to post--school activitiesschool activities

•• Based on child's needs, taking into account the child's Based on child's needs, taking into account the child's strengthsstrengths, preferences, and interests, preferences, and interests

•• Includes instruction, related services, community Includes instruction, related services, community experiencesexperiences……

Transition Services Transition Services -- 20042004

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Transition ServicesTransition Services

Courses of StudyCourses of Study

LONG RANGE EDUCATION PLANLONG RANGE EDUCATION PLAN

Coordinated Set of ActivitiesCoordinated Set of Activities

LONG RANGE PLAN FOR POST SCHOOL ADULT LIFELONG RANGE PLAN FOR POST SCHOOL ADULT LIFE

Coordinated Set of Coordinated Set of ActivitiesActivities

Coordinated Set ofCoordinated Set of STRATEGIESSTRATEGIES

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IEP Results Process for Transition ServicesIEP Results Process for Transition Services

Includes: Courses of study

Includes:•Instruction•Related services•Community experiences•Employment and other post-

school adult living objectives

When appropriate:•Daily living skills•Functional vocational evaluation

Step IMeasurable

Post-secondary Goals

Step II:Present Levels of Academic

Achievement and Functional

Performance

Step III:Transition Services

Step IV:Measurable Annual Goals

Age-appropriate transition

assessments

•Training•Education •Employment•Independent Living Skills – where appropriate


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Transition Services – Coordinated Set of Activities

School

Family

School, Family

School, Family

School, Family

School, Family

Student, School, or Guidance Counselor

Student, Family

School, Student, Family



2006-2007

2006-2011

2006-2011

2006-2011

2006-2011

2008-2009

-Complete a learning styles inventory to identify preferences and strength areas.

-Encourage participation in extra-curricular activities such as Key Club or other volunteer clubs.

-Walk through registration for and provide information about clubs available within the school environment.

-Enroll in self advocacy class.

-Learn self advocacy skills within appropriate context.

- Tour post school occupational training programs

Instruction

Provider and Payer

AgenciesResponsible

Timeline for

Activities

Needs and ActivitiesTransition Services

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Family, DVR

Family, DVR

Family

School, Family

School

School

Student, Family, DVR

Student, Family, DVR

Student, Family

Student, School, Family

Student, School

Student, School

2007-2008

2007-2008

2006-2007

2006-2007

2008-2009

2008-2009

- Meet with DVR representative for eligibility determination and placement (order of selection).

- Complete application for Division of Vocational Rehabilitation

- Memorize social security number.

- Engage in trips and tours to potential job and work experience sites.

- Practice completing job applications and interviewing skills

- Participate in job shadowing experiences

Employment

Transition Services Transition Services –– Coordinated Set of ActivitiesCoordinated Set of Activities

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Transition Services Transition Services –– Coordinated Set of ActivitiesCoordinated Set of Activities

Family, School

Family, School

School, DVR

Family, School

Family

Family

Student, Family, School


Student, School, DVR



Student, Family

2006-2008

2006-2008

2006-2009

2006-2011

2007-2008

2009-2010

- Learn about expectations for eating in restaurants.

- Learn appropriate table manners across a variety of settings

- Learn about appropriate behaviors and job skills in the workplace.

- Learn kitchen safety and identify hazards in the kitchen

- Explore guardianship issues and estate planning

- Visit adult service providers in the community.

Post-secondary

training and Adult Living

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IEP Annual Goal Process for Transition Services:IEP Annual Goal Process for Transition Services:A ModelA Model

Transition Services(All activities/services)

1. Strategy/Activity2. Strategy/Activity3. Strategy/Activity4. Strategy/Activity5. Strategy/Activity6. Strategy/Activity7. Strategy/Activity8. Strategy/Activity9. Strategy/Activity10. Strategy/Activity11. Strategy/Activity12. Strategy/Activity

Strategies/Activities for Current Year

1. Strategy/Activity2. Strategy/Activity3. Strategy/Activity4. Strategy/Activity5. Strategy/Activity

Parent5. Strategy/Activity

Others6. Strategy/Activity

Student4. Strategy/Activity

Rehabilitation3. Strategy/Activity

Education1. Strategy/Activity2. Strategy/Activity

General

1. Strategy/Activity

Special

1. Strategy/Activity

Annual Goals

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Evaluations before change in placementEvaluations before change in placement

For a child whose eligibility terminates due to graduation For a child whose eligibility terminates due to graduation with a regular diploma, or due to exceeding the age with a regular diploma, or due to exceeding the age eligibility a public agency must provide the child with a eligibility a public agency must provide the child with a summary of the childsummary of the child’’s academic achievement and s academic achievement and functional performance, which shall include functional performance, which shall include recommendations on how to assist the child in meeting recommendations on how to assist the child in meeting the childthe child’’s postsecondary goals.s postsecondary goals.

Summary of PerformanceSummary of Performance

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StrategiesStrategies

•• Your child does not need transition services. Your child does not need transition services.

•• Measurable Postsecondary Goals vs. Measurable Annual Measurable Postsecondary Goals vs. Measurable Annual GoalsGoals

•• We cannot write “Measurable Postsecondary Goals” Your We cannot write “Measurable Postsecondary Goals” Your child either doesn’t know or they are not realistic.child either doesn’t know or they are not realistic.

•• My son/daughter is going to college/vocational technical My son/daughter is going to college/vocational technical college. Is their most recent Individualized Education college. Is their most recent Individualized Education Program (IEP) or Summary of Performance (SOP) Program (IEP) or Summary of Performance (SOP) sufficient documentation to qualify them for support and sufficient documentation to qualify them for support and demonstrate the need for an academic adjustment in a demonstrate the need for an academic adjustment in a postsecondary setting? postsecondary setting?

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AnswersAnswers

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RolesRolesandand

ResponsibilitiesResponsibilities

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•• Attend and actively participates in all IEP meetings, discussioAttend and actively participates in all IEP meetings, discussions ns and decisionsand decisions

•• Share with the IEP team your desired post secondary goals (whatShare with the IEP team your desired post secondary goals (whatyou want to do after completing school you want to do after completing school –– education, training, education, training, employment, independent living)employment, independent living)

•• Describes areas in which help or assistance is needed;Describes areas in which help or assistance is needed;

•• Updates the IEP team on how well you are doing in Updates the IEP team on how well you are doing in classes, work and community experiences;classes, work and community experiences;

•• Learn about your disability, know your strengths and learn how Learn about your disability, know your strengths and learn how to to advocate for the accommodations, modifications and supports thatadvocate for the accommodations, modifications and supports thatyou need in order to succeed during in school and the communityyou need in order to succeed during in school and the community

Role of the StudentRole of the Student

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•• Support your childSupport your child’’s active participation in their IEP meeting.s active participation in their IEP meeting.

•• Visit with your child about their post secondary goals and dreaVisit with your child about their post secondary goals and dreams.ms.

•• Help your child develop a plan for the future including an educHelp your child develop a plan for the future including an education ation plan that matches their desired post secondary goals.plan that matches their desired post secondary goals.

•• Learn about community agencies, supports, services and programsLearn about community agencies, supports, services and programsthat can help your child when they complete school.that can help your child when they complete school.

•• Take responsibility for some of the activities/strategies in thTake responsibility for some of the activities/strategies in the e transition plan.transition plan.

•• Help your child learn about and understand their disability andHelp your child learn about and understand their disability and their their strengths.strengths.

•• Help your child learn how to advocate for themselves so they reHelp your child learn how to advocate for themselves so they receive ceive the necessary accommodations, supports and services.the necessary accommodations, supports and services.

Role of the Parent/FamilyRole of the Parent/Family

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•• Invite the student, parent and appropriate agencies to the IEP Invite the student, parent and appropriate agencies to the IEP meeting.meeting.

•• Assist the student and family in identifying post secondary goaAssist the student and family in identifying post secondary goals and ls and developing transition services.developing transition services.

••Provide the skills, knowledge and experiences necessary to prepaProvide the skills, knowledge and experiences necessary to prepare the re the student in their achieving their desired post secondary goals.student in their achieving their desired post secondary goals.

•• Become familiar with community, regional and state post school Become familiar with community, regional and state post school services services supports, programs that work with and assist person with disabilsupports, programs that work with and assist person with disabilities and ities and their requirements.their requirements.

•• Be responsible for some of the activities/strategies in the stuBe responsible for some of the activities/strategies in the studentdent’’s s transition plan.transition plan.

•• Provide self advocacy and self determination training.Provide self advocacy and self determination training.

•• Assist the student in taking an active role in their IEP planniAssist the student in taking an active role in their IEP planning, discussion ng, discussion and decision making.and decision making.

Role of the School

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Recommended PracticesRecommended Practices

•• Mandate self advocacy/ self determination training for every stuMandate self advocacy/ self determination training for every student.dent.

•• Invite every student to every IEP meeting.Invite every student to every IEP meeting.

•• Train studentTrain student’’s on how to be active participants and leaders in their IEP s on how to be active participants and leaders in their IEP meetings.meetings.

•• If the student cannot attend the IEP then the meeting is reIf the student cannot attend the IEP then the meeting is re--scheduled.scheduled.

•• Train students on how to write/report on their PLEP.Train students on how to write/report on their PLEP.

•• Change the PLEP from a deficit to a strengths based model.Change the PLEP from a deficit to a strengths based model.

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Recommended PracticesRecommended Practices

•• The PLEP should include both academic and functional performanceThe PLEP should include both academic and functional performance in in the context of the studentthe context of the student’’s desired posts desired post--school outcomes.school outcomes.

•• Educate students on their disability so they understand the fullEducate students on their disability so they understand the full array of array of accommodations, modifications and AT necessary to help them becoaccommodations, modifications and AT necessary to help them become me successful.successful.

•• Change to a 3 year IEP for every student 14 years of age or begiChange to a 3 year IEP for every student 14 years of age or beginning no nning no later than 8later than 8thth grade.grade.

•• StudentStudent’’s and parents are not only partners in the IEP process, they ares and parents are not only partners in the IEP process, they areseen as the primary decision makers and responsible parties for seen as the primary decision makers and responsible parties for some of some of the activities.the activities.

•• Invite and include Invite and include ““outside agenciesoutside agencies”” in IEP planning, discussion and in IEP planning, discussion and decision making.decision making.

•• Make the IEP process an Outcome Oriented Process for all studentMake the IEP process an Outcome Oriented Process for all students.s.

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The FutureThe Future

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•• Every student leaves with a strong foundation of competencies, sEvery student leaves with a strong foundation of competencies, skills and a kills and a comprehensive coordinated plan for the futurecomprehensive coordinated plan for the future

•• Never lost the focus that special education and transition is fiNever lost the focus that special education and transition is first and foremost about rst and foremost about the child, young adultthe child, young adult

•• Our jobs are about creating possibilities for a future, recognizOur jobs are about creating possibilities for a future, recognizing and building on ing and building on strengths and providing strengths and providing ““hopehope””

•• Student focused active, meaningful results driven partnershipsStudent focused active, meaningful results driven partnerships

•• Students know and understand their disability, do not feel that Students know and understand their disability, do not feel that their disability makes their disability makes them a second class citizen and are able to advocate for the accthem a second class citizen and are able to advocate for the accommodations they ommodations they need.need.

•• Our systems have moved from minimal compliance to qualityOur systems have moved from minimal compliance to quality

•• Students will become skilled in being their own Students will become skilled in being their own ““case managerscase managers”” for lifefor life

The FutureThe Future

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AnswersAnswers

Documents

Transition Planning under IDEA 2004 - The Advocacy Institute · IEP -Transition Services Beginning not later than the first IEP to be in effect when the child turns 16, or younger