Writing Transition Focused IEPs

Writing Transition Focused IEPsPamela Sacchitella and Jennifer Cacioppo

AGENDA

Day 1 - Review

– Indicator 13

– Level 1 Career Plan

– Transition - agencies, programs, next steps

Day 2 – Work on your own IEP’s

Indicator #13 measures transition planning andservices within the IEP

100% compliance required

There are 8 citations that each IEP must meet in order to be compliant.

They are as follows…

Citation 1a:Under the student’s PLP, the IEP includes a statement of the student’s needs,

taking into account the strengths,

preferences and interests as they

relate to transition…

Citation 1a:

C Needs and/or challenges relating to transition to post-school outcomes

Q Included in all applicable PLP areas

ACADEMIC

STUDENT STRENGTHS, PREFERENCES, INTERESTS:“According to Level One Assessment), (student’s name) states that s/he is interested in becoming a ____________________ upon completion of high school. He/she exhibits strengths in the area of _____________________ that will assist him/her in achieving this goal. In order to be successful, s/he will need to ___________________________”

WHERE TO LOOK: PLP

Citation 1a:C Needs and/or challenges relating to transition to post-school

outcomes


SOCIAL DEVELOPMENT

STUDENT STRENGTHS:“Socially, (student’s name) has many peers. This will help the student be successful in the field of _______________________ as it requires social interaction.”

PHYSICAL DEVELOPMENT

“(Student’s name) has good physical and motor skills and identified an interest in the field of ____________________ that will require adequate physical development.”

WHERE TO LOOK: PLP

Citation 1a Examples:

WHERE TO LOOK: PLP

COMPLIANTAccording to his Level One Assessment, student states that he is interested in becoming a computer engineer. In order to be successful, he will need to improve his comprehension and writing skills. (Reading Section ) Student understands that in order to achieve his goal of becoming a computer engineer, he must continue to work on the development of his reading comprehension skills.

NON-COMPLIANTStudent is interested in a career as a social worker (no link)

Indicator 13, Transition Work Guide

Directions: Read each statement. Place a “C” if you feel that the statement would meet compliance, place a “NC” if you believe the statement is non-compliant.

If you believe the statement is “NC”, rewrite or add information to make it compliant. You may make up the added information.

CITATION ISSUELOOK FOR DOCUMENTED

EVIDENCE

IA

Under the student’s present levels of performance, the

IEP includes a statement of the student’s needs,

taking into account the student’s strengths,

preferences and interests, as they relate to transition

from school to post-school activities.

C Needs and/or challenges relating to

transition to post-school outcomes


C/NCLook for: What does the student want to do after high school and needs/challenges s/he

needs to work on in order to reach that goal?

Ia. Needs/Challenges

Student would like to become a psychiatrist.NCno linking statement – what does the student need to work onin order to reach his/her goal of becoming a psychiatrist


According to the Level One Assessment, student states that she is interested in becoming a

nurse upon the completion of high school. In order to be successful, she will need to develop

time management and organizational skills and gain a better understanding of the

responsibilities needed to become a successful nurse.


Student is interested in a career in law enforcement…..Student should continue to develop her

independent skills in the areas of cooking, shopping and community resources

Ia Needs/Challenges

According to his Level One Career Assessment, student reports that he wants to work with

computers, producing music/media. He also has an interest in gaming, either working at a

game store or being a game-beta tester.

C

NCLinking statement not related to career

NCno linking statement – what does the student need to work onin order to reach his goals

Citation 1b:The IEP includes

measurable post-secondary goals (MPSG)

based upon age appropriate transition

assessments relating to training/education,

employment, and where appropriate, independent

living skills

Citation 1b:

C For life AFTER high school

C “ Student will…”

C Observable measurable post-secondary goal

EDUCATION/TRAINING: “(Student’s name) will enroll at ABC University in order to study ____________.”

“Upon completion of high school, (student’s name) will enroll in a certification

program in ___________________________.”

WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS

Citation 1b:




EMPLOYMENT:“After college, (student’s name) will be competitively employed as a _______________.”

“After graduation from high school, (student’s name) will be employed with support in the area of ________________________.”


Citation 1b:




INDEPENDENT LIVING SKILLS (WHEN APPROPRIATE):“(Student’s name) will live in a community/residential setting with significant support.”

“(Student’s name) will live independently.”


Citation 1b Examples:


COMPLIANTStudent will attend a four year college to study engineering.

NON-COMPLIANTAt this time, the student is undecided as to a specific two year college but is interested in taking courses that will allow him to become a music producer. (Student will…)

CITATION ISSUE LOOK FOR DOCUMENTED EVIDENCE

IB

The IEP includes appropriate measurable post-secondary

goals based upon age appropriate transition assessments

relating to training, education, employment and, where

appropriate, independent living skills


C “Student will…”

C Observable measurable post-secondary

goals

C/NC Look for: After high school and “will” statements

Ib. Education/Training

After high school, the student is interested in attending a four year college for engineering.


Student will continue working towards a regents diploma.


To support his goal of becoming a chef, the student will participate in a culinary arts program at

ABC HS.

NC “will”

NC “after high school”

NC “after high school”

Ib. Employment

Student will be competitively employed in a medical field, possibly as a nurse.

Ib. Indep. Living Skills

Student will need supportive living arrangements.

Ib. Indep. Living Skills

Student would like to live in an apartment with friends.

C

C

C “will”

Citation Ic:

Each IEP includes measurable annual goals

consistent with the student’s

needs and abilities…

Citation 1c:

C Measurable annual goals with criteria, schedule and procedure based on a skill need identified in the PLP that incrementally assist s student to achieve MPSG

NOT CURRICULUM BASED = NON-COMPLIANT (if majority of goals)Student will correctly use the distance formula, d = r x t.

SKILL BASED = COMPLIANT

WHERE TO LOOK: MEASUREABLE ANNUAL GOALS


IC

The IEP lists measureable annual goals related to the

student’s transition service needs

C Measurable annual goals with criteria,

schedule and procedure based on a skill

need identified in the PLP that

incrementally assists student to achieve

MPSG

C/NC Look for: Skill based not curriculum based

Ic Measurable Goals

Student will organize his work so that he can pass all classes.

Ic Measurable Goals

Student will factor equations into simplest form.

Ic Measurable Goals

Student will establish and maintain a system for organizing his work and other responsibilities so

that he completes required work and assignments and turns them in on time 80% of the time.

C/NC see last goal

C/NC curriculum

C

Citation IIa:The IEP includes a statement of the transition service

needs of the student that

focuses on the student’s courses

of study.

Citation IIa:

C Course of study identified in the IEP: Transition Needs

Needs“As an employee in any career field, the student will need to develop skills in

_______________________ (identify skills the student needs to continue to

develop as it relates to the disability) in order to be successful in achieving post

secondary goals.”


Citation IIa:

C Include courses relating to transition needs of the student that prepare the student to achieve annual goals relating to transition to reach his or her projected postsecondary goals

Course of Study“(Student’s name) should consider courses such as __________________________ to support needs in the area of ___________________.”

“(Student’s name) will continue to take Regent’s level classes to gain skills necessary for going to college.”


Citation IIa Examples:


COMPLIANT – Needs:Student needs to develop time management skills and appropriate work skills

NON-COMPLIANT– Course of Study:Student needs to continue to read in order to develop the necessary skills to become a writer (what are the courses he should take)

NON-COMPLIANT – Needs:Student will continue in his high school program.

COMPLIANT – Course of Study:Student will continue to take Regent’s level classes to gain skills necessary for going to college.


IIA

The IEP includes a statement of the transition service

needs of the student that focuses on the student’s

courses of study such as participation in advance

placement courses or a vocational education program

C Course of study identified in the IEP:

Transition Needs

C Include courses relating to transition

needs of the student that prepare the

student to achieve annual goals relating

to transition to reach his or her projected

postsecondary goals

C/NC Look for: Identify skills to develop as related to disability

IIa. Needs

Student will take CTE Health Science courses at ABC HS in order to pursue her goal of

becoming a nurse.

IIa. Needs

Student will need to learn to cope with his frustrations and develop coping strategies to

effectively deal with frustration and disappointment in order to have a career in the military.

He will need to strengthen his ability to stay on task, take orders from authority figures and

improve his decoding and spelling skills.

NC courses not skills

C

C/NC Look for: Courses relating to transition

IIa. Courses of Study

Student will need to learn to cope with his frustrations and develop coping strategies to effectively

deal with frustration and disappointment in order to have a career in the military. He will need to

strengthen his ability to stay on task, take orders from authority figures and improve his decoding

and spelling skills.


Student should consider taking courses in the area of health science in order to support her goal of

becoming a doctor.


Student will continue to take Regent’s level classes to gain skills necessary for going to college.

NC skills needed addressed instead of courses

C be careful with statements (if you say the student “will” district is accountable to provide)

C

Citation IIb:The IEP includes needed

activities to facilitate the student’s

movement from school to post-school

including:

•Instruction,

•Related Services,

•Community experiences,

•Employment,

•Daily Living Skills,

•Vocational Evaluation

Citation IIb:C All areas must be addressed (the CSE can indicate through a statement that the student has no needs in a particular area at this time)

Q Activities address transition needs identified in the PLPs which are different from non-disabled Peers

WHERE TO LOOK: COORDINATED SET OF TRANSITION ACTIVITIES

Citation IIc:The IEP includes a statement of the

responsibilities of the district and participating agencies (if applicable) for the provision of such

services that promotes movement from school to post school opportunities

Citation IIc:C Clearly identify the responsibilities of the school district and other agencies

Q Job title of school/agency personnel providing service is listed


Citation IIb and IIc:

RELATED

SERVICES

Student will continue to receive

Speech and Language services

(to work on what skills)

Speech/Language

Teacher (non-compliant)

COMMUNITY

EXPERIENCES

Student will obtain a work permit

(you are now responsible for making

sure she gets it)

Parent, Special Education

Teacher

(non-compliant)

(never list a parent)


Citation IIb and IIc:

FUNCTIONAL

VOCATIONAL

ASSESSMENT (IFAPPLICABLE)

“(Student’s name) will have the

opportunity to participate in a

functional vocational assessment in

order to identify possible career

interest areas. “

(only Level 2 or 3)

RCSD (compliant)



IIB

The IEP includes needed activities to facilitate the student’s movement

from school to post-school activities, including:

Instruction,

Related services,

Community Experiences,

The development of employment and other post-school adult

living objectives, and

When appropriate, acquisition of daily living skills and provision

of a functional vocational evaluation

C All areas must be addressed (the CSE can indicate

through a statement that the student has no needs in a

particular area at this time)

Q Activities address transition needs identified in the

PLP’s which are different from non-disabled peers

C/NC Look for: All areas addressed, different from non-disabled peers

IIb. Instruction

Student will investigate courses necessary in order to develop the skills necessary to become a

medical professional (MPSG: Student will attend classes to further her jewelry making skills.

Student will be competitively employed at a jewelry making boutique)

IIb. Related Services

Student will continue to receive individualized counseling

IIb. Acq. Of Daily Living Skills

Student will obtain a drivers permit.

IIb. Functional Vocational Evaluation

Student will complete a Level 1 Assessment.

NClots of problems – instruction not course, MPSG different career interest

C to work on what???

C never put “will” for something we have no control of,

we are now responsible for making sure s/he obtains one

NC only Level 2 and 3 should be listed here

CITATION ISSUELOOK FOR DOCUMENTED

EVIDENCE

IIC

The IEP includes a statement of the responsibilities of the

school district and, when applicable, participating

agencies for the provision of such services and activities

that promote movement from school to post school

opportunities, or both, before the student leaves the school

setting.

C Clearly identify the responsibilities of

the school district and other agencies

Q Job title of school/agency personnel

providing service is listed

C/NC Look for: All areas addressed, different from non-disabled peers

IIc. Responsibilities of School District and other agencies

Student will receive occupational therapy services to improve anger.

Provider: Social worker.

IIc. Responsibilities of School District and other agencies

The student will discuss strengths/needs areas regarding future employment.

Provider: School counselor

NC Missing RCSD, Occupational therapy for anger???

NC Missing RCSD,

Citation IIIa:

When the CSE met to consider transition

services, the district invited the student. If the student did not attend, the district

ensured the student’s preferences and interests were

considered.

Citation IIIa:

Student Voice

According to the Level One Assessment, student states that she is interested in becoming a nurse upon the completion of high school. In order to be successful, she will need to develop time management and organizational skills and gain a better understanding of the responsibilities needed to become a successful nurse.

REMEMBER: YOU NEED TO SEND A FORMAL INVITATION TO EACH STUDENT AND FILE A COPY OF IT IN HIS/HER CUMULATIVE FOLDER

Citation IIIb:

To the extent appropriate and with parental consent

or consent of a student 18 years of age or older,

the school district must invite a representative of any participating agency

that is likely to be responsiblefor providing or paying for transition services.

http://nynjgoodwill.files.wordpress.com/2011/08/nysacces1.jpg

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Writing Transition Focused IEPs