Transition Centerpiece of the IEP

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					      Transition:
Understanding Measurable
  Post-Secondary Goals
Centerpiece of the IEP




              Sue Walter, 1/07, ISBE Transition
              smwalter@charter.net
     Understanding Measurable
       Post-Secondary Goals
   Measurable post-secondary goals are required
    under the reauthorization of the Individuals
    with Disabilities Education Act 2004.

   Effective July 1, 2005

   In Illinois, any student who will turn 14 ½
    during the timeframe of the IEP, or younger, if
    deemed appropriate by the IEP team
     Understanding Measurable
        Post-School Goals
   What is a measurable post-school goal?
    – A statement that articulates what the student would like to achieve
      after high school
    – It is based on the student’s strengths, preferences and interests
    – It is based on age-appropriate transition assessments
    – It is written for the following areas:
           Education and/or training
              – Education – community college, university, technical/trade/vocational school
              – Training – vocational or career field training, independent living skill training,
                apprenticeship, OJT, job corp, etc.
           Employment – paid employment (competitive, supported, sheltered); non-
            paid employment (volunteer, in a training capacity); military, etc.
           Adult living (if needed) – independent living skills, health/safety,
            financial/income, transportation/mobility, social relationships,
            recreation/leisure, self-advocacy/future planning
   Each transition-aged student should have a minimum of two post-
    school goals
    – One for education or training
    – One for employment
      Understanding Measurable
        Post-Secondary Goals
   How is a measurable post-school goal written?
    – Use results-oriented terms such as “enrolled in”, “work”, and
      descriptors such as “full-time” or “part-time”
   Education – Leslie will be enrolled full time at Lewis
    and Clark Community College.
   Training – Bob will be enrolled part-time in an
    emergency medical technician training program.
   Employment – Lyle will work full time for the fire
    department, hospital or ambulance service.
   Adult Living – Steven will live independently in his own
    apartment or home.
        Age-Appropriate
     Transition Assessments
   Is the use of a transition assessment for the
    post-secondary goals mentioned or
    documented in the IEP or evident in the
    student’s file?
    – For each post-secondary goal, there should be
      evidence that age-appropriate transition
      assessments – formal and/or informal – provided
      information on the student’s needs, taking into
      account strengths, preferences, and interests
      regarding the post-secondary goal
                 Annual IEP Goals

   For each postsecondary goal, there should be at least
    one annual goal in the IEP that will help the student
    make progress toward the stated post-secondary goal.
    – Employment Post-School Goal:
           Dave will work full time for the fire department, hospital or
            ambulance service.
           Annual goal: In relation to his PLAAFP what does Dave need to
            work on to move toward this goal…work on communication skills,
            self-determination skills such as teamwork, leadership skills, etc.,
            research each of his desired settings for work load, salary, etc….
              – Dave will research each of the desired work settings of fire department,
                hospital and ambulance service and present the results during the first
                semester tech prep class.
              – If appropriate, add short-term objectives. In this example, short-term
                objectives could include preparing charts, graphs, an information style paper
                using word processing and having less than ____ errors, and/or including the
                presentation of results at the winter parent/teacher conference for a speaking
                effectively learning standard connection..
               Post-School Goal                                                  Post-School Goal
                      (Result of Transition)                                            (Result of Transition)
      Susie will work full-time at a grocery or chain store.                John will attend community college full-time.




                                                                                                 Annual Goal
           Annual Goal                            Annual Goal
                                                                                Using word processing software on a computer,
       Susie will learn to                Susie will accurately complete        John will compose a 5 paragraph essay, save it,
       follow a schedule.                 job applications and a resume         retrieve and revise it, check for spelling and
                                          with correct spelling and             grammar errors, save the revised essay and
                                          grammar.                              print it.


             Objectives                                 Objectives                                     Objectives
-Given a schedule of activities to             -Given a blank job application         - Using a computer typing program such
complete during each instructional             to complete, Susie will use a          as “Type to Learn” to learn keyboarding
block of vocational activities, Susie          cue card which contains                skills, John will type at a rate of at least 35
will correctly complete the activity           personal information, list of          wpm with 4 or fewer errors.
and check off as completed on her              references, and previous               -Using Microsoft Word, John will
list without assistance for 5                  experience to complete the             demonstrate that he can type an already
consecutive days.                              application without errors.            prepared essay on the computer, name the
- Given a self-management time                 -Susie will use her job                file, and save it to a floppy disk or the hard
schedule, Susie will correctly list all        application cue card and a             disk of the computer.
activities to be completed and write           computer and its spell and             -- Using Microsoft Word John will
in the “clock face” time at which each         grammar checking to create a           demonstrate that he can open a file which
activity needs to occur, without               resume with no errors.                 he had previously saved, edit the file, save
assistance, for 5 consecutive days.                                                   the changes and print the file.
                 Courses of Study

   Do the transition services include courses of study
    that focus on improving the academic and
    functional achievement of the child to facilitate
    movement from school to post-school?
    – Course of study, instructional program of study or list of
      courses of study should be in the IEP and should align
      with the student’s post-secondary goals.
           Does a post-secondary goal require a certain minimum
            requirement of courses, e.g., college bound, trade school
            bound, etc.?
           Does a post-secondary goal require or benefit from the
            successful completion of specific high school classes, e.g., a
            future chef planning to take and completing all cooking
            related classes, a future child-care provider planning to take
            and completing relevant classes in Family and Consumer
            Science, etc.
                 Transition Services
                    Coordinated Set of Activities

   For each post-secondary goal, is there (a) instruction, (b) related
    service, (c) community experience, (d) development of employment
    and other post-school adult living objectives, if appropriate, (e)
    acquisition of daily living skills, or, if appropriate, (f) provision of
    functional vocational evaluation listed in association with meeting
    the post-secondary goal?
     – Employment Post-School Goal:
             Dave will work full time for the fire department, hospital or ambulance
             service.
     – Annual Goal:
            Dave will research each of the desired work settings of fire department,
             hospital and ambulance service and present the results during the first
             semester tech prep class.
     – Transition Service – Community Experience
            Coordinate job shadow opportunities at each of Dave’s desired work
                                                                                9
             environments. Implementer: Dave, Tech Prep Coordinator, Case Manager
                                Sue Walter, 1/07, ISBE Transition
    Coordination with Post-School
     Service Providers (aka adult agencies)
   For each post-secondary goal, is there evidence of
    coordination between LEA and post-secondary services?
     – Is there evidence that the IEP team discussed and listed potential post-school
       service providers?
     – Is there evidence of family and/or student input regarding potential post-school
       service providers?
     – Are there transition services listed on the IEP that are likely to be provided or
       paid for by an outside agency?
     – Was parent consent or child consent (once student is the age of majority) to
       invite an outside agency(ies) obtained?
     – Is there evidence in the IEP or the student’s file that any of the following were
       invited to the IEP meeting to discuss transition: postsecondary education,
       vocational education, integrated employment (including supported employment),
       continuing and adult education, adult services, independent living or community
       participation?
     – For those invited post-school service providers who declined and/or were unable
       to attend the IEP meeting, is there evidence that alternate forms of
       communication and information gathering were used to support
       networking/access for the IEP team and specifically the family and/or student?
Sue Walter, 1/07, ISBE Transition
           Potential Collaborators
         Looking beyond the typical players
   Adult Education Representative – provides information about lifelong education options
   Advocacy Organization Representative – may offer self-advocacy training or support groups for
    youth
   Assistive Technology Representative - provides expertise on devices that can open doors to
    opportunities
   At-Risk/Prevention Specialist – offers counseling and support on teen pregnancy, alcohol, and
    drugs
   Business-Education Partnership Rep. – provides links between schools and local businesses and
    industry
   Community Action Agency Rep. – may link team to resources for traditionally underrepresented
    groups
   Correctional Education Staff – provides incarcerated youth with continued learning opportunities
   Drop-Out Prevention Representative – provides youth with alternatives to dropping out of school
   Employer – offers insight into expectations; promotes hiring of people with disabilities
   Employment Specialist – provides job development, placement, coaching
   Extension Service Representative – offers programs in parenting, homemaking, independent living
   Guidance Counselor – provides information on curriculum, assessment, graduation requirements,
    college
   Heath Department – provides guidance on community health services and health care advice   12

Adapted from NICHCY, TS10, January 1999 www.nichcy.org                 Sue Walter, 1/07, ISBE Transition
             Potential Collaborators
           Looking beyond the typical players
                                               Continued

   Higher Education Representative - provides information on post-secondary services to students
    with disabilities
   Housing Agency Representative – assists in developing housing options
   Leisure Program Representative – knows available program options within the community
   Literacy Council Representative - coordinates volunteers to teach basic reading and writing skills
   Local Government Representative – funds many local services; can provide information on local
    services
   Parent Training Information Ctr. Rep. – provides training on transition planning and advocacy
    services to families
   Religious Community Member – can provide social support to young adults and their families
   Residential Service Provider – can help access specialized housing
   Social Worker – provides guidance and arranges for case management, support, respite care
   Special Olympics Representative – provides sports training, competition, and recreational
    opportunities for youth
   Transportation Representative – offers expertise about transportation options and training
   United Way Representative – funds many community programs that may offer options for young
    adults
   Very Special Arts Representative – provides information on art programs and opportunities for
    youth
   YMCA/YWCA – offers recreation and leisure programs

Adapted from NICHCY, TS10, January 1999 www.nichcy.org           Sue Walter, 1/07, ISBE Transition

				
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