Transcript Sample OK IEP Sections

Oklahoma IEP
Transition Examples
Jim Martin
University of Oklahoma
Zarrow Center
840 Asp Ave., Room 111
Norman, OK 73019
Phone: 405-325-8951
Email: [email protected]
Web: ou.edu/zarrow
Transition Assessment in The
IEP (Form 7)

Present Levels of Academic Achievement and
Functional Educational Performance
– Page 1 of form 7
– Transition strengths and needs
• Address with transition goals

Transition Assessment Results
– Page 6 of form 7
– Name of assessment, date given, and results
– Used to develop postsecondary goals and
transition goals
The AIR Self Determination
Assessment Results on the IEP
Example Present Level of Achievement Using
the AIR Self Determination Assessment


Page 1
Current Assessment Data

– Knows own ability and
limitation and can
express these
– Set goals
– Change plan to
accomplish goals
– Bill obtained a 74 on the
AIR Educator SelfDetermination Assessment
given on 11-8-07.

Objective Statement
– Bill has about half of the
overall SD skills and
opportunities needed to
master these skills. He
needs increased school and
home opportunities to
develop and master
additional SD skills for
success in welding school.
Strengths

Anticipated Effects
– When provided the
opportunity to set and
express goals at his next
IEP meeting, Bill can
engage in this activity.

Needs
– Opportunities at school
and home to learn and
practice additional SD
skills
Annual Transition Goal:
Education/Training (page 4, Form 7)

Goal
– Bill will increase his overall self-determination
score from 48% to 75% as measured on the AIR
self-determination assessment.

Objective/Benchmark
– To demonstrate leadership at IEP meetings, Bill
will increase his scores on the Expressing Goals
section of the ChoiceMaker Self-Determination
Assessment from 20% to 90%.
– Bill will develop and implement a weekly goal
attainment plan to attain two or more IEP goals by
successfully completing 90% or more of the Take
Action Goal Attainment process.
Annual Education/Training Coordinated
Activities (page 4, Form 7)

Coordinated Activities
– Bill will share his
weekly goal attainment
plan with his family.

Responsible Parties
– Bill and special
education teacher
– Bill and parents
– Bill will build his SOP
with his family to share
at the IEP meeting.
Example Self-Determination
Transition Assessment
Page 6
 Transition Assessment Results

– Bill obtained a 74 (48%) on the AIR
Educator Self-Determination Assessment
given on 11-8-07. He had a 47 out of 90
for capacity and 27 out of 60 for
opportunity. He needs to develop
additional SD skills to be successful in
attaining his postsecondary goals.
Casey Life Skills Assessment
This website enables
students, family, and
educators to gather
information about adult
living strengths and
needs.
Go to:
www.caseylifeskills.org
Example Present Level


Page 1
Current Assessment Data
– According to her Dad on the
Casey Life Skills assessment
(level 4) taken on 11-8-07,
Sarah mastered 33%
communication, 38% daily
living, 100% self-care, 67%
social, 50% work and study,
with a total mastery of 54%.


– Self care
– Social skills

Anticipated Effects
– When having the
opportunity to be by herself
at home and in the
community Sarah has selfcare and social skills to
adequately present herself
and interact with others.
Objective Statement
– Sarah has scattered results
that suggests mastery of selfcare needs, and adequate
performance in social
situations. She needs to learn
communication, daily living,
and work/study skills to
increase the likelihood of
successfully living in her own
apartment.
Strengths

Needs
– Opportunities at school and
in the community to learn
and practice
communication, daily living,
and work and study skills.
Annual Transition Goal:
Independent Living (page 5, Form 7)

Sarah will increase her daily living
scores from 38% to 95% and her
communication scores from 33% to
95% as measured by the Casey Life
skills level 4 assessment.
Annual Independent Living
Coordinated Activities (page 5, Form 7)

Coordinated Activities
– Volunteer at the
independent living
center to help teach
daily living and
communication skills.
– Parents will provide
opportunities at home
to help Sarah improve
daily living and
communication skills.

Responsible Parties
– Sarah and special
education teacher
– Sarah and parents
Example of an Adaptive
Behavior Transition Assessment
Page 6
 Transition Assessment Results

– According to her Dad on the Casey Life
Skills assessment (level 4) taken on 11-807, Sarah mastered 33% communication,
38% daily living, 100% self-care, 67%
social, 50% work and study, with a total
mastery of 54%. She needs to learn and
use additional adaptive behaviors to
achieve her postsecondary independent
living goal of living in her own apartment
while going to college.
The Self-Directed Search
Assessment Results on the IEP
Example Present Level



Page 1
 Strengths
Current Assessment Data
– Creativity
– According to the Self Anticipated Effects
Directed Search, Form
– Cathy’s creativity will
E completed on 11-8enable her to
07, Cathy scored
participate in theater
highest on artistic
productions and art
occupations (interior
shows.
designer, graphic
designer, flower sales).  Needs
– Cathy needs
Objective Statement
opportunities to
– Cathy prefers jobs that
explore her vocational
allow creativity and
interests to identify
expression of her
possible job matches.
talent.
Annual Transition Goal:
Employment (page 5, Form 7)

Cathy will undertake career exploration
activities using the computer, direct
observation, and interviews to select the
top three artistic occupations that match
her interests and skills.
Annual Employment Coordinated
Activities (page 5, Form 7)

Coordinated Activities
 Responsible Parties
– Complete career
– Cathy and school
exploration class at
counselor
local CareerTech
center.
– Cathy and parents
– Parents will help
facilitate visits to
discuss artistic
occupations with those
actually working in the
field, and expose her
to a variety of artistic
formats (i.e., drama,
dance, and visual arts).
Example Transition Assessment
Results
Page 6
 Transition Assessment Results

– According to the results of the SelfDirected Search - Form E Cathy ranked
artistic occupations highest. She needs to
explore artistic jobs to learn job
requirements to help her decide upon
specific educational and occupational
goals.
Choose and Take Action
Results on the IEP
Example Present Level (page 1)
• Current Assessment Data
– The Choose and Take Action
assessment was completed on
11-8-07. Sam’s top three job
characteristics were working
outside, being with few people,
and quiet settings. Top four
activities were yard work,
taking care of plants, and
cleaning up. Top two settings
included landscape company
and green house.
• Objective Statement
– Sam’s top ranked choices
were being outside, doing yard
work, and working for a
landscape company.
• Strengths
– Firm pattern of choices
demonstrated over time.
• Anticipated Effects
– Experience in choicemaking will enable Sam
to begin in-depth job
exploration activities.
• Needs
– In-depth job exploration
– Continued opportunity to
express choices during
the job exploration
process.
Example Transition Assessment
Results
Page 6
 Transition Assessment Results

– The Choose and Take Action assessment
was completed on 11-8-07. Sam’s top ranked
job characteristic was working outside. Top
ranked activity was yard work. Top ranked
setting was landscape company.
Annual Transition Goal:
Employment (page 5, form 7)

Goal
– Sam will undertake extended work-study
experiences at community-based job locations to
identify at least one job that obtains a 90%
characteristic and and 90% job activity match.

Short-Term Objectives
– Sam will correctly identify 100% of the illustrations
used in the characteristic and job activity match
process across three consecutive trials.
– Sam will correctly identify 80% of the activities and
characteristics at a job site across three
consecutive trials.
Annual Employment Coordinated
Activities (page 5, form 7)

Coordinated Activities
– Complete work-study
experience at
cooperating
community-job sites.
– Become involved in
Voc Rehab’s work
experience program.

Responsible Parties
– Sam, transition
coordinator, and voc
rehab counselor
Using Assessment Results to
Formulate Postsecondary
Goals
Post-Secondary Goals

IEP must include appropriate measurable
postsecondary goals
– based upon age-appropriate transition
assessment
– related to training, education, employment, and
when appropriate, independent living

Need postsecondary goal for further
education/training and employment.
– Can’t leave blank
– Can’t simply say will “be determined later”
NSTTAC and OSEP Approved
Sample Postsecondary Goals

Go to www.nsttac.org and click under
Indicator 13 Training Materials to see
examples and non-examples of
postsecondary and annual transition goals.
 Make sure to read the directions to find the
correct file.
Education /Training Example
Postsecondary Goal
Upon completion of high school, John will enroll in
courses at Ocean County Community College.
Annual IEP Goal
Given Ocean County Community college
information, John will demonstrate knowledge of
the college’s admission requirements by verbally
describing these requirement and identifying
admission deadlines with 90% accuracy by
November, 2007.
Employment Example

Postsecondary Goal
– John will work in an on-campus part-time
job while in college.

Annual IEP Goal
– John will be able to report 3 possible
occupations for part-time employment
based on the results of career
assessments through career counseling
with the guidance counselor.
Independent Living Example

Postsecondary Goal
– Upon completion of high school, Lissette will learn
to utilize public transportation, including the public
bus and uptown trolley

Annual IEP Goal
– Given travel training situations, Lissette will
demonstrate sitting quietly and refraining from
talking to strangers while utilizing public
transportation at least two times across three
opportunities.
For More Information Contact:
Jim Martin
University of Oklahoma
Zarrow Center for Learning Enrichment
Carpenter Hall Room 111
Norman, OK 73019
Phone: 405-325-8951
E-mail: [email protected]