Transcript Document

Writing IEPs for Transition-Age Students
January 11, 2012
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Center for Change in
Transition Services
Seattle University
OSPI State-Needs Project
January 11, 2012
Writing IEPs for
Transition-Age
Students
Presenters: Wendy Iwaszuk
and Cinda Johnson
Website: www.seattleu.edu/ccts
Email: [email protected]
Phone: 206.296.6494
Agenda
 Overview
of the Transition Assessment
 Writing Postsecondary Goals
 Identifying Transition Services
 Writing the Course of Study
 Writing the Annual IEP Goals
 Coordinating Services with Adult Agencies
 Resources
Age-Appropriate Transition Assessment
34 CFR 300.320(b) - WAC 392-172A03090(1)(j)(i)
Transition assessment:
 The ongoing process of collecting data on the
individual’s needs, strengths, preferences, and
interests as they relate to the demands of
 current and future working environments
 educational, living, personal and social
environments.
 Assessment data serve as the common thread in
the transition process to form the basis for
defining goals and services to be included in the
IEP. These data are gathered from multiple
sources.
Components of Age-Appropriate
Transition Assessment
1.
2.
3.
4.
Needs: What are the main barriers to the student
reaching postsecondary endeavors (e.g., college/training
program, a job/career, accessing the community, or living
independently)?
Strengths: What strengths does the student have in
meeting some of life’s demands as they relate to
education/training, employment, and independent living?
Interests: What are the student’s interests, currently
and in the future? What activities/experiences promote
curiosity and catch their attention?
Preferences: Given the opportunity to choose from
available options in the areas of education/training,
employment, and independent living, what options,
according to the student, will motivate the student and
make him/her happiest?
Write Measurable Postsecondary Goals
 Postsecondary
goals are the student’s
identified goals for after the student
leaves high school and are developed
from the age-appropriate transition
assessment
 IEP must include goals in:
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Education/Training
Employment
Independent Living (as needed)
Education/Training Definition
Enrollment in one or more of the following:
a) Community or technical college (2-year program),
b) College/university
c) (4-year program),
d) College preparatory program,
e) A high school completion document or certificate
class (e.g., Adult Basic Education, GED),
f)
Short-term education or employment training
program (e.g., Job Corps, Vocational
Rehabilitation, military),
g) Vocational technical school, which is less than
a 2-year program
Education/Training
Examples
•
•
•
After graduation, Bob
will attend a two-year
culinary arts program.
Upon completion of high
school, Sue will enroll in
courses at a Community
College.
Sue will obtain a degree
from a four-year college
with a major in Child
Development.
Non-Examples
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Upon graduation, Sue
will continue to learn
about life skills and
reading.
Bob will learn about
welding.
After leaving high
school, Sue wants to
take some classes.
After high school, Bob
will need to continue to
work on his self-care
skills.
Employment Definition
Competitive Employment is:
a)
Work in competitive labor market that is
performed on a full-time or part-time basis in an
integrated setting;
b)
Work for which an individual is compensated at or
above minimum wage, but not less than the
customary wage and level of benefits paid by the
employer for the same or similar work performed
by individuals who are not disabled.
Employment Definition, cont’d
Supported employment is:
a)Competitive
work in integrated work settings,
consistent with the strengths, resources, priorities,
concerns, abilities, capabilities, interests, and
informed choice of individuals, for individuals with
the most significant disabilities for whom competitive
employment has not traditionally occurred; and
who, because of the nature and severity of their
disability, need intensive supported employment
services.
Examples
•
•
•
Employment
After college Sue will
have a career in the
field of early childhood
education.
In the future, Ben will be
a self-employed welder.
The summer after
leaving high school,
Susana will obtain a
part-time position in a
community retail
environment.
Non-Examples
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Bob will attend a job fair
on the college campus.
Sue hopes to work with
young children
someday.
Ben wants to work as a
welder.
Sue will work with DVR
services to ensure
community
employment.
Sue will get a job.
Independent Living Skills
 Skills
or tasks that contribute to the
successful independent functioning
of an individual in adulthood
(Cronin, 1996) in the following
domains: leisure/recreation, home
maintenance, personal care, and
community participation.
Independent Living
Examples
•
•
After graduation Sue will live
at home and participate to
the maximum extent possible
in her daily routine (e.g.
feeding, dressing, bathing,
activating small
appliances/media devices,
choice making) and
environment through the use
of technology.
After graduation, Todd will
demonstrate independent
living skills by independently
riding public transportation to
and from work.
Non-Examples
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Sue will learn to use the bus
system.
Roy should continue to use
his facial expressions as a
reliable mode to
communicate his
preferences as well as
practice increasing his
communication skills via eye
gaze at concrete objects.
Todd enjoys playing video
games, sitting with his family
at meals, and watching
DVDs.
Transition Services
 Transition
Services include:
 Specially
Designed Instruction,
 Related services,
 Community experiences,
 The development of employment and
other post-school adult living objectives,
and
 If transition assessment indicates a
need, the acquisition of daily living skills
and functional vocational evaluation.
Specially-Designed Instruction
Instruction
is one component of
a transition program that the
student needs to receive in
specific areas to complete
needed courses, succeed in
the general curriculum and
gain needed skills.
Instruction
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Postsecondary goals:
After graduation,
Todd will receive on
the job training. After
graduation, Todd will
work in the food
service industry. After
high school, Todd will
demonstrate
independent living
skills by independently
riding public
transportation to and
from work.
Transition Services Examples:
• Social skills training
• Instruction related to onthe-job safety
• Community-based
instructional experiences
related to food service
• Self-determination training
Transition Services Nonexamples:
• Coursework related to
visual arts
• Field trips related to
recreational opportunities
• Community-based
instruction related to food
services
Related Services
 Related
services are defined as
transportation and other needed
developmental, corrective, or supportive
services (including speech-language
pathology and audiology services,
interpreting services, psychological
services, physical and occupational
therapy, recreation, therapeutic
recreation, social work services and
school nurse services).
Related Services
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Postsecondary goals:
After graduation,
Todd will receive on
the job training.
After graduation,
Todd will work in the
food service industry.
After high school,
Todd will demonstrate
independent living
skills by independently
riding public
transportation to and
from work.
Transition Services Examples:
•
Speech-language
pathology;
Transition Services Nonexamples:
•
•
Instruction related to
safety in the
workplace
Instruction related to
workplace social
behavior
Community Experiences
 Community
experiences are a
component of the transition program that
is provided outside the school building or
in community settings. Examples include
community-based work experiences
and/or exploration, job site training,
banking, shopping, transportation,
counseling and recreation activities.
Community Experience
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Postsecondary goals:
After graduation,
Angela will attend
college to obtain a
degree in a health
related field. After
graduation from
college, Angela will
work in a health related
field.
Transition services
examples:
•
•
Job shadow
experiences in the
health field;
Visit community
college campus,
including Admissions
and Disability Student
Services offices.
Transition services nonexamples:
•
•
An admissions interview
role play;
Job experience at
Taco Bell.
Employment & Other
Post-School Adult Living Objectives
 Employment
and other post-school adult
living objectives are components of a
transition program that the student needs
to achieve desired postsecondary goals.
These could be services leading to a job
or career or those support activities done
occasionally such as voting, renting a
home, accessing medical services or
accessing adult services such as Social
Security Income.
Employment & Living Skills

Postsecondary goals:
After graduation,
Angela will attend
college to obtain a
degree in a health
related field. After
graduation from
college, Angela will
work in a health related
field.
Transition services examples:
•
Part-time employment
working in the health field;
•
Applying for financial aid;
•
Referral to DVR;
•
Applying for DSS services.
Transition services nonexamples:
•
Complete application
process at a community
college;
•
Interview for full-time
position in food service.
Course(s) of Study
A
current description of coursework to
achieve the student’s desired postschool goals.
This includes course to be taken by the
student and is to be updated at least
annually.
Best practice is to include the
student’s courses that support their
postsecondary goals from the current
year to their anticipated exit.
Course of Study
Post Secondary
Goals
 Education: After
graduation, Angela
will attend college
to obtain a degree
in a health related
field.
 Employment: After
graduation from
college, Angela will
work in a health
related field.
 Independent Living
Skills: Angela's skills
are age
appropriate.
Course of Study:
Angela currently receives SDI in
reading and math through
consultation in general education
and through instruction in
PACK/Tutorial.
In addition to graduation
requirements:
Junior Year•
Anatomy/Physiology
•
Human Development
•
Algebra to prepare her for
college-level math
Senior Year•
Chemistry or physics (collegeprep)
•
Beginning Athletic Medicine
•
Swimming
Annual IEP Goals
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Annual goals are statements that describe
what a student with a disability can
reasonably be expected to accomplish within
a twelve month period in the student’s
special education program.
Measurable goals are defined as statements
that contain four elements:
 Timeframe
 Conditions
 Behavior
 Criterion
Annual IEP GoalsTransition/Vocational Skills
Compliant
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Sue will increase identified jobs
of interest from indicating no
jobs of interest to listing at least
three potential jobs of interest
as measured by career
portfolio.
Bob will increase his Work
Experience Evaluation Rating
from 27/50 (graded on (date))
to a 40/50 or higher by (date).
When given potential careers
of interest, Bob will improve his
vocational skills from being
able to list no job-related
requirements to listing at least
three requirements as
measured by teacher data
collection sheets.
Non-Compliant
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Bob will pass classes and earn
credit towards graduation.
Bob will improve his job-related
transitional skills in order to
apply for admission into Tri Tech
Skills Center.
Bob will increase his knowledge
of postsecondary education,
employment, and community
living as measured by
documentation of successful
activities by (date).
Sue will increase her knowledge
of postsecondary placement
opportunities as well as
research-based careers based
on a completed functional
vocational assessment.
Agency Collaboration and
Linkage
 Each
IEP will address and recommended
appropriate adult agency as appropriate
 The IEP Team determines the agency
most likely to participate
 IEPs will show evidence of agency
invitation and parental consent prior to
agency participation
 An agency representative is only required
to attend the IEP if the agency is
providing services during the life of the IEP
Agency Collaboration and
Linkage
Public/state agencies include:
 Division of Vocational Rehabilitation (DVR)
 Division of Developmental Disabilities (DDD)
 WorkSource
 Disability Student Services (DSS)
 Mental health
 Agency Connections
 State agencies and services by county:
www.seattleu.edu/ccts/

www.seattleu.edu/ccts
www.seattleu.edu/ccts
http://www.nsttac.org
Questions?
Upcoming Webinars
 02/08/12:
 03/14/12:
 04/11/12:
 05/09/12:
 06/13/12:
Rural and Remote: Transition
Services
Developing Transition Services:
QuIST
Their Stories: Post-School Leavers
Transition: Connecting the Dots
How Did We Do? Following Our
Students
Thank You from the
CCTS
Technical Support Team
Website: www.seattleu.edu/ccts
Email: [email protected]
Phone: (206) 296-6494