Organizing for Success - Los Angeles Unified School District

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Transcript Organizing for Success - Los Angeles Unified School District

The Transition Focused IEP/ITP:
A tool for building lives
Presenters:
Luther Waters and Shelia Jordan-Jones
The District Office of Transition Services
333 So. Beaudry Avenue – 17th floor
Los Angeles, California 90017
(213) 241-8050
The Transition Process:
Empowers all students
with the skills necessary to
achieve their full potential
in adult living, through
support and collaboration
with families, schools and
communities.
Objectives
The participant will:
Understand how the changes in IDEIA 2004
(Individuals with Disabilities Education
Improvement Act) support a transition
focused Individualized Education Program
Understand that transition instruction is
embedded throughout secondary education
Learn the steps of developing a compliant
Transition Focused Individualized Education
Program (IEP)
IDEIA 2004 and Transition
Shift in focus to a Transition Focused IEP
What does it look like?
Evaluate, through assessment, which essential skills and
abilities are needed
Connected to the student’s post secondary goals
Build transition language throughout the IEP
Develop annual goals connected to the post secondary goals
The link
Adult Life
Secondary Education
The transition focused secondary IEP is the first
step in building the link between secondary
education and adult life.
Transition Focused
Secondary Education
and the IEP
Dreams
Preferences
Interests
Assessment
(How do you fit?)
(What do you want to
be?)
Measurable
Postsecondary
Goals
(After High School, what
will you do?)
Transition Activities
(Action-oriented growth activities)
Supports
and
Services
(Who and
what can help
you?)
Develop
Measurable
Annual Goals to
support MPSG
(What are the steps to get
you there?)
Course of Study
(How are you getting
there?)
PLP
(Where are you
now?)
Dreams, Preferences, and Interests
“What do you want to be?”
IDEIA requires Transition Assessment in 3 Areas:
Education/Training, Employment, and
Independent Living Skills (as needed)
You need at least 2 tools:
An Interview is an
excellent start, but an
interview alone is not
acceptable!
An easy way to catch a dream is to start by asking!
But don’t stop there . . .
Use the Assessments that are available to
identify strengths
Education/Training
State and District assessments
Periodic assessments
Curriculum-based measurements
Transition related assessments





COPS II
IDEAS
Informal Assessments for Transition Planning
Learn to Earn
Web-based (i.e. Career Locker, Career Cruising)
Employment
Pre-employment check list
Informal Assessments for Transition Planning
IDEAS
Transition to Work Inventory
COPS
Career Cruising
Independent Living Skills (As needed)
Informal Assessments for Transition Planning
Brigance
Observation – Checklist for Adaptive Living Skills (CALS)
Assessment:
Students with Mild-Moderate Disabilities
15 year old must receive a “Scaled and Scored” tool within
classroom instructional setting to complete the formal process –
(9th or 10th grade depending on age of student)
Ages 16+, annually update assessments as required:
Scaled Tool Examples:
IDEAS
COPS
JANUS
Transition-to-Work Inventory
Transition Planning Inventory (TPI)
Assessment:
Students with Moderate-Severe
Disabilities
15 year old must receive a “Scaled and Scored” tool within
classroom instructional setting to complete the formal process – (9th
or 10th grade depending on age of student)
Ages 16+, annually update assessments as required:
Scaled Tool Examples:
Reading Free Inventory
PICS
COPS PICS
Brigance Employability/ Life Skills Inventory
Adaptive Skills Checklist
Transition Planning Inventory- Modified for Student with
Significant Disabilities (TPI)
See Assessment Matrix
Interests and Assessment Results go on
Page
1
of
the
ITP
Enter career pathway.
(Dropdowns)
Choose the
appropriate
assessment and
‘click’ to enter it into
the dialog box.
Choose ‘Other’ and
indicate the title of
tool in parentheses
within narrative
Identify strengths,
interests and abilities
based on
assessment. Sample
phrase “Results
indicate student
interests in…
Abilities supporting
these interests
include…”
Enter
appropriate
response if
required.
DETAIL
DETAIL
DETAIL
Identify the Student’s
Post-secondary Goals
(Enter this Information on Pages 2 & 3 of the ITP)
Education/training

Does the student want to go to higher education
or a vocational training program?
Employment

Does the student want to get a job? Does the
student have a job preference?
Independent Living (As needed)

What living arrangement does the student
envision as an adult?
Page 2: Post Secondary Goals
The
expectation is
that the
student will
eventually
leave school
with which
one?
After leaving
school, what is
the student
planning? More
than one is
acceptable.
Page 3 Post Secondary Goals
After leaving
school, what
are the planned
living
arrangements
for the
student?
What is the
student’s plan
for
employment?
Education?
Let’s look at the Present Level of Performance
(PLP)
When writing the PLP in any area, keep in mind the
postsecondary goal of the student
Strengths, needs and impact of disability should
support the end goal
Course of Study
 General Education Curriculum
 Alternate Curriculum
Which course of study does the student need to
participate in to attain post-secondary goals?
Annual Goals
Annual goals are written to support;

Student areas of need as identified in PLP

Identified post-secondary goals
IEP Page 5 - Annual Goals
Robert wants to be a mechanic
The PLP identified a need in reading
comprehension
In developing your reading goal, address
the need and keep in mind how this goal
connects with Robert becoming a
mechanic
Supports and Services
Transition Activities
What transition activities will support the
post secondary goals in:

Education/Training

Employment

Independent Living Skills
ACTION-ORIENTED
GROWTH
ACTIVITIES
Page 2: Transition Activities
Check if the
student
currently
receives related
services
Think of this
section as a
sentence
completion.
“To work toward
the goals above,
the student
should…”
Identify meaningful
activities that will assist
the student in preparing
for the goals above.
Did the IEP team
discuss any other
related services
that may be
required for
transition?
Who will support
the activity?
(Dropdowns)
When will the
activity be
completed?
Page 3: addresses personal growth needs of
the student
To meet
this…
Indicate what
needs to be
done here.
Who will
monitor/support
the activity?
What activities will
assist the student
in preparing for
the goals?
What activities are
needed to assist the
student in meeting
the post living
goals?
Who will
monitor/support
the activity?
Who will
monitor/support
the activity?
Do you need additional information to
understand and develop a meaningful
IEP/ITP for the student?
Page
3a:
(when appropriate)
Complete only if
further
assessment is
needed.
Is additional
assessment
needed to
assist the
student in
“Independent
living skills?”
Completed by
the assessor.
Is additional
assessment
needed to
assist the
student in
“Functional
Vocational
Activities?”
Completed by
the assessor.
Transition Focused
Secondary Education
and the IEP
Dreams
Preferences
Interests
Assessment
(How do you fit?)
(What do you want to
be?)
Measurable
Postsecondary
Goals
(After High School, what
will you do?)
Transition Activities
(Action-oriented growth activities)
Supports
and
Services
(Who and
what can help
you?)
Develop
Measurable
Annual Goals to
support MPSG
(What are the steps to get
you there?)
Course of Study
(How are you getting
there?)
PLP
(Where are you
now?)
You are a key player in the transition
process…
District Office of Transition Services
333 South Beaudry Avenue
Los Angeles, California 90017
(213) 241-8050