Transcript Using the Indicator 13 Checklist to Write a Compliant IEP

Processes and Practices for
Postsecondary Transition Planning
A Focus on Age-Appropriate Transition
Assessment
Amy Szymanski, M.Ed.
Consultant
February/March 2011 Presentation
Intended Outcomes
• Participants will:
– Identify the required components within a compliant
Individualized Education Program (IEP) Transition Plan
– Age Appropriate Transition Assessment (AATA)
• Identify sources of AATA
• Give examples of methods for gathering AATA data
• Identify features to be in included within the summary of
AATA in Section 4 of the IEP
• Summarize information gathered from AATA and describe
the relevance to a student’s postschool goals
The Purpose of IDEA
“To ensure that all children with
disabilities have available to them a free
appropriate public education that
emphasizes special education and
related services designed to meet their
unique needs and prepare them for
further education, employment, and
independent living…”
State Performance
Plan Links
• Increased Graduation Rates for
Students with Disabilities (I-1)
• Reduction of Dropouts (I-2)
• Increased Quality and Effectiveness of
the Transition Component (I-13)
• Increased Postsecondary Success for
Students with Disabilities (I-14)
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Ed Resources Ohio
www.edresourcesohio.org
Ohio Operating Standards
Procedures and Guidance
IEP Annotation
Secondary Transition Tab
Transition Planning
Problem solve with the student and family:
“What does the student plan to do after graduation?”
– Future Planning
– Age 14 Statement
– Measureable Post School Goals
“In relation to these goals, where is the student now?”
– AATA
“What does the student need to do this year and in
subsequent years to be “transition ready” by graduation?”
–
–
–
–
Annual Goals and Services
Course of Study
Transition Services
Linkages to Adult Services
Start Young with Career Development to prepare
students to participate in Future Planning
This student wanted to be a bank teller, just like her mom
Future Planning
• Future planning is the opportunity each and
every year to have meaningful discussions
with the student and family about the
student’s future
• Inviting the student to the IEP is one tangible
way to promote and facilitate active student
participation.
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Changes through the Years
• The Vision/Future Plan should change
through the years
– from a school- focused, adult (family)
influenced view
To an
– adult world picture that is primarily
directed by the student with support from
the IEP team and family
Future Planning Development Tool:
“How Are We Doing?”
• To help guide the development of the
future planning and vision
• To encourage families and students to
participate in the process
• To assure that Future Planning which
guides the development of the transition
plan are student/family driven
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Miguel’s Future Planning
Statement
Miguel is 16 and plans to attend college and
obtain a degree in history or meteorology. He
would like to be a college professor in history
or a meteorologist (and study global
warming). Miguel enjoys perfecting his golf
game and communicates with friends via
social networking sites. He lives with his
mother now, but would like to live in a dorm at
college in a private room.
Jeffrey’s Future Plans
Jeffrey will live with his parents after high
school. His family may consider a supervised
living situation in the community for him,
eventually. His family sees him being employed
in the community doing tasks that make use of
his skill with using his hands and his interests in
tools, computers and plumbing. He also likes
attending sporting events in the community.
Jeff would benefit from ongoing adult education
in the areas such as daily living skills and
sexuality.
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Age 14 Requirements
• “For each child with a disability beginning at age 14
(or younger if determined appropriate by IEP team),
the IEP shall include a statement, updated
annually, of transition service needs of the child
under the applicable components of the child’s IEP
that focuses on courses of study (such as
participating in advanced placement courses or a
vocational education program).”
Ohio Operating Standards
IEP Part 4: Age 14 Statement
• Based on information from Section 1, Future
Planning, and Section 3, Profile, and, as
appropriate, data and information from
Section 6, Present Levels of Academic
Achievement and Functional Performance
and/or the results of age-appropriate
transition assessments (Section 4)
IEP Annotation
IEP Part 4: Age 14 Statement
• Describe in this section the child’s needs
related to transition to and through the first
years of high school and the course of study.
IEP Annotation
IEP Part 4: Age 14 Statement
Questions for the IEP Team to Consider
-What classes will the child need to prepare for the intended job/career?
--Does the child intend to go to college?
- Is this child planning to enroll in a career/tech program during high school?
-What classes will provide the child with skills needed in order to achieve the child’s post-school
goals?
-Does the child need accommodations and/or services to support achievement and progress in the
child’s course of study?
-How do the child’s plans for the future match up with the child’s preferences, interests, needs, and
skills?
-Are accommodations and services the child currently receives providing opportunities for the child
to attain the level of independence needed as an adult?
-Does the child know how to: ) describe to others how his or her disability affects his or her
learning, working, and living and 2) advocate for appropriate accommodations?
Courses of Study: “Ohio Core”
• How do students with disabilities participate in
the Ohio Core Curriculum?
• How does this affect course of study?
• 1st time 9th graders in 2010-11
• Course of study must include how student will
complete Core
• Consider implications for graduation and diploma
• See guidance at www.ode.state.oh.us keyword
search “Core” for specific guidance about options for
student participation in Core coursework
Course of Study - CORE
•
o
o
o
For SWD graduating in 2014 & after
CORE must be included in transition plan
3 Options to Meet Graduation Requirements
Required CORE coursework
Opt-out provision for required CORE
coursework
Based on IEP goals and objectives
Information from Jeffrey’s
Age 14 Statement
• Modified general curriculum
• Some in general education classroom
• Some in resource room (smaller class
size)
• Life Skills class
• Opportunities for paid work experience, in
school and in the community
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Information in Miguel’s Age 14 Transition
Statement
• Miguel will be enrolled in college prep courses, taking
the honors level math and science courses.
• He needs accommodations for taking notes. He needs
to continue practicing keyboarding, as a computer might
be an appropriate accommodation for him for note
taking.
• His current behavior plan provides "time out" when he
gets anxious, but the team is in the process of revising
the behavior plan with the idea that he will need ways to
cope with his anxiety into adulthood. Time out will not be
an appropriate accommodation for college or for future
workplaces.
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Age 16 Requirements
Post-Secondary Goals that are:
1. Measurable
2. Based on Age Appropriate Transition Assessment
– Team should gather information before the
student’s IEP for age 16
Includes:
1. A goal for Education/Training
2. A goal for Employment
3. A goal for Independent Living (for some students)
– Need assessment data that indicates a need or
no need related to individual student
Age 16 Requirements
Results in a ‘coordinated set of activities’:
• Connected Annual Goal(s)
– Meaningful steps to progress towards Post
School goals
• Aligned Course of Study
– Prepares student to engage in post school
education/training/employment/independent
living
• Supporting Transition Services
– Align with the individual student’s post school
goal
– Reflect experiences, skills, knowledge, etc. .
Needed for student to be “transition ready”
Indicator 13
8 Elements
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Indicator 13
Checklist
www.nsttac.org
Web-based Examples and
Nonexamples
Indicator 13 Checklist
• The document walks through the 8 items of the Indicator 13
Checklist for 14 different students (ages 16 – 21).
– Students with specific learning disabilities: Allison,
Jason, John
– Student with autism: Alex
– Student with emotional behavioral disorder: Jamarreo
– Students with intellectual disabilities: Jeremy, Jodi,
Lissette, Paulo, Stephanie
– Students with severe, complex disabilities: David, Kevin,
Lilly, Rolanda
Steps to “The Document”
•
•
•
•
www.nsttac.org
Click on Indicator 13
Click on Training Materials
Click on “the document”, anywhere in blue
The Processes and Practices
Transition Planning Tool
This tool expands on each element in the Indicator 13 Checklist
Indicator 13
Element 1: Measureable Post-School Goals
Element 2: PS Goals Updated Annually
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Compliance Requirements
Indicator 13 Checklist
• ST 1. Is there an appropriate
measurable postsecondary goal or
goals in each area?
(note: ST = Secondary Transition)
Postsecondary Goals
• “generally understood to refer to those goals
that a child hopes to achieve after leaving
secondary school (i.e., high school)”
(IDEA 2004 Part B Regulations, §300.320(b),
discussion of Final Rule p. 46,668)
• Post School Goals are NOT the process of
pursuing or moving toward the desired
outcome.
Indicator 13 - Element 1
Measurable Postsecondary Goals
Measurable Postsecondary Goals:
• Based on student’s preferences, interests,
needs and strengths (PINS)
• Informed by and based on data/results of
age-appropriate transition assessment
• Increases in detail and becomes explicit as
student nears graduation
• Specific to a type of adult outcome
• May or may not change from year to year
Formula for Writing a
Postsecondary Goal*
_________ _____ will_____ ________
(After high school)
Student
(After graduation)
(Upon completion of high school)
Behavior
Where and How
*Taken from the National Secondary Transition Technical Assistance Center (www.nsttac.org)
Jeffrey’s Post Secondary Goals
Education/Training
• Goal: Once Jeffrey has completed high school, he
will enroll in adult education classes to further his
daily living and independence skills.
Employment
• Goal: After leaving high school, Jeffrey will work in
the community with supported or customized
employment in a job that makes use of his interests
and strengths
Independent Living
• Goal: Jeffrey will live at home with his parents after
he finishes high school until he is eventually able to
move into a supervised group home.
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Miguel’s Measurable Postsecondary Goals
Education and Training
Goal: Upon graduation from high school, Miguel will enroll in
a four year college
Employment
Goal: After earning a degree or degrees from a university,
Miguel will pursue a career as a college level history
professor, or as a meteorologist
Independent Living
Goal: Miguel will live independently in a private dorm room
while attending college
Post School Goals: Accountability
• Are schools held accountable for the achievement of Post
Schools goals following high school?
– NO. Schools are NOT responsible for student attainment of
appropriate, measurable post-secondary goals listed in the
transition component of the IEP
– However, districts are responsible for implementation of
specific transition services, behavioral interventions, and
progress on annual IEP goals that support the student's
future planning. As long as the school has provided the
course(s) of study, implemented the annual IEP goals, and
delivered the transition services and other services identified
in the IEP, it has met its obligation
Students with Significant Disabilities
• Students with Significant Disabilities NSTTAC Training
Materials
– PowerPoint presentation NOTE: Goals are examples NOT
compliant exemplars
– OK Workgroup Examples
http://www.nsttac.org/indicator13/indicator13.aspx
Compliance Requirements
Indicator 13 Checklist
• ST 2. Is (are) the postsecondary
goal(s) updated annually?
(note: ST = Secondary Transition)
Indicator 13 - Element 2
Evidence of Annual Update or Review
• Element 2 requires evidence that post
secondary goals are updated annually
– Does not mean that they change
• Possible ways to document update/review:
– Notices of an IEP meeting during the previous
year
– IEP summary notes that indicate discussion and
approval of continuation of PS Goals
– Updated, more detailed, or revised PS Goals
– New information in AATA that aligns with PS
Goals
Reflect / Review IEP
• Review and reflect on an IEP that you
brought to the training
– Are the postsecondary goals
measureable?
– Do the goals meet the criteria described in
the Indicator 13 checklist?
Indicator 13
Element 3: Age Appropriate Transition
Assessment
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Compliance Requirements
Indicator 13 Checklist
• ST 3. Is there evidence that the
measurable postsecondary goal(s) were
based on age appropriate transition
assessment?
(Note: ST = Secondary Transition)
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The Age Appropriate Transition Assessment Process…
…..IS……
…..IS NOT…….
• Selecting assessment tools, settings
and methods to get specific info
• Summarizing and interpreting test
results in relation to adult
outcomes
• Ongoing, dynamic and guided by
assessment questions
• To inform student’s multi-year
transition needs in relation to his/her
measurable post-school goals
• Using the same assessment tool or
method with all students
• Listing the name of tests and test
scores in section 4 of IEP
• Including students with disabilities
in all whole school career-oriented
events and activities
• Information provided informally by
the student, family and others
• Done once or during a certain time
period or grade level
• Used only to inform student’s
achievement of current IEP annual
goals
• Only information gathered by special
educators in a separate assessment
event
• Only valid if generated by formal tools
and gathered by educational
professionals
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Adapted from a presentation by Mary Morningstar
Implementing the Age Appropriate
Transition Assessment
Requirements of IDEA 2004
Mary E. Morningstar, Ph.D.
[email protected]
www.transitioncoalition.org
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Test yourself…
1. Transition assessment uses a specific protocol, and it is important to administer it
as instructed.
FALSE
TRUE
FALSE
Schools often base the entire assessment process on a preestablished protocol designed by the district and based on a
commercial product, and not on the needs of the student (Cohen
& Spenciner, 1996). In reality, transition assessments should be
developed and individualized with each student in mind. Student
participation in developing the types and methods of assessment
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is the best way to go.
2. Transition assessment is an ongoing process that takes place throughout and
across the secondary school years
FALSE
TRUE
TRUE
While transition assessment is often thought of as a once-a-year
event completed by one person and occurring over a short period
of time to develop the IEP, it is in fact most useful when thought
of within a broader context (Cohen and Spenciner, 1996). In order
to be effective and meaningful to the student and the school
program, the transition assessment process must be ongoing
throughout the school year.
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3. Information for the AATA is only information
gathered from age 14 and older.
FALSE
TRUE
FALSE
While IDEIA REQUIRES that information be gathered starting at
age 14, it is important to document what we already know about
the student from previous experiences. Much information can be
collected related to the student’s learning style, medical
background, preferences and interests well before age 14.
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4. Transition assessment is primarily for youth with severe disabilities
FALSE
TRUE
FALSE
Many assessment approaches may be created with one disability
population in mind, other assessments are appropriate for all youth.
What is most important is for you to familiarize yourself with each
assessment measure and determine it’s usefulness to the overall
transition process. Don’t assume that a certain instrument or method
is not appropriate for a particular student because of his or her label
or disability category. Oftentimes, accommodations can be made so
that a particular assessment can used effectively to meet the ability
level of the student.
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5. The purpose of AATA is to provide data that serves as
the common thread in the transition process. It is used
as the basis for defining measureable post-secondary
goals and services aligned with/ or in support of the
student’s identified future plans
FALSE
TRUE
TRUE
The information obtained from AATA assists to prioritize educational
activities and experiences, assists in progress monitoring and will allow
teams to identify gaps in important skill development related to the postsecondary goals.
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6. “Age-Appropriate” means Developmental Age.
FALSE
TRUE
FALSE
Age Appropriate refers to CHRONOLOGICAL Age …….
NOT
Developmental.
AATA should include activities, assessments, content, environments, instruction
and/or materials that reflect a student’s chronological age and focus and inform
future environments, regardless of the functioning level of the student or the
current skill levels
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Yvette : 17 year old student
PS Goal: To work for a pet groomer
Assessment Info
• Reads on first
grade level
Developmental View
• Focus on reading first grade
materials/primers
• Cries when she
is corrected
• Ignore her cries (do not reinforce
with attention) OR
Comfort her with hugs and rocking
(as one would do a young child)
• Enjoys playing
with young
children /
juvenile games
• Play games with her in the
classroom such as Candyland
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Yvette : 17 year old student
PS Goal: To work for a pet groomer
Assessment Info
• Reads on first
grade level
• Cries when she
is corrected
• Enjoys playing
with young
children /
juvenile games
Chronological View
• What information will she need to
be able to read and understand
related to pet grooming? Pet
name? Owner Name? Allergies?
• What coping skills will she need
when her boss corrects her work?
When a customer is unhappy with
work?
• Is there are career opportunity that
involves both children and pets?
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7. AATA include only standardized instruments that will render a valid and reliable
score
FALSE
TRUE
FALSE
AATA includes formal and informal assessments. Observation, checklists,
interviews are very appropriate and often necessary to gain meaningful
information. This is especially true for students with low incidence
disabilities that may not respond well to formal, standardized instruments.
Types of Non-Standardized or Informal Assessments that might be used
include: Interviews and Surveys, Behavior Observation Forms, Rating
Scales, Situational Assessments, Curriculum Based Assessments,
Environmental or Ecological Assessments, Medical Information
Person-Centered Planning Procedures
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Quick Talk
Current Practices
• What does transition assessment
look like in your district/setting?
– Is one person in charge?
– How does the team plan assessment activities?
– What kind of assessment activities have typically
been used?
– What happens to the results?
– What type of information do you include in the
summary of the AATA data on the IEP?
– How do you go about parent consent?
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Element 3:
What is the Function of AATA
• Dependent on “Future Planning” statement
to set a direction early as place to start
• Can include many of the same sources and
methods as any student assessment, but
context for interpreting the data is different
• Select assessment methods, settings and
tools to answer specific questions about
individual students
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What is the Purpose of AATA?
• NOT to Direct
• NOT to Limit options
• Process to use data and facts to
confirm or refute that student’s post
school intentions are a good “fit”
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But…
• What if the student’s goals are “unrealistic”?
• What if the student hasn’t determined any
goals?
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How To Gather Information
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How To Gather Information
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Types of Transition Assessments
Formal and
Informal
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Formal Transition Assessment
• To learn about a wide variety of skill
levels in various areas (e.g., vocational,
academic, social)
• Published tests: scores that compare
students to others
• A starting point
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Types of Formal Assessments
• Learning style inventories
• Academic achievement tests
(Woodcock Johnson)
• Adaptive behavior scales (Vineland)
• Aptitude tests (Differential Aptitude Test)
• Interest inventories
(Self-Directed Search [Forms E, R, and
Explorer]
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Informal Transition Assessments
• Observing the student in various academic and
work experiences
• Talking with the student about likes and dislikes
• Setting up experiences to allow the student to
try something that that may be of interest
• Often teacher-made
• Often does not result in a score
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Types of Informal Assessments
•
Observation: watching or listening to an individual’s
behavior and recording relevant information
•
Interviews/ Questionnaires: structured or
unstructured conversations through question-andanswer format
•
Environmental Analysis: carefully examining the
environment in which an activity normally occurs
•
Curriculum based assessments: task-analysis,
portfolio assessments, work sample analysis,
criterion-referenced tests
(Test, Aspel, & Everson, 2006 - Transition Methods for Youth with
Disabilities)
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In Summary
Age Appropriate Transition Assessment is:
• Continuous and dynamic, not an event
• Planned uniquely for each student
• Guided by questions that describe what
needs to be known about the student
• Defines any gap between current skills
and demands of future endeavors
• Specific to the context of the student’s
future intentions and environments
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What does AATA on the IEP look like?
(Section 4)
1. Name the assessment or type of
assessment method
2. List the date(s) or refer to time period in
which it was conducted
3. Summarize results relevant to
postsecondary goals
4. Synthesize information across
assessment results
5. Link the results to postsecondary
environments
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Age Appropriate Transition
Assessment Information
• According to the WAIS-R administered on 09/10/09,
Jamarreo’s performance IQ is in the high average range while
his Verbal IQ is in the low average range. He also performed in
the high average range on the Differential Aptitude Test –
Mechanical Comprehension and Spatial Reasoning subtests.
These results suggest Jamarreo has potential of meeting his
postsecondary goals of being a self-employed welder.
Age Appropriate Transition
Assessment Information
• Jamarreo reported to his special education case manager on
3/22/06 during an informal interview that he has worked part
time in his uncle’s metal shop for the past year and is
interested in welding as a career. Career Planning Survey
completed in 2005 and then the Work Adjustment Inventory
completed March, 2009 suggest
Jamarreo has strengths in the area of mechanical work and
will likely be a “serious, dedicated employee.”
Postsecondary Goal:
Employment
• Upon graduation from high school, Jamarreo
will work part-time as a shop helper in his
uncle’s shop to gain experience in the
automotive repair industry.
Age Appropriate Transition
Assessment Information
• According to the Woodcock Johnson, administered 9/15/05, his academic
achievement in reading and written language is below average. His
psychological report and placement paperwork has identified Jamarreo
has having an emotional and behavioral disorder as well as a specific
learning disability in written expression, oral language processing, and
reading. With the provision of the testing accommodations identified in
Jamarreo’s IEP (extended time and separate testing location), he
demonstrated proficiency on all end of course exams required for 10th
and 11th grade.
These findings suggest that Jamarreo may need time limited supports
after graduation from high school as he transitions into a postsecondary
educational setting and employment.
Postsecondary Goal:
Education and Training
• Upon graduation from high school, Jamarreo will
attend Central Piedmont Community College and
participate in the welding industry certificate
program meeting the requirements to attain an Entry
Level Welding Certificate.
Postsecondary Goal:
Education & Employment
• After graduation from Central Piedmont
Community College, Jamarreo will obtain a
small business license and contract out his
services as a welder in his uncle’s shop.
Age Appropriate Transition
Assessment Information
• In an informal interview with his family in
preparation for the IEP meeting, mother noted
concerns about Jamarreo’s lack of concern for legal
consequences of his behavior. His uncle and mother
are pleased that Jamarreo intends on furthering his
education and are proud of the skills he has
developed thus far.
Age Appropriate Transition
Assessment Information
• An audiological report was completed as part
of the three year reevaluation. A note from his
pediatrician dated 8/15/09 states he
continues to require use of a hearing aid and
will need assistance with proper maintenance
and care.
Postsecondary Goal:
Independent Living
(1) After graduation, Jamarreo will follow the laws of
his community, demonstrating an understanding of
the need for laws to ensure his and others’ safety.
(2)After graduation, Jamarreo will maintain his hearing
equipment by attending annual check ups with
audiologist.
Resources for AATA
Development
• NSTTAC AATA Tool Kit
http://www.nsttac.org/products_and_resources/tag.aspx
• “Quick Book”
from the Transition Services Liaison Project in SD
http://www.sstr1.org/files/Transition_QuickbookIEPChecklistFinal09
1407.pdf
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Resources for AATA Development
• Career Direction Formula
Taken from: How to find Work that Works for People
with Asperger Syndrome by Gail Hawkins
Career Direction Formula
How to find Work that Works for People with Asperger Syndrome
- Gail Hawkins
• Sample Interest List
• Brain Stretching Chart
• Job Viability Checklist
Slide Adapted from Chris Filler, OCALI
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Interest List
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Brain Stretching
Untangling yarn
in fabric store
Detailing team
for cars
Department Store
Packaging
Company
Gift Wrapping
Stock Area
Crafts Store
Cleaning
Artist
Removing string from
new clothing, rugs,
blankets, etc.
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Viability
1. What Type of Social Skills?
2. Specific Social Understanding and
Knowledge?
3. Types and Quality of Communication Skills?
4. Steps in the Task/Job?
5. Ability to Request Help?
6. Type and Level of Fine Motor Skills?
7. ….and more…..
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Reflect / Review IEP
• Review and reflect on an IEP you brought to the
training
• Does the AATA information:
– provide a summary of the student’s preferences,
interests, needs and strengths?
– Do assessment tools/methods gather specific info?
 Are results summarized/interpreted in relation to adult
outcomes?
 Are the questions ongoing and/or dynamic?
 Can you determine a multi-year focus on transition needs?
 Is information provided informally by the student, family and
others?
• Can you identify other needed information?
– How would you gather that additional information?
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Indicator 13
Element 4: Transition Services Aligned to Outcomes
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Compliance Requirements
Indicator 13 Checklist
• ST 4. Are there transition services in the
IEP that will reasonably enable the
student to meet his or her
postsecondary goal(s)?
(Note: ST=Secondary Transition)
What are Transition Services?
• The term transition services is defined as a
coordinated set of activities for a student with a
disability designed:
– To be within a results-oriented process
– To improve the academic and functional
achievement of the student with a disability
– To facilitate movement from school to postschool activities including:
•
•
•
•
•
•
postsecondary education
vocational education
integrated employment (including supported employment)
continuing and adult education
adult services
independent living or community participation
What are Transition Services?
Multiple Types
• Transition services are based on the individual
child’s needs, taking into account their strengths,
preferences, and interests
• Transition Services can include, but are not limited to:
–
–
–
–
Instruction
Related service
Community experience
Development of employment and other post-school adult
living objectives, including acquisition of daily living skills
(when appropriate)
– Functional vocational evaluation
• Not required that each student receive each type of
service
Transition Services
• Transition Services are designed to help
make a connection or a link
– Not a single isolated activity
– Viewed as part of a larger plan to move
successfully towards adult outcomes
– NOT a Single Service…part of a Multi-Year
Plan
At Least One Service per Goal
• Each Post School Goal must have at
least one identified and associated
transition service
• The same service can be identified for
more than one post school goal
Who is the Person or Agency Responsible?
• School district must assure needed services are
available
• May be provided by other agencies
• Student or parent can not be listed as person
responsible
• If an agency fails to provide or pay for a planned
service, the school must reconvene the IEP
meeting and determine another source for or way
to provide the needed transition service
Possible Transition Services for
Jamarreo
• Work-based instruction with a local welder
• Instruction related to workplace social behavior
• Referral to Medicaid for augmentative communication device
coverage (i.e., hearing aid)
What else??
Miguel's Backwards Planning Chart
Steps to close
the gap
Upon graduation
from high school
Miguel will enroll
in a four year college
Transition Area
After earning a degree from a
university, Miguel will pursue a
career as a college level history
professor, or as a meteorologist.
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Miguel will live independently
in a private dorm room while
attending college.
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This is what
should be
accomplished
by the time he
leaves high
school
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Instruction
Verbal prompt to use
counting back strategy
Fade verbal prompt use
iPod picture cue
Competent, consistent use of
coping strategies
Community Experiences
Research colleges that
provide compatible
academic program and
dorm facilities
Narrow college choices
Conduct college visits,
including disability
services offices
Application to college has been
submitted
Employment Objectives
Job shadowing in careers of
interest (history professor,
meteorologist)
Summer intern job related
to career of interest
Gather enough information to
make an informed decision
between history and math as a
major in for bachelor degree
Adult Living Objectives
Review AATA results with
Miguel, with emphasis on
him understanding his
sensory needs
Work with Miguel on
having him identify
strategies to
accommodate his needs
Advocate for his needs in
college and community
Linkages with Adult
Services
Invite mental health
counselor to IEP
Assist Miguel in making
referral to adult mental
health provider
Complete intake/eligibility with
adult system mental health
provider
Related Services
Speech Path to work on
turn taking in conversation
Assistive Tech for note
taking he can use in
college
Social skill competence
Course of Study
College prep with honors
courses in math and
science
Be academically prepared to
pursue advanced degrees
Jeffrey’s Backward Planning Chart
After leaving high school, Jeffrey will work in the
community with supported or customized
employment in a job that makes use of his
interests and strengths
Transition Area
Once Jeffrey has completed high school, he
will enroll in adult education classes to
further his daily living and independence
skills
16
17
18
Instruction
Functional
Behavior
Assessment, BIP
Observation of
transition in various
environments in
and out of school
Implement cues,
prompts, supports
interventions with
work supervisors
Community
Experiences
Observational
Assessment of
skills related to
community ex:
safety, shopping,
etc.
Access community
setting to practice
social and safety
skills
Continue
Employment
Objectives
Interest
Inventories, i.e.
Choicemaker
Becker Reading
Free
Job Shadow in
areas matching
preference and
strengths
Adult Living
Objectives
ELSA
Daily grooming
checklist with
video game
reward
Linkages with
Adult Services
Related Services
Jeffrey will live at home with his parents after he
finishes high school until his is eventually able to
move into a supervised group home.
19
20
21
Continue
Transition without
incident from one
activity to another
Explore potential
adult education
classes
Community Travel
assessment
Participate in
adult service
class of choice
Enroll in selected
adult service
classes
Supervised in
school work
experiences
Job Coach for
community job
Job Coach for
community job
Part-time
supported
employment in the
community
Instruct in grooming
skills specific to
work place
Daily hygiene
routines following
gym class
Use Video
Modeling re:
appearances in
various community
environments
Invite SSA to IEP
meeting
Explore waivers
Make referral to
RSC
Application to SSI
Continue RSC and
DD meetings and
updates
Meet with
Potential adult
service
providers
Waiting list for
group home
Job coach
Choose a
communication
device or system
Speech/AT eval
How to use device
in structured social
environments
(SLP/AT Specialist)
Instruct in use of
device in specific
work situations
(SLP)
Expand instruction
use of device in
additional work
environments
Travel Training
Communicate
with peers and
adults at work 93
and
home
Independent,
consistent with
hygiene and
personal
appearance
Transition Service and/or AATA
Resource Examples
Ohio Career Information System
• www.ocis.org
Career One Stop
• http://www.careeronestop.org/
O*Net OnLine
• http://online.onetcenter.org/
Drive of Your Life
• http://www.driveofyourlife.org/
Reflect / Review IEP
Review and reflect on an IEP that you brought
to the training
– Do these services link to the Post School
goals in the Transition Plan?
– Are there other services that would be more
appropriate or additional services that might
need to be added?
Indicator 13
Element 5: Course of Study Alignment
Course of Study
Aligns to
Outcomes
96
Compliance Requirements
Indicator 13 Checklist
• ST 5. Do the transition services include
courses of study that will reasonably
enable the student to meet his or her
postsecondary goal(s)?
(note: ST = Secondary Transition)
Courses of Study: “Ohio Core”
• How do students with disabilities participate in
the Ohio Core Curriculum?
• How does this affect course of study?
• 1st time 9th graders in 2010-11
• Course of study must include how student will
complete Core
• Consider implications for graduation and diploma
• See guidance at www.ode.state.oh.us keyword
search “Core” for specific guidance about options for
student participation in Core coursework
Courses of Study:
“What is It?”
• Multi-Year Focus
• Descriptions of how the student will be involved
in the general curriculum
• Examples:
– Advanced academics = 4-year college preparation
– Regular academics = 2-year college or employment
preparation
– Career and technical = technical school or employment
preparation
– Applied academics = employment or independent
living preparation
– Community-based training = preparation for specific
environments
Courses of Study
“What is Included?”
• What supports will the student require in
order to enroll and participate in the
appropriate course(s) of study?
•
•
•
•
•
Prerequisite courses?
Career assessments?
Accommodations?
Safety issues that need addressed?
Hybrid: Individualized Courses of Study?
– College Prep with Consumer Education
– College Prep with Life Skills Instruction
– Applied Academics and Community Based
Experiences
Course of Study:
“How to Decide”
• Discuss the following:
– What classes will the student need to prepare for
his/her intended job or career?
– Does the student intend to go to college?
– Is the student planning to enroll in a career/tech
program while in high school?
– Will the student require direct experience and
instruction in life skills?
– Does the student need authentic experiences in order
to learn?
– What classes will provide the student with skills
needed to achieve post school goals?
Course of Study:
“How to Decide”
– Does the student need accommodations or
services to support achievement and progress in
the general curriculum?
– Are accommodations and services the student
receives now providing the skills the student will
need for independence as an adult?
– Does the student know how to describe to others
how his/his disability affects learning, living and
working?
– Can the student self-advocate for appropriate
adult accommodations?
Course of Study:
Important Considerations
• Future Planning and Age 14 Statement should
provide helpful information related to the transition
service needs that are addressed in the course of
study
• Courses of Study will reflect multiple years and be
multi-focus
• Course of Study for each post school goal may be
different
Reflect / Review IEP
• Review and reflect on an IEP that you
brought to the training
– Does the course of study in your IEP meet
the requirements of Indicator 13 Checklist
Element 5?
– Would you suggest any changes or
additions?
Indicator 13: Element 6
Annual Goals Aligned to Post School Outcomes
105
Compliance Requirements
Indicator 13 Checklist
• ST 6. Is (are) there annual IEP goal(s)
related to the student’s transition services
needs?
(note: ST = Secondary Transition)
•
Linking Annual IEP Goal(s) to
Postsecondary Goals
• Each postsecondary goal must
have an associated annual
goal(s)
– At least one
– Designed to assist student to make
progress towards the stated
postsecondary goal(s)
107
Indicator 13
Element 7: Student Invited to IEP
108
Compliance Requirements
Indicator 13 Checklist
• ST 7: Is there evidence that the student
was invited to the IEP Team meeting
where transition services were
discussed?
Examples of Evidence
• Students of any age are required to be invited
to IEP meetings where transition is discussed
– PR-02 addressed to student
– Student signature as attendee on IEP
• If student does not attend:
– District required to take other steps to ensure
student’s interests and preferences are
considered
• For example: AATA information that includes
student’s PINS
Indicator 13
Element 8: Agencies Invited to IEP Meetings
Agencies invited to IEP
meetings
111
Compliance Requirements
Indicator 13 Checklist
• ST 8. If appropriate, is there evidence
that a representative of any participating
agency was invited to the IEP Team
meeting with the prior consent of the
parent or student who has reached the
age of majority?
(Note: ST = Secondary Transition)
Reflect / Review IEP
• Use the information provided in this
presentation related to agency services
and eligibility as you review and reflect on
an IEP that you brought to the training
– Have agency referrals been made or
considered?
– Have representatives been invited to the IEP
transition meetings
• Has prior consent been obtained from the parent or
student who has reached the age of majority?
– Should other agencies be considered?
State Support Team Region 1
Postsecondary Transition Resources
Amy Szymanski, Consultant
[email protected]
1-800-346-8495 ext. 146
www.sstr1.org
Transition
Training Materials