Transcript Slide 1

WELCOME
To
Transition IEP:
What’s New And A Little Review
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I will stop and answer questions. The question will appear in black in the
larger box under Chat Q & A.

This webinar will be recorded. The webinar, questions and answers, and
slide show will be posted to our web site after the meeting.

You can reach this page by visiting the Indiana Institute on Disability and
Community (IIDC) web site, selecting “Centers”, “Center on Community
Living and Careers”, “Events and Announcements”, or using the link
provided below.
 http://www.iidc.indiana.edu/index.php?pageId=62
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What We Hope To Accomplish
 Improve compliance for the Transition IEP
(Indicator 13)
 Learn what is new for the Transition
Requirement Checklist
 Review how to document writing measurable
postsecondary goals, age-appropriate
assessments and measurable annual goals.
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New Transition Requirement Checklist
• Go to
www.doe.in.gov/exceptional/speced/monitoring.html
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1) Is there evidence that the
student was invited to the
Transition IEP Team meeting
where transition services were
discussed?
Y
N
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How Do You Know The
Student Was Invited?
• Student name on invite list
• Dated prior to the date of the case
conference (e.g., adequate notice CCC
meetings, 511 IAC 7-42-2).
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Present Level Of Academic
Achievement & Functional Performance
 What do I already know about this student that would be
helpful in developing postsecondary goals? (e.g., review of
records, grades, ISTEP, NWEA).
 What information do I need to know about this student to
determine postsecondary goals? (e.g., skills, aptitudes,
interests, strengths, preferences, needs).
 What methods will provide this information (e.g., transition
assessments)?
 How will the assessment data be collected and used in the
IEP process (summarized)?
[Greene, G. & Kochar-Bryant, C.(2003)]
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What Do We Know?: Present Levels of
Academic and Functional Performance
• It is stated in positive terms and highlights strengths
(starts with strengths, preferences, interests).
• It references the most recently attained skills from
the previous years goals.
• It is measurable in that you have specified a grade
or age-level performance if it is clear or definable
through state standards or other curriculum (e.g.,
scope and sequence materials, developmental
materials or testing materials).
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What Do We Know?: Present Levels of
Academic and Functional Performance
• It should be functional and evident in the
student’s routine activities of daily living in
environment such as classroom, bus,
community, lunchroom.
• It is relevant in that it is connected to the
student’s disability and their needs.
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What Do We Know?: Present Levels of
Academic and Functional Performance
• It is the starting point from which this year’s
progress is to be measured and evaluated –
it is the baseline data to the proposed
annual goals (and short-term
objectives/benchmarks) to be included (same
procedure and criteria of measurement).
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What Do We Know?: Present Levels of
Academic and Functional Performance
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Data can come from a variety of sources:
Curriculum rubrics
Rubrics
Current IEP
Checklists, skills and interests
Career, transition and vocational assessments
Student work samples and portfolios
Family and staff observations and records
Behavior and attendance records
Systematic observation of behavior or task analysis
• It can pass the Stranger Test or Move-in Test
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Example
Strengths of student: James is a 15 year old
student who seems to enjoy school. James is
hard working and attentive in class. He has a
good sense of humor and works well with
others. He is polite and caring. James enjoys
science and hands-on activities. He enjoys
working on cars with his father. His father is in
construction. He would like a job either as a
mechanic or in construction.
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Present levels: NWEA Scores; ISTEP Scores
(M=378/517; E/LA = 427/516). James is performing
well-below grade level and needs significant supports
and modifications in most of his academic classes. His
is reading at the 3rd grade level, however he can
comprehend higher level material when read to him.
He has difficulty using phonetic skills when decoding
words and struggles with word recognition. He feels he
has made progress and is reading better than last year.
James says studying harder and practicing his decoding
strategies have helped. Testing suggests that his writing
skills are at the 3rd grade level.
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Present levels: He has weak spelling skills and lacks
proper punctuation /capitalization which impacts
readability of written sentences. He is currently
completing a modified pre-algebra curriculum with
relative success. James uses a calculator to accommodate
for his difficulty with basic computational skills (division,
fractions, subtraction with borrowing). Testing (WJ-III ‘08)
suggests that Joe performs at about the 4th grade level.
He needs more time to complete problems and have the
story problems read aloud. His weakness in reasoning,
memory and processing speed significantly impacts his
ability to pick up, process and retain information in
academic areas.
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Present Levels: What do I already know about
this student that would be helpful in developing
postsecondary goals?
 We know he is a pleasant, good manner person
 We know he has low academic skills 3rd – 4th
grade levels
 He is pursuing a diploma
 He likes hands-on activities
 Gets along well and works well with others
 He has an interest in cars.
 Father is involved and fairly supportive
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Present Levels: What information do I need to know
about this student to determine postsecondary
goals?
• Other career interests besides cars (based on
influence from father’s career)- aptitudes, etc.
• Independent living skills
• Future vision-what he sees himself doing
• Self-determination skills
• Future supports he may need
• Type of training he will need for his career
• Other experiences he may need
• Given the data, diploma vs certificate discussion
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Present levels: What methods will
provide this information (e.g., transition
assessments)?
• Career interest inventory been conducted?
• Independent living assessment
• Move toward a career academic sequence or more
functional academics?
• Self-determination assessment?
• Career and orientation class?
• Specific projects in various content classes?
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Things to Remember . . .
Age-Appropriate Transition Assessments
• There is specific data and/or information related to
interests, preferences, strengths and needs for
each postsecondary area and targeted
postsecondary expectation (education/training,
employment, and living).
• The findings from the data and information is
summarized (type of assessment is not just
listed).
• If Independent living area is not needed, you
provide evidence of why?
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Summary of Findings For Age Appropriate
Transition Assessment for James
After high school, James would like to pursue a career in
construction like his father or as a mechanic and attend a technical
school. He has been working with the guidance counselor to
explore possibilities at the Career Center and a career academic
sequence pathway. He will receive a Career Interest Inventory
through the guidance department this upcoming year as well as be
given the “What’s My Bag” assessment in resource room. Based on
the “Planning for Community Life” worksheet and discussion with
James and his father, his father will help support him with basic
daily life skills, like managing money, finding a place to live and
support for a job. He eventually would like to live by himself in a
house or apartment. He will not need an ILS goal.
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Another Way to Present the Information
Education and Training: James would like to pursue a career in construction like
his father or as a mechanic and attend a technical school. He has been working
with the guidance counselor to explore possibilities at the Career Center and a
career academic sequence pathway.
Employment: James would like to pursue a career in construction like his father or
as a mechanic and attend a technical school. He will receive a Career Interest
Inventory through the guidance department this upcoming year as well as be
given the “What’s My Bag” assessment in resource room.
Independent Living: Based on the “Planning for Community Life” worksheet and
discussion with James and his father, his father will help support him with basic
daily life skills, like managing money, finding a place to live and support for a job.
He eventually would like to live by himself in a house or apartment. No ILS goal
needed
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Transition Assessment
• Information is built upon over the years
(middle school through high school)
• Can you determine the students strengths,
preferences, interests and needs to support
the each of the measurable postsecondary
goals
• Answer the question: What else do I need to
know about this student to help him/her
develop post-school goals?
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Post-Secondary Goal Areas
2) Are there measurable post-secondary goals in
these areas?
Education/
Training
Y
N
Employment
Independent Living
Y
Y
N
N N/A
a) Can the goal(s) be measured?
b) Will the goal(s) occur after the student graduates/transitions from school?
- If 'Yes' to both these questions, then circle 'Y'. If a post-secondary goal is not stated, circle 'N'
for 'No'
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James
Measurable Postsecondary Goals
• Education and Training – After high school,
James will attend a technical school to study
construction or mechanics
• Employment – James will obtain a job in
construction or mechanics.
• Independent Living Skills – NA
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USE ACTION AND
MEASURABLE TERMS
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What NOT to Write?
 Non-measurable words like “hopes to”,
“explore”, “would like to”, “wants to go to
college” or “will try to find a job”, “wants to
live on his own”
 Write 2-3 goals in one statement
 Add too much verbiage . . . . .where you have
to go looking for the actual goal
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3) Is there evidence that the measurable postsecondary goals were based upon an ageappropriate transition assessment?
Education/
Training
Y
N
Employ- Indepenment
dent Living
Y
N
Y
N N/A
Is the use of a transition assessment(s) for the post-secondary goal(s) mentioned in the
Transition IEP or evident in the student's file?
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Another Way to Present the Information
Education and Training: James would like to pursue a career in construction like
his father or as a mechanic and attend a technical school. He will be working with
the guidance counselor to explore possibilities at the Career Center and a career
academic sequence requirements.
Employment: James would like to pursue a career in construction like his father or
as a mechanic and attend a technical school. He will receive a Career Interest
Inventory through the guidance department this upcoming year as well as be
given the “What’s My Bag” assessment in resource room.
Independent Living: Based on the “Planning for Community Life” worksheet and
discussion with James and his father, his father will help support him with basic
daily life skills, like managing money, finding a place to live and support for a job.
He eventually would like to live by himself in a house or apartment. No ILS goal
needed.
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4) Are the post-secondary goals updated
annually?
Education/
Training
Y
N
Employment
Y
N
Independent Living
Y
N
N/A
Is there evidence that the post-secondary goals have been discussed and continue to be relevant.
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James
A Year Later. . . .
• Based on updated assessment information and CC
discussion, James goals will remain the same. OR
• Based on updated assessment information, academic
performance, James’ Education and Training goal has
changed.
• REMEMBER: Starting in middle school or 14, the
postsecondary goals are broad with the intention that
every year we learn more about the student and the
goals can become more specific (type of college –
technical, 2-year) or career interest (e.g., retail,
business)
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5) Is there documentation regarding whether
the student will pursue a high school
diploma or certificate of completion?
Y
N
Is the discussion documented in the Transition IEP or evident in the
student's file?
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6) Is (are) there measureable annual Transition
IEP goal(s) that reasonably enable the student to
meet his/her post-secondary goals?
Education/
Training
Y
N
Employment
Independent
Living
Y
Y
N
N N/A
Are the annual goals included in the Transition IEP measurable and will they help the student make
progress toward the stated post-secondary goal(s)?
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What Do We Know?:
Measurable Annual Goals
• Meet the student’s needs (as identified in the present
level) that result from the child’s disability.
• Connection between the measurable postschool goal
(expectations); present levels; and needs of student
• It is measurable it if reflects performance or behavior
that can be measured or observed (e.g., progress
monitoring)
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What Do We Know?:
Measurable Annual Goals
• Identifies what knowledge, skills and/or behaviors a student is
expected to demonstrate or do within the period of time the IEP
is implemented
• A student’s needs generally relate to domains such as (but not
limited to) reading, writing, math, listening, organization, time
management, study skills, communication, social skills, memory,
visual perception, auditory perception, attention, behavior, selfdetermination, self-advocacy, career, daily living skills, and
community skills.
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What Do We Know?:
Measurable Annual Goals
• Standards-based goals are not restatements of the
standards, they are the approximations to support the
student’s movement (progress) toward proficiency at
grade level (Effective Goal Writing, 2009).
• Focuses on the area of need (as described in the present
level) that will make the biggest difference to the student (in
the current and future environments).
• At least one of the annual goals must support each of the
measurable postsecondary goals
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Well-Written Annual Goal Components
 GIVEN WHAT – describes the conditions that will
need to be in place for the goal (or benchmark) to
be completed
 WHO – the student
 DOES WHAT – describes observable behavior
(specific action) that the student will do to complete
the goal (or benchmark)
 WHEN – relates to a specific point in time or
timeframe when something will have been learned
or completed
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Well-Written Annual Goal Components
 HOW MUCH
– Mastery – describes the performance accuracy
of the behavior to be considered completed
– Criteria – describes how many times the
behavior must be observed for the goal or
(objectives/benchmarks) to be considered
completed or mastered
 HOW WILL IT BE MEASURED – describes
performance data
[www.calstate.org/iep]
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Measurable Annual Goals
SMART GOALS
–Specific
–Measurable
–Action words
–Relevant and realistic
–Timeframe or time limited
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Annual Goal: Stranger Test
• Are the words that describe the student’s behavior
observable (specific action) that the student will do to
complete the goal?
• Is this goal is relevant to the student’s learning needs?
• Is it clear what the student will be doing when he/she reaches
this goal?
• It is clear how this knowledge or skill will be measured?
• Can this goal help the student achieve one of his/her
postsecondary goals?
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James
Annual Goal Example
• James will use a word identification strategy to
decode multisyllabic words in content areas with
90% accuracy (as measured by progress monitoring
method)
– Number of words attempted/ number of words
said accurately in a reading passages
– Measured every two weeks
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James
Annual Goal Example
• James will demonstrate mastery of 5th grade
standards indicated below by scoring 80% or higher
on classroom assignments and quizzes that
specifically address the targeted standards.
– Math 5.1.4 Interpret percents as a part of a
hundred. Find decimals and percents equivalent
for common fractions . . . . .
– Math 5.2.2 Add and subtract fractions (including
mixed numbers with different denominators.
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Other Examples
• James will demonstrate his self-advocacy skills by
communicating his accommodation needs to his
general education teachers
• James will demonstrate his organizational skills by
bringing his assignment notebook to every class,
record his assignments in his notebook daily, and
check his assignment off (self-monitoring) as it is
completed. (this could be measured either as a single
point based on instances or a rubric to measure the
stages of being organized)
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Education/
Training
7) Are there transition services in the Transition
IEP that focus on improving academic and
functional achievement of the student to facilitate
their movement from school to post-school?
Y
N
Employment
Y
N
Independent
Living
Y
N
N/A
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James
Transition Services
• Visit the Career Center
• Work with guidance counselor on possible
career academic sequence requirements
• Complete career surveys with guidance
counselor
• Complete self-determination survey with
resource teacher
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Education/
Training
8) For transition services that are likely
to be provided or paid for by other
agencies with parent or student (once
the age of majority is reached) consent,
is there evidence that representatives
of the agency(ies) were invited to the
Transition IEP meeting?
Y
N
N/A
Employment
Y
N
N/A
Independent
Living
Y
N N/A
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Things to Remember
• If it is too early to invite, like James, its NA
• If an agency such as VRS is invited but meets with student at
another time other than CCC meeting, cite it in the Transition
services section such as meeting (met) with VRS on (give date) to
determine eligibility.
• Work with your local VRS counselor to determine protocols for
meetings and referrals.
• Don’t forget to get signed consent to even talk to the VRS
counselor about a student (if you are going to discuss a case in
junior year, make sure the consent is signed the sophomore year)
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9) Do the transition services include a course of study
that focuses on improving the academic and functional
achievement of the student to facilitate their movement
from school to post-school?
Education/
Training
Y
N
Employment
Independent Living
Y
Y
N
N N/A
Do the transition services include courses of study that align with the student's post-secondary
goal(s)?
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Things to Remember
Most people write things such as:
• CORE-40 diploma, course of study can be found in the
guidance counselor’s office;
• CORE-40 diploma and may list specific electives or courses for
the upcoming year; Course of study found in student’s folder
in Administration office
• Community-referenced/functional curriculum
*if not attached, state where the course of study can be found
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