Susan Walter Transition Consultant

Illinois State Board of Education618-651-9028

swalter@isbe.net or smwalter@charter.net

Building a Transition Planning Frame of Mind:

Tips, Tools & Techniques

2008 Special Education Director’s Conference

July 31, 2008

Illinois State Performance Plan, Illinois State Performance Plan,

Part BPart BYears 2005 - 2010Years 2005 - 2010

State’s plan to meet performance standards on 20 indicators (Part B) - 4 are specific to secondary transition

1. % of youth who graduate

2. % of youth who drop out

13. % of youth with transition components in the IEP

14. % of youth who achieve post-school outcomes

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High achievement always takes place in the framework of high expectation.

Jack Kinder.

Critical Interrelationships

Quality IEP’sQuality IEP’s Staying in Staying in schoolschool

Positive post-Positive post-school school outcomesoutcomes

GraduatingGraduating

Transition Tree of InfluenceTransition Tree of Influence14. Percent of youth with IEPs who, within one year after graduation, have been 14. Percent of youth with IEPs who, within one year after graduation, have been competitively employed, enrolled in postsecondary school, or both.competitively employed, enrolled in postsecondary school, or both.

1. Percent of youth with IEPs graduating from high school with a regular diploma.

2. Percent of youth with IEPs dropping out of high school.

13. Percent of youth aged 14 ½ or above with an IEP with adequate goals and transition services

Federal and State Transition Federal and State Transition RequirementsRequirements

Person-Centered Transition PlanningPerson-Centered Transition Planning

Supporting Student Self-DeterminationSupporting Student Self-Determination

Transition: Centerpiece of the IEPTransition: Centerpiece of the IEP

Implementation of Secondary Transition Implementation of Secondary Transition Best PracticesBest Practices

Interagency Collaboration and TransitionInteragency Collaboration and Transition

Adult Life Outcomes for Students with Adult Life Outcomes for Students with Disabilities:Disabilities:A World of OpportunityA World of Opportunity

SSI and Transition PlanningSSI and Transition Planning

Health and Medical Issues in Transition Health and Medical Issues in Transition PlanningPlanning

TOTAL TRANSITION MODULES

StrategiesOutcomes

Arrows indicate direction of influence and leverage across systems and indicators.

Sue Walter, 1/07, ISBE Transition

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Transition Planning

Dynamic processDynamic process

PartnershipsPartnerships

Maximizing employment, Maximizing employment, integration, and community integration, and community participation for youth with participation for youth with disabilitiesdisabilities

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Nuts and Bolts of Transition

Transition Planning in IllinoisTransition Planning in Illinois

Beginning not later than the first IEP to be in effect when the child turns 14 ½, and updated annually thereafter, the IEP shall include:

• Appropriate, measurable post-secondary goals based upon age-appropriate assessments related to education, training, employment, and, where appropriate, independent living skills

• Transition services that are needed to assist the child in reaching those goals, including courses of study and any other needed services to be provided by entities other than the school district23 IAC 226.230(c)

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Transition Services Transition Services

Coordinated set of activities Coordinated set of activities – Puzzle pieces that fit togetherPuzzle pieces that fit together

Activities, services, experiences, instructionActivities, services, experiences, instruction Results-orientedResults-oriented

– Planning begins and is guided by the result Planning begins and is guided by the result we want to seewe want to see

Academic Academic && Functional Functional– Both…not one or the otherBoth…not one or the other

Facilitating movementFacilitating movement– Continuous, coordinated movement Continuous, coordinated movement

toward the resultstoward the results– Steps match the needs and strengths of Steps match the needs and strengths of

the studentthe studentSue Walter, 2008

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…based on individual child’s needs, taking into account the child’s strengths, preferences and interests…

Nothing will ever be attempted if all

possible objectionsmust be first overcome.

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Illinois Special Education RulesIllinois Special Education RulesGraduation or Completion of Graduation or Completion of

ProgramProgram

Student’s who require continued public school Student’s who require continued public school education experiences to successfully move on education experiences to successfully move on to their post-school goals are eligible for such to their post-school goals are eligible for such services through the day before the his/her 22services through the day before the his/her 22ndnd birthday.birthday.

Student’s who graduate with a regular high Student’s who graduate with a regular high school diploma are not longer eligible for FAPE.school diploma are not longer eligible for FAPE.

Students can still participate in the graduation Students can still participate in the graduation ceremony ceremony – Regular diploma is “held” by the school districtRegular diploma is “held” by the school district– Student remains eligible to receive FAPEStudent remains eligible to receive FAPE23 IAC 226.50(c)

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Illinois Special Education RulesIllinois Special Education RulesGraduation or Completion of Graduation or Completion of

ProgramProgram A student with a disability who has fulfilled the A student with a disability who has fulfilled the

minimum state graduation requirements is eligible minimum state graduation requirements is eligible for a regular high school diploma.for a regular high school diploma.

– If the student’s IEP prescribes special education, transition If the student’s IEP prescribes special education, transition planning, transition services or related services beyond planning, transition services or related services beyond that point, issuance of that diploma is deferred so that the that point, issuance of that diploma is deferred so that the student will continue to be eligible for those services.student will continue to be eligible for those services.

– If the student is to receive a regular high school diploma…If the student is to receive a regular high school diploma… At least one year prior the parent and student receive , At least one year prior the parent and student receive ,

written notification (34 CFR 300.503) that eligibility for public written notification (34 CFR 300.503) that eligibility for public school special education ends following the granting of a school special education ends following the granting of a diplomadiploma

An IEP meeting may be requested to review the An IEP meeting may be requested to review the recommendation that the student receive a regular diploma.recommendation that the student receive a regular diploma.

23 IAC 226.50(c)

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Eligibility Termination and the Eligibility Termination and the

SOPSOP School district must provide the child School district must provide the child

with a with a summary summary of the child’s of the child’s academic achievement and functional academic achievement and functional performance, and performance, and recommendationsrecommendations on on how to assist the child in meeting how to assist the child in meeting his/her postsecondary goals.his/her postsecondary goals.

– Graduation with a regular diplomaGraduation with a regular diploma– Exceeding the maximum age of eligibility Exceeding the maximum age of eligibility

34CFR §300.305(e)(3)

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So many options…so little So many options…so little timetime

Beginning as early as possible just Beginning as early as possible just makes sense!makes sense!

Recommendations from the experts – Recommendations from the experts – – Career Options, Grades 7 – 9Career Options, Grades 7 – 9– Postsecondary Options, Grades 8 – 10Postsecondary Options, Grades 8 – 10– Student Choice, Grades 8 – 10Student Choice, Grades 8 – 10– Academic Planning, Grades 8 – 9 Academic Planning, Grades 8 – 9 – Personal – Social Planning and Preparation, Personal – Social Planning and Preparation,

Grades 8 – 12 Grades 8 – 12

Webb, K.W. (2000). Transition to postsecondary education: strategies for students with disabilities. TX: PRO-ED Series on Transit8ion.

Measurable Post-Secondary Measurable Post-Secondary GoalsGoals

Sue Walter, 2008

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What is a MeasurableWhat is a MeasurablePost-School Goal?Post-School Goal?

A Measurable Post-School Goal –A Measurable Post-School Goal –– Is the result of high school…what the Is the result of high school…what the

student will achieve after leaving high student will achieve after leaving high schoolschool

– Is based on the student’s strengths, Is based on the student’s strengths, preferences and interestspreferences and interests

– Is based on age-appropriate transition Is based on age-appropriate transition assessmentsassessments

Sue Walter, 2008

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When are MeasurableWhen are MeasurablePost-School Goals Post-School Goals

Required?Required? A measurable post-school goal is written for the A measurable post-school goal is written for the

following areas:following areas:– Education and/or trainingEducation and/or training

Education Education – community college, university, community college, university,

technical/trade/vocational school technical/trade/vocational school Training Training

– vocational or career field training, independent living vocational or career field training, independent living skill training, apprenticeship, OJT, job corp, etc. skill training, apprenticeship, OJT, job corp, etc.

– EmploymentEmployment paid employment (competitive, supported, sheltered)paid employment (competitive, supported, sheltered) non-paid employment (volunteer, in a training capacity)non-paid employment (volunteer, in a training capacity) militarymilitary

– Adult Living (if needed)Adult Living (if needed) independent living skills, health/safety, financial/income, independent living skills, health/safety, financial/income,

transportation/mobility, social relationships, transportation/mobility, social relationships, recreation/leisure, self-advocacy/future planningrecreation/leisure, self-advocacy/future planning Sue Walter, 2008

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Minimum Requirements for Minimum Requirements for Measurable Post-School GoalsMeasurable Post-School Goals

Each transition-aged student should have Each transition-aged student should have a a minimum of twominimum of two post-school goals post-school goals– One for education or trainingOne for education or training– One for employment One for employment

Don’t rule out Adult Living without some Don’t rule out Adult Living without some data that shows why you don’t need to data that shows why you don’t need to consider it. consider it.

Sue Walter, 2008

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What Does a MeasurableWhat Does a MeasurablePost-Secondary Goal Look Post-Secondary Goal Look

Like?Like? A measurable post-school goal uses results A measurable post-school goal uses results

oriented terms like…oriented terms like…– ““enrolled in,” “work,” “part-time,” “full-time”enrolled in,” “work,” “part-time,” “full-time”

ExamplesExamples– EducationEducation

After graduation, Leslie will be enrolled full time in After graduation, Leslie will be enrolled full time in community college certificate program. community college certificate program.

– Training Training After leaving high school, Bob will be enrolled part-time in After leaving high school, Bob will be enrolled part-time in

an emergency medical technician training program.an emergency medical technician training program.– Employment Employment

After graduation from high school, Lyle will work full time After graduation from high school, Lyle will work full time community service profession.community service profession.

– Adult LivingAdult Living Within 6 months of leaving high school, Steven will live Within 6 months of leaving high school, Steven will live

independently in his own apartment or home.independently in his own apartment or home.

Sue Walter, 2008

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Examples and Non-Examples and Non-ExamplesExamples

ExampleAfter graduation, Rolanda will participate in an in-home or center-based After graduation, Rolanda will participate in an in-home or center-based program designed to provide habilitative and vocational training with program designed to provide habilitative and vocational training with medial and therapeutic supports.medial and therapeutic supports.

Non-ExampleAfter leaving high school, Rolanda’s family plans for her to receive After leaving high school, Rolanda’s family plans for her to receive habilitative training through Medicaid Community Alternatives Program habilitative training through Medicaid Community Alternatives Program (CAP) services. (CAP) services.

ExampleAllison will obtain a four-year degree from a liberal arts college with major in Child Development.

Non-ExampleThe fall after graduation from high school, Allison plans to enroll in a four-year university in the Southeast.

ExampleAfter graduation from high school, Lissette will complete the non-degree program at Montgomery County College.

Non-ExampleLissette wants to go to college.

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Illinois State Board of Education Indicator 13 webpage Illinois State Board of Education Indicator 13 webpage

http://www.isbe.state.il.us/spec-ed/html/indicator13.hthttp://www.isbe.state.il.us/spec-ed/html/indicator13.htmm

Web-based Examples and Non-Examples for SPP/APR Web-based Examples and Non-Examples for SPP/APR Indicator 13 Checklist, approved by OSEP August,2006 Indicator 13 Checklist, approved by OSEP August,2006 http://http://www.nsttac.org/?FileNamewww.nsttac.org/?FileName

=examples_i13_checklist=examples_i13_checklist

For more information…

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Sue Walter, 2008

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Age-Appropriate Age-Appropriate Transition Transition

AssessmentsAssessments For each post-secondary goal, there For each post-secondary goal, there

should be evidence that age-should be evidence that age-appropriate transition assessments – appropriate transition assessments – formal and/or informal – provided formal and/or informal – provided information on the student’s needs, information on the student’s needs, taking into account strengths, taking into account strengths, preferences, and interests regarding preferences, and interests regarding the post-secondary goalthe post-secondary goal

Sue Walter, 2008

Definition of Age-Definition of Age-Appropriate Transition Appropriate Transition

AssessmentsAssessments

“…“…ongoing process of collecting data on ongoing process of collecting data on the individual’s needs, preferences, and the individual’s needs, preferences, and interests as they relate to the demands of interests as they relate to the demands of current and future working, educational, current and future working, educational, living, and personal and social living, and personal and social environments. Assessment data serve as environments. Assessment data serve as the common thread in the transition the common thread in the transition process and form the basis for defining process and form the basis for defining goals and services to be included in the goals and services to be included in the Individualized Education Program (IEP)”Individualized Education Program (IEP)”

Sitlington, Neubert, and Leconte. (1997). Career Development for Exceptional Individuals. 20:69-79.

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NSTTAC Guidance on Age-NSTTAC Guidance on Age-Appropriate Appropriate

Transition AssessmentsTransition Assessments Guidance from the National Secondary Guidance from the National Secondary

Transition Technical Assistance Center Transition Technical Assistance Center (NSTTAC)(NSTTAC)– Become familiar with different types of transition Become familiar with different types of transition

assessments and their characteristicsassessments and their characteristics– Select methods that assist students by helping them Select methods that assist students by helping them

answeranswer Who am I?Who am I? What do I want in life, now and in the future?What do I want in life, now and in the future? What are some of life’s demands that I can meet now?What are some of life’s demands that I can meet now? What are the main barriers to getting what I ant from What are the main barriers to getting what I ant from

school and community?school and community? What are my options in the school and community for What are my options in the school and community for

preparing me for what I want, now and in the future?preparing me for what I want, now and in the future?

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NSTTAC Guidance on Age-NSTTAC Guidance on Age-Appropriate Appropriate

Transition AssessmentsTransition Assessments

– Select approaches that are appropriate for Select approaches that are appropriate for students in terms of cognitive, cultural students in terms of cognitive, cultural sensitivity and language comfort. sensitivity and language comfort.

– AlwaysAlways interpret and explain assessment interpret and explain assessment results in formats that students and families results in formats that students and families can understand easily can understand easily

– Consider the research-based practice of Consider the research-based practice of using multiple assessments on an on-going using multiple assessments on an on-going basisbasis

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Formal VS InformalFormal VS InformalAssessmentsAssessments

Formal transition assessmentsFormal transition assessments– Adaptive behavior/daily living skills assessmentsAdaptive behavior/daily living skills assessments– General and specific aptitude testsGeneral and specific aptitude tests– Interest inventoriesInterest inventories– Intelligence testsIntelligence tests– Temperament inventories/instrumentsTemperament inventories/instruments– Career maturity or employability testsCareer maturity or employability tests

Informal transition assessmentsInformal transition assessments– Interviews (student and family)Interviews (student and family)– QuestionnairesQuestionnaires– Direct observationDirect observation– Curriculum-based assessmentsCurriculum-based assessments– Environmental analysis Environmental analysis

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For example…For example…

Interest inventoriesInterest inventories Transition surveysTransition surveys Person-centered Person-centered

planningplanning Curriculum-based Curriculum-based

assessmentsassessments Structured interviewsStructured interviews Social historiesSocial histories Career portfoliosCareer portfolios Employability skills Employability skills

inventoriesinventories Assessments of post-Assessments of post-

school environments school environments desired by the studentdesired by the student

Adaptive behavior Adaptive behavior inventoriesinventories

Life skills inventoriesLife skills inventories Aptitude testsAptitude tests Personality scalesPersonality scales Social skills inventoriesSocial skills inventories College entrance College entrance

examinationsexaminations Assessment of Assessment of

technology needstechnology needs Vocational skills Vocational skills

inventoriesinventories Professional Professional

assessmentsassessmentsSue Walter, 2008

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Where to look…

http://www.ncwd-youth.info/assets/guides/assessment/AssessGuideComplete.pdf

http://www.nsttac.org/pdf/transition_guide/nsttac_tag.pdfhttp://www.nsttac.org/pdf/transition_guide/nsttac_tag.pdf

http://www.isbe.net/spec-ed/html/transition_video.htm

www.ILWorkInfo.com/icrn

http://www.illinoisworknet.com/vos_portal/residents/en/Jobs/Prepare/Skills/

http://www.icsps.ilstu.edu/IllinoisNTC/index.asp

http://www.hrtw.org/tools/check_assessment.html

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Courses of StudyCourses of Study

Transition services include courses of study that Transition services include courses of study that focus on improving the academic and functional focus on improving the academic and functional achievement of the child to facilitate movement achievement of the child to facilitate movement from school to post-school.from school to post-school.– Course of study, instructional program of study or list of Course of study, instructional program of study or list of

courses of study should be in the IEP and should align courses of study should be in the IEP and should align with the student’s post-secondary goals.with the student’s post-secondary goals.

Does a post-secondary goal require a certain minimum Does a post-secondary goal require a certain minimum requirement of courses, e.g., college bound, trade school requirement of courses, e.g., college bound, trade school bound, etc.? bound, etc.?

Does a post-secondary goal require or benefit from the Does a post-secondary goal require or benefit from the successful completion of specific high school classes, e.g., successful completion of specific high school classes, e.g., a future chef planning to take and completing all cooking a future chef planning to take and completing all cooking related classes, a future child-care provider planning to related classes, a future child-care provider planning to take and completing relevant classes in Family and take and completing relevant classes in Family and Consumer Science, etc. Consumer Science, etc.

Courses of StudyCourses of Study

Alternative Alternative MathMath

Basic Basic GeometryGeometry

Intro to Intro to AlgebraAlgebra

Life SkillsLife Skills ½ day at ½ day at Center House Center House for for

Basic Basic CompositionComposition

Writing Writing Workshop IWorkshop I

Intro to Intro to BusinessBusiness

International International CookingCooking

travel training travel training and and apartmentapartment

English LitEnglish Lit American LitAmerican Lit SpeechSpeech Restaurant Restaurant OccupationsOccupations

LivingLiving

PhysicsPhysics Food Science IFood Science I Food Science Food Science IIII

Food Science Food Science IIIIII

Food Science Food Science IVIV

Consumer Consumer EducationEducation

U.S. HistoryU.S. History American American GovernmentGovernment

Independent Independent LivingLiving

Adult Living Adult Living SkillsSkills

P.E.P.E. P.E./HealthP.E./Health P.E.P.E. Study SkillsStudy Skills Self-Advocacy Self-Advocacy SkillsSkills

Study SkillsStudy Skills Study SkillsStudy Skills Study SkillsStudy Skills Work Work ExperienceExperience

Work Work ExperienceExperience

Year 1 Year 2 Year 3 Year 4 Extended

Age 14/15 Age 15/16 Age 16/17 Age 17/18 Age 18 - 21

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Transition ServicesTransition ServicesCoordinated Set of ActivitiesCoordinated Set of Activities

For each post-secondary goal, in association For each post-secondary goal, in association with meeting the post-secondary goal, is with meeting the post-secondary goal, is there there – (a) instruction, (a) instruction, – (b) related service, (b) related service, – (c) community experience, (c) community experience, – (d) development of employment and other post-(d) development of employment and other post-

school adult living objectives, school adult living objectives, – (e) acquisition of daily living skills, if appropriate, (e) acquisition of daily living skills, if appropriate,

oror– (f) provision of functional vocational evaluation, (f) provision of functional vocational evaluation,

if appropriate if appropriate Sue Walter, 1/07, ISBE Transition

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InstructionInstruction– Self-determination skill training including self-regulation, Self-determination skill training including self-regulation,

self-awareness and choice-makingself-awareness and choice-making– Enroll in tech prep program for Family and Consumer Enroll in tech prep program for Family and Consumer

Science in junior yearScience in junior year– Contact JTCC for disability documentation policiesContact JTCC for disability documentation policies– Obtain, complete and submit application to community Obtain, complete and submit application to community

collegecollege Related ServicesRelated Services

– Assistive Technology EvaluationAssistive Technology Evaluation– Occupational therapy services focusing on manual dexterityOccupational therapy services focusing on manual dexterity– Health/Social work services re: medication planning & Health/Social work services re: medication planning &

independence independence Community ExperiencesCommunity Experiences

– Volunteer to bus tables at cousin’s restaurantVolunteer to bus tables at cousin’s restaurant– Contact community volunteer center to find opportunity to Contact community volunteer center to find opportunity to

assist with making food baskets and serving mealsassist with making food baskets and serving meals– Investigate wellness and fitness programs at the local Y: Investigate wellness and fitness programs at the local Y:

choose one activity to begin by junior year choose one activity to begin by junior year

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Development of Employment & Other PS Adult Living Development of Employment & Other PS Adult Living ObjectivesObjectives– Meet with DRS counselor for eligibility determination and resources to Meet with DRS counselor for eligibility determination and resources to

support entry and attendance at an in-state college support entry and attendance at an in-state college – Participate in job-shadowing at higher-end restaurants in the communityParticipate in job-shadowing at higher-end restaurants in the community– Participate in summer internshipParticipate in summer internship– Register at the local PO for selective serviceRegister at the local PO for selective service– Obtain assistance on management of financial resources and legal Obtain assistance on management of financial resources and legal

issuesissues

Acquisition of Daily Living Skills and/or Functional Vocational Acquisition of Daily Living Skills and/or Functional Vocational EvaluationEvaluation– Regularly perform two household chores from a list provided by familyRegularly perform two household chores from a list provided by family– Learn to operate washer and dryerLearn to operate washer and dryer– Schedule and keep medical appointments independently (w/family Schedule and keep medical appointments independently (w/family

assist sophomore and junior…independent senior yearassist sophomore and junior…independent senior year

Linkages to After Graduation Supports/ServicesLinkages to After Graduation Supports/Services– DHS/DRS local officeDHS/DRS local office– County DMVCounty DMV– Benefit Counselor (through DRS)Benefit Counselor (through DRS)– SSI regional officeSSI regional office– Center for Independent Living (CIL) Center for Independent Living (CIL) – Division of Specialized Care for Children (DSCC) for medical home Division of Specialized Care for Children (DSCC) for medical home

counselingcounseling

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Annual IEP GoalsAnnual IEP Goals

For each postsecondary goal, there should For each postsecondary goal, there should be at least one annual goal in the IEP that be at least one annual goal in the IEP that will help the student make progress toward will help the student make progress toward the stated post-secondary goal.the stated post-secondary goal.– In relation to the PLAAFP what does he/she need In relation to the PLAAFP what does he/she need

to work on to move toward the post-school goalto work on to move toward the post-school goal Academic?Academic? Community-based experience?Community-based experience? Functional and work skills? Functional and work skills? Self-determination skills?Self-determination skills?

Post-School Goal(Result of Transition)

Susie will work full-time at a grocery or chain store.

Objectives- Using a computer typing program such as “Type to Learn” to learn keyboarding skills, John will type at a rate of at least 35 wpm with 4 or fewer errors.-Using Microsoft Word, John will demonstrate that he can type an already prepared essay on the computer, name the file, and save it to a floppy disk or the hard disk of the computer.-- Using Microsoft Word John will demonstrate that he can open a file which he had previously saved, edit the file, save the changes and print the file.

Post-School Goal(Result of Transition)

John will attend community college full-time.

Annual Goal

Susie will learn to follow a schedule.

Annual Goal

Susie will accurately complete job applications and a resume with correct spelling and grammar.

Annual Goal

Using word processing software on a computer, John will compose a 5 paragraph essay, save it, retrieve and revise it, check for spelling and grammar errors, save the revised essay and print it.

Objectives

-Given a schedule of activities to complete during each instructional block of vocational activities, Susie will correctly complete the activity and check off as completed on her list without assistance for 5 consecutive days.

- Given a self-management time schedule, Susie will correctly list all activities to be completed and write in the “clock face” time at which each activity needs to occur, without assistance, for 5 consecutive days.

Objectives

-Given a blank job application to complete, Susie will use a cue card which contains personal information, list of references, and previous experience to complete the application without errors.

-Susie will use her job application cue card and a computer and its spell and grammar checking to create a resume with no errors.

Sue Walter, 2008

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Coordination with Post-Coordination with Post-School Service Providers School Service Providers (aka (aka

adult agencies)adult agencies)

For each post-secondary goal, is there evidence For each post-secondary goal, is there evidence of coordination between LEA and post-secondary of coordination between LEA and post-secondary services? services? – Is there evidence that the IEP team discussed and listed potential post-Is there evidence that the IEP team discussed and listed potential post-

school service providers?school service providers?– Is there evidence of family and/or student input regarding potential Is there evidence of family and/or student input regarding potential

post-school service providers?post-school service providers?– Are there transition services listed on the IEP that are likely to be Are there transition services listed on the IEP that are likely to be

provided or paid for by an outside agency?provided or paid for by an outside agency?– Was parent consent (or child consent once the age of majority is Was parent consent (or child consent once the age of majority is

reached) obtained to invite any outside agency?reached) obtained to invite any outside agency?– Is there evidence in the IEP or the student’s file that any of the Is there evidence in the IEP or the student’s file that any of the

following agencies/services were invited to participate in IEP following agencies/services were invited to participate in IEP development: postsecondary education, vocational education, development: postsecondary education, vocational education, integrated employment (including supported employment), continuing integrated employment (including supported employment), continuing and adult education, adult services, independent living or community and adult education, adult services, independent living or community participation?participation?

– For those invited post-school service providers who declined and/or For those invited post-school service providers who declined and/or were unable to attend the IEP meeting, is there evidence that alternate were unable to attend the IEP meeting, is there evidence that alternate forms of communication and information gathering were used to forms of communication and information gathering were used to support networking/access for the IEP team and specifically the family support networking/access for the IEP team and specifically the family and/or student?and/or student? Sue Walter, 2008

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Illinois State Board of Education Illinois State Board of Education Indicator 13 WebpageIndicator 13 Webpage

http://www.isbe.state.il.us/spec-ed/html/indicator13.hthttp://www.isbe.state.il.us/spec-ed/html/indicator13.htmm

WWill you be the ill you be the rock that rock that redirects the redirects the course of the course of the river?river?-- Claire Nuer.

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Basic Compliance Best Practices

Sue Walter, 2008