AGENDA
Day 1 - Review
– Indicator 13
– Level 1 Career Plan
– Transition - agencies, programs, next steps
Day 2 – Work on your own IEP’s
Citation 1a:Under the student’s PLP, the IEP includes a statement of the student’s needs,
taking into account the strengths,
preferences and interests as they
relate to transition…
Citation 1a:
C Needs and/or challenges relating to transition to post-school outcomes
Q Included in all applicable PLP areas
ACADEMIC
STUDENT STRENGTHS, PREFERENCES, INTERESTS:“According to Level One Assessment), (student’s name) states that s/he is interested in becoming a ____________________ upon completion of high school. He/she exhibits strengths in the area of _____________________ that will assist him/her in achieving this goal. In order to be successful, s/he will need to ___________________________”
WHERE TO LOOK: PLP
Citation 1a:C Needs and/or challenges relating to transition to post-school
outcomes
Q Included in all applicable PLP areas
SOCIAL DEVELOPMENT
STUDENT STRENGTHS:“Socially, (student’s name) has many peers. This will help the student be successful in the field of _______________________ as it requires social interaction.”
PHYSICAL DEVELOPMENT
“(Student’s name) has good physical and motor skills and identified an interest in the field of ____________________ that will require adequate physical development.”
WHERE TO LOOK: PLP
Citation 1a Examples:
WHERE TO LOOK: PLP
COMPLIANTAccording to his Level One Assessment, student states that he is interested in becoming a computer engineer. In order to be successful, he will need to improve his comprehension and writing skills. (Reading Section ) Student understands that in order to achieve his goal of becoming a computer engineer, he must continue to work on the development of his reading comprehension skills.
NON-COMPLIANTStudent is interested in a career as a social worker (no link)
Indicator 13, Transition Work Guide
Directions: Read each statement. Place a “C” if you feel that the statement would meet compliance, place a “NC” if you believe the statement is non-compliant.
If you believe the statement is “NC”, rewrite or add information to make it compliant. You may make up the added information.
CITATION ISSUELOOK FOR DOCUMENTED
EVIDENCE
IA
Under the student’s present levels of performance, the
IEP includes a statement of the student’s needs,
taking into account the student’s strengths,
preferences and interests, as they relate to transition
from school to post-school activities.
C Needs and/or challenges relating to
transition to post-school outcomes
Q Included in all applicable PLP areas
C/NCLook for: What does the student want to do after high school and needs/challenges s/he
needs to work on in order to reach that goal?
Ia. Needs/Challenges
Student would like to become a psychiatrist.NCno linking statement – what does the student need to work onin order to reach his/her goal of becoming a psychiatrist
Ia. Needs/Challenges
According to the Level One Assessment, student states that she is interested in becoming a
nurse upon the completion of high school. In order to be successful, she will need to develop
time management and organizational skills and gain a better understanding of the
responsibilities needed to become a successful nurse.
Ia. Needs/Challenges
Student is interested in a career in law enforcement…..Student should continue to develop her
independent skills in the areas of cooking, shopping and community resources
Ia Needs/Challenges
According to his Level One Career Assessment, student reports that he wants to work with
computers, producing music/media. He also has an interest in gaming, either working at a
game store or being a game-beta tester.
C
NCLinking statement not related to career
NCno linking statement – what does the student need to work onin order to reach his goals
Citation 1b:The IEP includes
measurable post-secondary goals (MPSG)
based upon age appropriate transition
assessments relating to training/education,
employment, and where appropriate, independent
living skills
Citation 1b:
C For life AFTER high school
C “ Student will…”
C Observable measurable post-secondary goal
EDUCATION/TRAINING: “(Student’s name) will enroll at ABC University in order to study ____________.”
“Upon completion of high school, (student’s name) will enroll in a certification
program in ___________________________.”
WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS
Citation 1b:
C For life AFTER high school
C “ Student will…”
C Observable measurable post-secondary goal
EMPLOYMENT:“After college, (student’s name) will be competitively employed as a _______________.”
“After graduation from high school, (student’s name) will be employed with support in the area of ________________________.”
WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS
Citation 1b:
C For life AFTER high school
C “ Student will…”
C Observable measurable post-secondary goal
INDEPENDENT LIVING SKILLS (WHEN APPROPRIATE):“(Student’s name) will live in a community/residential setting with significant support.”
“(Student’s name) will live independently.”
WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS
Citation 1b Examples:
WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS
COMPLIANTStudent will attend a four year college to study engineering.
NON-COMPLIANTAt this time, the student is undecided as to a specific two year college but is interested in taking courses that will allow him to become a music producer. (Student will…)
CITATION ISSUE LOOK FOR DOCUMENTED EVIDENCE
IB
The IEP includes appropriate measurable post-secondary
goals based upon age appropriate transition assessments
relating to training, education, employment and, where
appropriate, independent living skills
C For life AFTER high school
C “Student will…”
C Observable measurable post-secondary
goals
C/NC Look for: After high school and “will” statements
Ib. Education/Training
After high school, the student is interested in attending a four year college for engineering.
Ib. Education/Training
Student will continue working towards a regents diploma.
Ib. Education/Training
To support his goal of becoming a chef, the student will participate in a culinary arts program at
ABC HS.
NC “will”
NC “after high school”
NC “after high school”
Ib. Employment
Student will be competitively employed in a medical field, possibly as a nurse.
Ib. Indep. Living Skills
Student will need supportive living arrangements.
Ib. Indep. Living Skills
Student would like to live in an apartment with friends.
C
C
C “will”
Citation Ic:
Each IEP includes measurable annual goals
consistent with the student’s
needs and abilities…
Citation 1c:
C Measurable annual goals with criteria, schedule and procedure based on a skill need identified in the PLP that incrementally assist s student to achieve MPSG
NOT CURRICULUM BASED = NON-COMPLIANT (if majority of goals)Student will correctly use the distance formula, d = r x t.
SKILL BASED = COMPLIANT
WHERE TO LOOK: MEASUREABLE ANNUAL GOALS
CITATION ISSUE LOOK FOR DOCUMENTED EVIDENCE
IC
The IEP lists measureable annual goals related to the
student’s transition service needs
C Measurable annual goals with criteria,
schedule and procedure based on a skill
need identified in the PLP that
incrementally assists student to achieve
MPSG
C/NC Look for: Skill based not curriculum based
Ic Measurable Goals
Student will organize his work so that he can pass all classes.
Ic Measurable Goals
Student will factor equations into simplest form.
Ic Measurable Goals
Student will establish and maintain a system for organizing his work and other responsibilities so
that he completes required work and assignments and turns them in on time 80% of the time.
C/NC see last goal
C/NC curriculum
C
Citation IIa:The IEP includes a statement of the transition service
needs of the student that
focuses on the student’s courses
of study.
Citation IIa:
C Course of study identified in the IEP: Transition Needs
Needs“As an employee in any career field, the student will need to develop skills in
_______________________ (identify skills the student needs to continue to
develop as it relates to the disability) in order to be successful in achieving post
secondary goals.”
WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS
Citation IIa:
C Include courses relating to transition needs of the student that prepare the student to achieve annual goals relating to transition to reach his or her projected postsecondary goals
Course of Study“(Student’s name) should consider courses such as __________________________ to support needs in the area of ___________________.”
“(Student’s name) will continue to take Regent’s level classes to gain skills necessary for going to college.”
WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS
Citation IIa Examples:
WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS
COMPLIANT – Needs:Student needs to develop time management skills and appropriate work skills
NON-COMPLIANT– Course of Study:Student needs to continue to read in order to develop the necessary skills to become a writer (what are the courses he should take)
NON-COMPLIANT – Needs:Student will continue in his high school program.
COMPLIANT – Course of Study:Student will continue to take Regent’s level classes to gain skills necessary for going to college.
CITATION ISSUE LOOK FOR DOCUMENTED EVIDENCE
IIA
The IEP includes a statement of the transition service
needs of the student that focuses on the student’s
courses of study such as participation in advance
placement courses or a vocational education program
C Course of study identified in the IEP:
Transition Needs
C Include courses relating to transition
needs of the student that prepare the
student to achieve annual goals relating
to transition to reach his or her projected
postsecondary goals
C/NC Look for: Identify skills to develop as related to disability
IIa. Needs
Student will take CTE Health Science courses at ABC HS in order to pursue her goal of
becoming a nurse.
IIa. Needs
Student will need to learn to cope with his frustrations and develop coping strategies to
effectively deal with frustration and disappointment in order to have a career in the military.
He will need to strengthen his ability to stay on task, take orders from authority figures and
improve his decoding and spelling skills.
NC courses not skills
C
C/NC Look for: Courses relating to transition
IIa. Courses of Study
Student will need to learn to cope with his frustrations and develop coping strategies to effectively
deal with frustration and disappointment in order to have a career in the military. He will need to
strengthen his ability to stay on task, take orders from authority figures and improve his decoding
and spelling skills.
IIa. Courses of Study
Student should consider taking courses in the area of health science in order to support her goal of
becoming a doctor.
IIa. Courses of Study
Student will continue to take Regent’s level classes to gain skills necessary for going to college.
NC skills needed addressed instead of courses
C be careful with statements (if you say the student “will” district is accountable to provide)
C
Citation IIb:The IEP includes needed
activities to facilitate the student’s
movement from school to post-school
including:
•Instruction,
•Related Services,
•Community experiences,
•Employment,
•Daily Living Skills,
•Vocational Evaluation
Citation IIb:C All areas must be addressed (the CSE can indicate through a statement that the student has no needs in a particular area at this time)
Q Activities address transition needs identified in the PLPs which are different from non-disabled Peers
WHERE TO LOOK: COORDINATED SET OF TRANSITION ACTIVITIES
Citation IIc:The IEP includes a statement of the
responsibilities of the district and participating agencies (if applicable) for the provision of such
services that promotes movement from school to post school opportunities
Citation IIc:C Clearly identify the responsibilities of the school district and other agencies
Q Job title of school/agency personnel providing service is listed
WHERE TO LOOK: COORDINATED SET OF TRANSITION ACTIVITIES
Citation IIb and IIc:
RELATED
SERVICES
Student will continue to receive
Speech and Language services
(to work on what skills)
Speech/Language
Teacher (non-compliant)
COMMUNITY
EXPERIENCES
Student will obtain a work permit
(you are now responsible for making
sure she gets it)
Parent, Special Education
Teacher
(non-compliant)
(never list a parent)
WHERE TO LOOK: COORDINATED SET OF TRANSITION ACTIVITIES
Citation IIb and IIc:
FUNCTIONAL
VOCATIONAL
ASSESSMENT (IFAPPLICABLE)
“(Student’s name) will have the
opportunity to participate in a
functional vocational assessment in
order to identify possible career
interest areas. “
(only Level 2 or 3)
RCSD (compliant)
WHERE TO LOOK: COORDINATED SET OF TRANSITION ACTIVITIES
CITATION ISSUE LOOK FOR DOCUMENTED EVIDENCE
IIB
The IEP includes needed activities to facilitate the student’s movement
from school to post-school activities, including:
Instruction,
Related services,
Community Experiences,
The development of employment and other post-school adult
living objectives, and
When appropriate, acquisition of daily living skills and provision
of a functional vocational evaluation
C All areas must be addressed (the CSE can indicate
through a statement that the student has no needs in a
particular area at this time)
Q Activities address transition needs identified in the
PLP’s which are different from non-disabled peers
C/NC Look for: All areas addressed, different from non-disabled peers
IIb. Instruction
Student will investigate courses necessary in order to develop the skills necessary to become a
medical professional (MPSG: Student will attend classes to further her jewelry making skills.
Student will be competitively employed at a jewelry making boutique)
IIb. Related Services
Student will continue to receive individualized counseling
IIb. Acq. Of Daily Living Skills
Student will obtain a drivers permit.
IIb. Functional Vocational Evaluation
Student will complete a Level 1 Assessment.
NClots of problems – instruction not course, MPSG different career interest
C to work on what???
C never put “will” for something we have no control of,
we are now responsible for making sure s/he obtains one
NC only Level 2 and 3 should be listed here
CITATION ISSUELOOK FOR DOCUMENTED
EVIDENCE
IIC
The IEP includes a statement of the responsibilities of the
school district and, when applicable, participating
agencies for the provision of such services and activities
that promote movement from school to post school
opportunities, or both, before the student leaves the school
setting.
C Clearly identify the responsibilities of
the school district and other agencies
Q Job title of school/agency personnel
providing service is listed
C/NC Look for: All areas addressed, different from non-disabled peers
IIc. Responsibilities of School District and other agencies
Student will receive occupational therapy services to improve anger.
Provider: Social worker.
IIc. Responsibilities of School District and other agencies
The student will discuss strengths/needs areas regarding future employment.
Provider: School counselor
NC Missing RCSD, Occupational therapy for anger???
NC Missing RCSD,
Citation IIIa:
When the CSE met to consider transition
services, the district invited the student. If the student did not attend, the district
ensured the student’s preferences and interests were
considered.
Citation IIIa:
Student Voice
According to the Level One Assessment, student states that she is interested in becoming a nurse upon the completion of high school. In order to be successful, she will need to develop time management and organizational skills and gain a better understanding of the responsibilities needed to become a successful nurse.
REMEMBER: YOU NEED TO SEND A FORMAL INVITATION TO EACH STUDENT AND FILE A COPY OF IT IN HIS/HER CUMULATIVE FOLDER
Citation IIIb:
To the extent appropriate and with parental consent
or consent of a student 18 years of age or older,
the school district must invite a representative of any participating agency
that is likely to be responsiblefor providing or paying for transition services.