Transition in the

Individualized Education Program

Workbook

The Citations noted below appear as words on a page some may say educational jargon. They are in fact reflective of the activities and services, which support the development of the individualized education program and when implemented map our young adults movement as they journey toward their adult goals of living, learning and earning. 1. 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. 200.4(d)(2)(ix)(a)

2. The IEP includes appropriate measurable post-secondary goals based upon age-appropriate transition assessments relating to training, education, employment and, where appropriate, independent living. 200.4(d)(2)(ix)(b)

3. 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. 200.4(d)(2)(ix)(c)

4. The IEP lists measurable annual goals related to the student's transition service needs. 200.4(d)(2)(iii)(a)

5. 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 functional vocational evaluation. 200.4(d)(2)(ix)(d)

6. 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. 200.4(d)(2)(ix)(e)

7. If the purpose of the CSE meeting is to consider the post-secondary goals for the student and the transition services needed to assist the student in reaching those goals, the school district invites the student. If the student does not attend, the district takes steps to ensure that the student's preferences and interests are considered. 200.4(d)(4)(i)(c)

8. To the extent appropriate and with the parental consent or the consent of a student 18 years of age or older, the school district invites a representative of any participating agency that is likely to be responsible for providing or paying for transition services. If an agency invited to send a representative to a meeting does not do so, the district takes steps to involve the other agency in the planning of any transition services. 200.4(d)(4)(i)(c)

Section One

Section Two

Personal Qualities

Selects /Applies TechnologyMaintains Equipment

Designs and CreatesTo Meet Needs

Technology

Thinking Skills

Can Think CreativelyUses Decision MakingSkillsThinking Leads to Problem Solving Knows How to LearnApplies Knowledge toNew Situations

Systems

Improves & Designs SystemsMonitors & Corrects PerformancesUnderstands How Systems Perform Related to Goals, Resources and Organizational Function

Demonstrates:ResponsibilityAbility to PlanAbility to Take Independent ActionIntegrity/HonestySelf-determination and ability to self-evaluate knowledge, skills and abilities

BasicSkills

Can ReadCan WritePerform Math FunctionsListens EffectivelySpeaks Clearly

Career Development and 

Occupational Studies Standard 3A

Universal Foundation Skills

Managing Resources

Understandshow to use:MaterialsFacilitiesTimeMoneyHuman ResourcesNetworking

Acquires and Evaluates InformationOrganizes/Maintains InformationInterprets/Communicates InformationUses Computers to Enter, Modify, Retrieve and Store Data

Managing 

Information

Teaches OthersServes ClientsExercises LeadershipNegotiates/CommunicatesWorks as a Member of a TeamWorks with Diversity

Interpersonal Skills

Secretary’s Commission on Achieving Necessary Skills (SCAN) Career Development and Occupational Studies (CDOS)

Background Information SCAN In 1990, the Secretary of Labor appointed a commission to determine the skills our young people need to succeed in the world of work. The commission’s fundamental purpose was to encourage high- performance economy characterized by high-skill, high-wage employment. Although the commission completed its work in 1992, its findings and recommendations continue to be a valuable source of information for individuals and organizations involved in education and workforce development. The Secretary’s Commission was asked to examine the demands of the workplace and whether today’s young people are capable of meeting those demands. Specifically, the Commission was directed to advise the Secretary on the level of skills required to enter employment. In carrying out this charge, the Commission was asked to: Define the skills needed for employment; Propose acceptable levels of proficiency; Suggest effective ways to assess proficiency; and Develop a dissemination strategy for the nation’s schools, businesses and homes.

The report results from the Commission’s discussions and meetings with business owners, public employers, unions and workers and supervisors in shops, plants and stores. It builds on the work of six special panels established by the Commission to examine all manner of jobs from manufacturing to government employment. Researchers also conducted lengthy interviews with workers in a wide range of jobs. CDOS Learning standards are the foundations of school-based, work-based and connecting activities which integrate high academic standards with the knowledge and skills necessary for success in the workplace. Standard 1: Career Development Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions. Standard 2: Integrated Learning Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings. Standard 3a: Universal Foundation Skills Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace and Standard 3b: Career Majors Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs.  

Section Three

IEP Graphic Organizer Transition in the IEP

Student Name__________________________________ Age__________________________ Grade___________________ Evaluation Information

Present Level of Performance-Strengths Preferences Interests * Functional /Academic * Social * Physical * Management

Present Level Needs and Concerns of the Parent

Measurable Post-Secondary Goals-MPSG The student will….

Courses of Study and Transition Needs

Coordinated Set of Services/Activities School District/Agency Responsible

Education/Training Employment Independent Living

Courses Needs

Instruction Related Services Community Experiences Development of Employment and Other Acquisition of Daily Living Skills Functional Vocational Assessment

______________

Section Four

DRAFT IEP FOR TRAINING PURPOSES ONLY

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

STUDENT NAME: Steve Example DATE OF BIRTH: (16 YRS) LOCAL ID #:

DISABILITY CLASSIFICATION: Learning Disability

PROJECTED DATE IEP IS TO BE IMPLEMENTED: PROJECTED DATE OF ANNUAL REVIEW:

PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS DOCUMENTATION OF STUDENT'S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS EVALUATION RESULTS (INCLUDING FOR SCHOOL-AGE STUDENTS, PERFORMANCE ON STATE AND DISTRICT-WIDE ASSESSMENTS) Psycho-Educational Assessment administered in last years re-evaluation (04/09) Woodcock Johnson (WJ-III ACH) - basic reading skills and comprehension high average range. Math area of weakness in mathematical concepts, sequencing, multi-step problem solving and abstract conceptulization. Curriculum Based Assessments (09/10-11/10) Writing- displays strong analysis and synthesis skills in the writing process, demonstrates an understanding of grammar and syntax, writing demonstrates content maturity. He has maintained a B+ or above average every period in English class since the 8th grade. Steve lacks functional math skills such as money management and making change as demonstrated by functional math reviews. State and District-wide Assessments (06/10) Integrated Algebra Regents (66/pass) mathematical calculations and applied problems low average,nonverbal conceptual thinking and working memory create difficulty for Steve in comprehending mathematical concepts and performing the required sequence of calculations in multi-step problems. Despite these challenges, he is on schedule for completing all math-related graduation requirements. Attention issues noted below in PLP Transition Assessments (09/10) Updated Level 1 Assessment - career interests lie in the areas of communications or history. This has been a consistent career interest with Steve for 3 years when updating the age 12 interview career assessment also known as the Level 1 assessment. Career Zone Interest Inventory-identifies Steve as Realistic, Investigative and Social (R-I-S).This indicates that he likes working with objects,people in a helping training profession AIR Self-Determination Parent Form - has difficulty identifying and sequencing the necessary steps to achieve his goals. This may hinder his ability to understanding the steps required for participation in multi-step projects and obtaining employment. Parents agree that Steve is an excellent writer and loves history. They support a career goal that requires additional education.

Section Five

ACADEMIC ACHIEVEMENT, FUNCTIONAL PERFORMANCE AND LEARNING CHARACTERISTICS LEVELS OF KNOWLEDGE AND DEVELOPMENT IN SUBJECT AND SKILL AREAS INCLUDING ACTIVITIES OF DAILY LIVING, LEVEL OF INTELLECTUAL FUNCTIONING, ADAPTIVE BEHAVIOR, EXPECTED RATE OF PROGRESS IN ACQUIRING SKILLS AND INFORMATION, AND LEARNING STYLE: Steve is a 10th grade student who is self-motivated to do well academically. He is currently on track working toward a Regents diploma. He passed all his 9th grade classes with an overall low B average. (Integrated Algebra was difficult lowering his average) He demonstrates weaknesses in spatial learning. This presents challenges in certain areas of mathematics. He shows low average skills in math calculations and applied problems. It also affects his ability to maintain his materials in an organized fashion. The latter often manifests itself in a tendency to lose needed items, including homework assignments; forgetting what to take or bring home from school; difficulty in developing and utilizing systems for filing materials; and an inconsistency in maintaining an assignment agenda. He has misplaced his homework 27 out of a possible 56 assignments. He has come to class without the appropriate materials not including homework (books, papers, pens) 17 out of a possible 70 times. Steve is a good writer and able to use a word processing program, but does not recognize the many features within software programs that could support him with his organizational issues when solving multi-step problems or organizing his materials and work. This year, Steve joined Model UN and states that this experience is increasing his knowledge of history. He states that his favorite classes are World History and English. Steve has indicated that he is not interested in his science classes but currently has a “C” average. He reports that he also struggles with math. Steve has worked with his teachers to develop support strategies in math. These strategies include the use of a calculator, graphic organizers to outline multi-step problems and the use of a Smart Board to produce classroom notes. Steve is receiving specially-designed direct instruction on how to use his assignment agenda (including daily checks to monitor usage) and the creation of visual organizers to assist in remembering needed items (i.e., color coding folders to specific classes). These strategies are not demonstrated independently. Steve demonstrates difficulty in sustaining attention; with prompts he will sit in areas that minimize both visual and auditory distractions, especially those from a hallway or outside window. When prompted to move (if in a distracting seat) he moves without hesitation and is aware of this need. He attempts to independently make appropriate choices when seating is self-selected. He is successful with his choice 4 out of 10 times. Steve has identified when working at a local radio station he also loses focus and struggles with multi-step tasks. In the beginning of the school year, Steve was late to classes because of his poor sense of direction and difficulty with interpreting visual cues in the environment (i.e., recognizing what hall he is in). He responds to direct instruction but does not carry learning over to new locations without prompts. In addition, Steve lacks organization and planning both in and out of school. STUDENT STRENGTHS, PREFERENCES, INTERESTS: Steve identifies himself as a talented writer. He notes that written communication is a strength and that his career interests lie in the areas of communications or history. He notes that he prefers the English and social studies classes to the science and maths. His abilities in language arts,

as well as his level of motivation, will likely continue as assets for him in his preferred career areas in any post-secondary environment. *Strengths more clearly defined with clearer examples noted in the above sections. i.e., He currently writes for the school newspaper and has won third place in a statewide writing contest. *Language may not be as parent friendlly. i.e., post-secondary environment *Elicit additional thoughts from the participants. ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE PARENT: Steve needs to: • independently utilize strategies and supports to improve knowledge of mathematical concepts and procedures; • improve problem solving skills with proper sequencing of steps and the use of a calculator for accuracy; • organize and maintain his academic materials, in order to complete classroom activities and assignments in a timely manner; • improve keyboarding skills and develop an understanding of the software functions that support the organization process; • develop functional money management skills; and • learn self-advocacy for minimizing personal distractions, as this issue could become increasingly important as Steve moves towards college, Steve and his parents note a need to improve his functional math, keyboard/software program skills. SOCIAL DEVELOPMENT THE DEGREE (EXTENT) AND QUALITY OF THE STUDENT'S RELATIONSHIPS WITH PEERS AND ADULTS; FEELINGS ABOUT SELF; AND SOCIAL ADJUSTMENT TO SCHOOL AND COMMUNITY ENVIRONMENTS: Steve demonstrates good social skills. STUDENT STRENGTHS: Steve has many peer relationships. He is mature in his interactions and emotional responses. His teachers consistently report that he is respectful to both peers and adults. He adheres to behavioral expectations in both large and small group settings. Steve and his parents both indicate he has maintained a small group of close friends. Steve's ability to develop and maintain interpersonal relationships has carried into his part time job at the local radio station. Steve shared that his work evaluations score high in the area of communication and interpersonal relationships. SOCIAL DEVELOPMENT NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE PARENT: Considered, there is no specific needs related to social development. PHYSICAL DEVELOPMENT THE DEGREE (EXTENT) AND QUALITY OF THE STUDENT’S MOTOR AND SENSORY DEVELOPMENT, HEALTH, VITALITY AND PHYSICAL SKILLS OR LIMITATIONS WHICH PERTAIN TO THE LEARNING PROCESS: Steve has good physical and motor skills. His general health is good. STUDENT STRENGTHS: Steve reports that he was on the school’s Junior Varsity baseball team during his freshmen year of high school and anticipates the same level of

participation during the coming school year. He has enjoyed these experiences and is considering continued participation at the collegiate level. PHYSICAL DEVELOPMENT NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF CONCERN TO THE PARENT: Steve and his parents report that he was diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) early in middle school and he takes medication at home to manage related symptoms. Parents report he is learning to manage his medications independently, but when he forgets his medication at home he needs to recognize the symptoms and make use of the nurse who has a prescription for his medication if forgotten at home. He is very slow when writing. This is in part due to medication issues - as reported by both Steve and his parents the Doctor informed them that the medication may slow down his reflexes both fine and gross. In addition when the lack of medication (when forgotten) affects his ability to attend and focus also slowing down the writing process. He appears to focus and stay on task when using the computer although he is still slow at keyboarding. He has not mastered the key and function postitions which also impacts his speed. Steve needs to: • independently use the visual cues in his environment, • periodically review maps to aid his movement within his community, • recognize the symptoms as a result of forgetting his medication and seek medical support with the school nurse, and • needs to learn to independently use computer word processing for extended written work as well as increase his speed in keyboarding. Parents are concerned with Steve's poor sense of direction and difficulty interpreting visual cues which results in tardiness. MANAGEMENT NEEDS THE NATURE (TYPE) AND DEGREE (EXTENT) TO WHICH ENVIRONMENTAL AND HUMAN OR MATERIAL RESOURCES ARE NEEDED TO ADDRESS NEEDS IDENTIFIED ABOVE: Human Resources: • provide verbal prompts to sequence steps for multiple step problems in math; • support to connect his academic strengths to his career development; • provide strategies to develop organization and time management skills; and • provide verbal prompts for seating to minimize distrations while learning to self select independently. Environmental Modifications: • schedule Math classes in the morning to maximize the effects of his medication; • review a copy of a detailed map of the school prior to the start of school or with changes with scheduling; and • preferential seating that minimizes both visual and auditory distractions, especially those from a hallway or outside window. Materials Resource: • provide graphic organizers to support organization and sequencing.

Section Six

BEGINNING NOT LATER THAN THE FIRST IEP TO BE IN EFFECT WHEN THE STUDENT IS AGE 15 (AND AT A YOUNGER AGE IF DETERMINED APPROPRIATE) MEASURABLE POSTSECONDARY GOALS

LONG-TERM GOALS FOR LIVING, WORKING AND LEARNING AS AN ADULT EDUCATION/TRAINING: EMPLOYMENT: INDEPENDENT LIVING SKILLS (WHEN APPROPRIATE): TRANSITION NEEDS In consideration of present levels of performance, transition service needs of the student that focus on the student's courses of study, taking into account the student’s strengths, preferences and interests as they relate to transition from school to post-school activities:

Section Seven

MEASURABLE ANNUAL GOALS

THE FOLLOWING GOALS ARE RECOMMENDED TO ENABLE THE STUDENT TO BE INVOLVED IN AND PROGRESS IN THE GENERAL EDUCATION CURRICULUM, ADDRESS OTHER EDUCATIONAL NEEDS THAT RESULT FROM THE STUDENT'S DISABILITY, AND PREPARE THE STUDENT TO MEET HIS/HER POSTSECONDARY GOALS.

ANNUAL GOALS WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE

END OF THE YEAR IN WHICH THE IEP IS IN EFFECT

CRITERIA MEASURE TO DETERMINE IF GOAL HAS BEEN ACHIEVED

METHOD HOW PROGRESS WILL BE

MEASURED

SCHEDULE WHEN PROGRESS WILL

BE MEASURED

Section Eight

BEGINNING NOT LATER THAN THE FIRST IEP TO BE IN EFFECT WHEN THE STUDENT IS AGE 15 (AND AT A YOUNGER AGE, IF DETERMINED APPROPRIATE). COORDINATED SET OF TRANSITION ACTIVITIES

NEEDED ACTIVITIES TO FACILITATE THE

STUDENT’S MOVEMENT FROM SCHOOL TO POST-SCHOOL ACTIVITIES SERVICE/ACTIVITY

SCHOOL DISTRICT/ AGENCY RESPONSIBLE

Instruction

Related Services

Community Experiences

Development of Employment and Other Post-school Adult Living Objectives

Acquisition of Daily Living Skills (if applicable)

Functional Vocational Assessment (if applicable)

Section Nine

Game Pieces Directions: Draw an X through the part(s) of the IEP or IEP process as it is mentioned.

 

 

Measurable Post- Secondary Goals

Concern of the Parent/Need of the

Student-Social

Evaluation

Transition Needs Courses of Study

Present Level of

Performance Academic and

Functional

Student

Participation Interest

Preference Strengths

District or Agency

Responsible for the Coordinated Set of Services/Activities

Annual Goal(s)

Concern of the Parent/Need of the Student-Academic

and Functional

Coordinated Set of Services/ Activities

Student Invitation

Present Level of

Performance Social

Present Level of Performance Management

X

Present Level of Performance

Physical

Concern of the Parent/Need of the Student-Physical