Transition Pages of the Oklahoma IEP

Dr. Amber McConnell

Transition planning is road map to life after high school….

How will the student get to the chosen destination? Picture of road

Key Idea #1: REDUCE REDUNDANCYKey Idea #2: INCREASE USABILITYKey Idea #3: EMPHASIZE PROCESS

Cover photos of OSDE Policies Book, OSDE Special Education Handbook, and OSDE Process Guide

Oklahoma’s Transition Handbook

Cover photo of OSDE Transition Handbook

Components To Be Covered

• Postsecondary Goal(s)• Transition Assessment• Annual Transition IEP Goal(s)• Transition Activities/Services • Course of Study and Expected

Graduation/Exit Date• Transfer of Rights

Transition Age• IDEA 2004: transition planning beginning not later

than the first IEP to be in effect when the child is 16, and updated annually.

• Oklahoma: must be in effect not later than the beginning of the student’s ninth grade year or upon turning 16, whichever comes first.

• Transition planning may begin earlier, if deemed necessary by the IEP Team

Why Start Earlier?

• Postsecondary education financial support–Planning for high school classes–Signing up for the OK Promise Scholarship

• Interagency Linkages and Residential Placements–Begin planning for residential care early

Indicator 13 Checklist A

Indicator 13 – Checklist Form A

Indicator 13 Checklist A1. Are there measurable postsecondary goals in the areas of training,

education, employment, and where appropriate independent living skills?

2. Are the postsecondary goals updated annually? 3. Is there evidence the measureable postsecondary goals were based on

age appropriate transition assessments? 4. Are there transition services in the IEP that will reasonably enable the

student to meet his or her postsecondary goals? 5. Do the transition services include courses of study that will enable the

student to meet his or her postsecondary goals? 6. Is (are) there annual IEP goal(s) included in the IEP that is/are related to

the student’s transition services needs? 7. Is there evidence the student was invited to the IEP meeting where

transition services were discussed? 8. If appropriate, is there evidence that a representative of any

participating agency was invited to the IEP team meeting with the prior consent of the parent or student who has reached the age of majority?

Transition Assessment

• IDEA 2004 requires that appropriate measureable postsecondary goals be based upon age-appropriate transition assessments related to training and education, employment, and where appropriate, independent living skills.

Transition Assessment

Employment

Education and Training

Independent Living

Should Address Three Areas

Picture of man working at a computer Picture of student

and teacher

Picture of husband, wife and son

Goals of Transition Assessment

Make informed choices

Take charge of the transition process

Understand the skills needed for post-school environments

Picture of boy daydreaming about a mansion, plane, sailboat, and Ferrari

Transition Sections of the IEP

Present Levels of Academic and Functional Performance

• Transition assessments are included in the PLEP to formulate strengths and needs.

Screen shot of OSDE form 7 present levels of academic achievement, current assessment data, and objective statements

Screen shot of OSDE IEP form 7 Strength, needs and anticipated effects.

Screen shot of OSDE form 7 Consideration of special factors and Parent concerns for enhancing the child’s education

Preferences, Strengths and Interests and Course of Study

These must be BASED ON Present Levels of Performance and Age Appropriate Transition Assessments

Screen shot of OSDE form 7 Preferences, Strengths, interests, and course of study based on present levels of performance and age appropriate transition assessment

Postsecondary Goals

• Students of transition age must have further education and employment postsecondary goals– Independent living is optional

• Students have input and write goals based on answers to the question:–Where do I want to live, learn, and work after

high school?• Need to be updated annually

Postsecondary Goals occur after high school and answer the questions: Where will the student work, learn, and live (as needed)?

Screen shot of OSDE form 7 desired post-secondary/outcome completion goals.

Pictures of a man and woman wondering which way to go.

Pictures of want ads in paper, a bedroom, and a classroom

A Helpful Formula

____________ _______ will ______ ______After high school The Student Behavior (Where and how)After graduationUpon completion of high school

Picture of a diploma

Picture of students in caps and gowns

SAMPLE POSTSECONDARY GOALS

“Ryan will join the Air Force and receive on-the-job training. He plans to live on base.”

Where will Ryan WORK? Where will Ryan LEARN?Where will Ryan LIVE?

If you can answer these 3 questions, the postsecondary goal is compliant.

Air Force Patch

SAMPLE POSTSECONDARY GOALS

“Within three months of graduation, Isabel will participate in/audit business development courses at the local Career Tech school. With the help of a habilitation training specialist (HTS), Isabel will implement her business plan for a home-based business of custom gift baskets.”

Where will she work? Learn? Live?

Basket of fruit

Rolanda

• After graduation, Rolanda will live at home and participate to the maximum extent possible in her daily routines, and she will volunteer at least once per week at the local childcare facility as she receives on the job training as a childcare worker.

Let’s Practice!• Articulate a postsecondary goal in employment for the following case study.

• Jamarreo is a 19 year old student who enjoys working with computers. He is not sure what specific careers exist in the Information Technology field. He currently works at a gas station and would like to attend college close to home and commute to save on expenses. ____________ _______ will ______ ______

(After high school) (The Student) (Behavior) (Where and how) (After graduation)(Upon completion of high school)

EXAMPLE

___________ _______ will ______ ______(After high school) (The Student) (Behavior) (Where and how)(After graduation)(Upon completion of high school)

JamarreoAfter graduation

Attend the local community college, major in IT, live at home and work at the gas station until the degree is completed.

What is the difference between a Postsecondary and

an Annual Goal?

1. After high school, John will complete training as RN at PJC, then pursue a job as a nurse.

2. Given computer assisted instruction on rights and responsibilities as defined by the Section 504 of the Rehabilitation law, John will identify who at the college he must contact for services, when he must provide information, what accommodations he will need, and what to do if his needs are not being met with 100% accuracy by the end of the school year.

3. After high school, Brenda will attend Career Tech for Child Care; upon completion of course work, she will work for Early Rise Child Care Center.

4. Brad will learn and describe 5 accommodations he needs in the general education setting and why he needs them with 100% accuracy.

1. PSG

2. AG

3. PSG

4. AG

Annual Transition Goals• Each postsecondary goal requires at least one annual

transition goal to help students facilitate attainment of the postsecondary goal

• Annual Transition Goal Question– What do I need to learn now to live where I want?– What do I need to learn now to do the career I want?– What do I need to learn now to have the education I want?

Annual Goals Need to Include

• Condition– involve the application of skills or knowledge and describe

the materials and environment necessary for the goal to be completed.

• Behavior– identifies the performance that is being monitored.

• Criterion – how much, how often, or to what standards the behavior

must occur

• Timeframe– usually specified in the number of weeks or a certain date for

completion

Annual goal must be measurable

• A measurable goal includes the behavior or skill that can be measured at periodic intervals against some criterion of success.

Annual Transition Goal Formula

Education/Training

Part 1 of the 5-Part Transition Plan ModelTo create goals based on academics, functional academics, life centered competencies or career/technical or agricultural training.

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Transition Assessment

• Student Participated in Career Clusters interest inventory

• Identified Information Technology as field of interest

• Discovered college courses are necessary to achieve desired career

Annual Education/Training Goal

• Given Ocean County Community College information, John will demonstrate knowledge of the college’s admission requirements by verbally describing these requirements and identifying admission deadlines with 90% accuracy.

Screen shot of OSDE form 7 Education/Training goal, activities, person/agency and date of completion

Development of Employment

Part 2 of the 5-Part Transition Plan ModelTo create goals based on occupational awareness, employment related knowledge and skills and specific career pathway knowledge and skills.

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Transition Assessment

• Student Participated in Career Clusters interest inventory

• Identified Information Technology as field of interest

• Needed to research the field to find a particular interest

OKCIS

• Okcis.org

Screen shot of OSDE form 7 employment goal, activities, person/agency and date of completion

Annual Employment Goal

• After researching possible careers, John will write an essay to compare and contrast two careers in the field of computer technology and include salary, benefits and required educational training, and describe which career is better suited for his strengths and abilities with 85% accuracy.

Community Participation Assessments

Part 3 of the 5-Part Transition Plan ModelGoals, as needed, based on knowledge and demonstration of skills needed to participate in the community (e.g., tax forms, voter registration, social interactions, consumer activities, accessing and using various transportation modes.)

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Transition Assessment

• The student completed the Transition Planning Inventory (TPI) and scored low in the area of community participation.

Transition Planning Inventory - 2• Home version• Teacher version• Student version• CD version speaks to students or parents and

automatically scores• Available From

– (www.proedinc.com)– Pro-Ed

Annual Community Participation Goal

• After participation in civics class, John will report steps necessary to become a registered voter, run for a public office, and to enroll in the selective service, the importance of voting and selective service with 100% percent accuracy by the end of the semester.

Screen shot of OSDE form 7 community participation goal, activities, person/agency and date of completion

Adult Living Skills and Post School Options AssessmentsPart 4 of the 5-Part Transition Plan Model(Skills, as needed, for self-determination, interpersonal interactions, communication, health/fitness and knowledge needed to successfully participate in Adult Lifestyles and other Post School Activities (e.g. skills needed to manage a household, maintain a budget and other responsibilities of an adult.)

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Transition Assessment

• The participated in the TAGG and scored low in “Involvement in the IEP.”

TAGG.OU.EDU/TAGG

Combined Score Profile

Greatest and Relative Strengths

Areas of Greatest and Relative Need

Sample Annual Goals

Annual Adult Living and Post School Option Transition Goal

• After receiving technology instruction to create a PowerPoint, the student will make a PowerPoint to introduce participants, explain the purpose of the meeting, present his or her present level of performance, and describe post-school transition goals and desired course of study at the next IEP meeting with 100% accuracy.

Screen shot of OSDE form 7 Adult living and Post school options goal, activities, person/agency and date of completion

Annual Daily Living Skills GoalPart 5 of the 5-Part Transition Plan Model

(Goals, as needed, based on adaptive behaviors related to personal care and well-being to decrease dependence on others.)

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Transition Assessment

• Student completed Casey Life Skills and reported “mostly no” on Housing and Money Management.

Casey Life Skills

• Web based and FREE!!!• Spanish, French or English, with

numerous supplemental assessments• Youth and caregiver formats• Automatically scored and sent to you• Can obtain class summaries• Provides different levels of questions for

students across functioning levels• www.caseylifeskills.org

Annual Daily Living Skills Goal

• Given instruction in high school Financial Planning class, John will deduce his dependency on his parents by demonstrating the ability to balance a personal household budget to include car payment, fuel, insurance, and monthly expenditures by reconciling a financial accounts with 90% accuracy.

Screen shot of OSDE form Daily Living Skills goal, activities, person/agency and date of completion

Transition Services/Activities

• Tasks or activities that students do to learn the skills or knowledge associated with an annual transition goal

• Can take place at school, home, or in the community

• People responsible may include any educator, parents, other family members, co-worker, friends

Transition Activities/ServicesRyan

Take the ASVAB Job shadow different

positions at Tinker Visit Air Force recruiter Obtain driver’s license Learn Air Force

vocabulary Build resume Practice interviewing

skills Open a

checking/savings account at local bank

Isabel Get her food handler

permit Job shadow at a local

florist Visit local Career Tech Research

entrepreneurship Learn keyboarding skills Open a checking/savings

account at local bank

Course of Study

• When designing the course of study, pay attention to the entry requirements of colleges, career tech, or specific jobs.

Screen shot of OSDE form 7 Curriculum Participation

John

• John would like a career in IT• What courses should he take?

Vocational Educational Information

• Information must be provided, including– Career Tech programs– Work study– Work adjustment– Community-based job experiences– High school vocational ed classes

• Some career tech programs are very selective and planning needs to take place so students can take the correct pre-requisite courses.

Department of Vocational Rehabilitation Referral

• A referral form for DRS must be completed and sent to DRS Office–Parents and students need to follow-up

to ensure application process is complete

• Complete before age 16

Screen shot of Oklahoma Department of rehabilitation services referral

Transfer of Rights• Before students turn 17 years old, parents and

students need to be told about the transfer of rights that will happen when upon 18.

• Married students have the rights transferred regardless of age

• Local educational agencies (LEAs) should inform parent(s) of their option to seek legal advice if they plan to continue making decisions for their child upon the child reaching the age of majority.

Questions? Amber McConnellZarrow Center for Learning Enrichmentambermcc@ou.edu(405) 325-8951

Tina SpenceOklahoma State Department of EducationTina.Spence@sde.ok.gov(405) 521-4877

Pictures of question marks