iep development for transition age students february 2008
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IEP Development for Transition Age
Students
February 2008
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Transition
Not an event
A process.2 WVDE OSP Transition
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Consider your personal journey
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How do weguide the development of the transition plan?
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WHEN and HOW do we document secondarytransition services in the IEP?
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Adult agency involvementDocument the agency(s) to be invited to the next IEP
Document parent or adult student consent to invite the specified agency(s)
Review which agency(s) will be invited yearly
Permission for the agency to be invited in subsequent years is acceptable
IEP Documentation: Part III A7 WVDE OSP Transition
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The IEP team must consider the following: Yes Strengths of the student Concerns of the parent Most recent evaluation results Academic, developmental and functional needs Need for assistive technology devices or services Communication needs of the student Revisions needed to address lack of progress
Additional considerations: (considerations must be documented in Part IV Present Levels Narrative)
Yes No N/A
For students with giftedness, will acceleration be a focus of gifted services, and if so, its effect on graduation.
For students whose behavior impedes his or her learning or that of others, consider the use of positive behavior interventions, supports and strategies to address the behavior.
For students with limited English proficiency, consider the language needs of the student.
For students with blindness or low vision, the IEP team will determine the need for instruction in braille and the use of braille.
For students ages 16 and older (or younger if appropriate), complete Part III B, Transition Planning page, prior to Present Levels.
For students ages 16 and older (or younger if appropriate), permission has been obtained to invite other agency representatives to the next IEP meeting.
Specify Agency(ies): Parent/Adult Student Consent:Date: Parent Initial _____ Student Initial _____
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IEP ChecklistPostsecondary goalAnnual IEP goalsTransition servicesAdult agency involvementAge-appropriate assessmentCourse of study
www.nsttac.org
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Age of MajorityAge 17 within the next 12 months:
Students and Parent are informed of the transfer of educational
rights that will occur on reaching age 18
http://wvde.state.wv.us/ose/ageofmajority.pdf
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Transition
Planning
Considerations
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Age-appropriate assessmentPost secondary goals are based on age-appropriate transition assessments-clear linkage
Review of assessments noted on this part of the IEP are a cumulative (throughout high school) and coordinated measure for provision of transition services
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Assess What?InterestsVocational aptitudesAcademic skillsLearning stylesWork readiness skillsIndependent living skillsPsychological/Cognitive skills
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Academic AssessmentIndividual achievement measures for eligibility – reading, writing, mathematics, …
Statewide achievement measures
National achievement measuresAdult measures – TABE, GED
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Academic Assessment
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Psychological/SocialIntelligence/cognitive measures
Social skillsBehavior/Emotional measuresMedical measures
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Psychological/Social
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Interest AssessmentInterviewObservationStudent ratingsSimulated assessmentSituational assessmentWork samplesInternet inventories
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Interest Assessment
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Aptitude Assessment
Vocational aptitudesCertification measures – Career and Technical Education completers/End of Course Exams
Credentialing measures – Nationally administered and standardized evaluations
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Aptitude Assessment
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Work Readiness-Learning Styles
Generalizable skills – stamina, following a schedule, motor skills, basic academics, manual dexterity
Soft work skills – cooperative work, attendance, following orders,
Assistive technologyCommunication Skills
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Work Readiness-Learning Styles
WorkKeysRating ScalesEnvironmental assessmentPersonality measuresCommunication assessmentCommunity work experience assessments and reports
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Independent LivingPersonal carePersonal hygieneSafetyNutritionMobilityHome maintenance
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Independent LivingTransition Planning InventoryTABEBriganceScales of Independent Behavior
ObservationsInterviews
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Diploma Considerations
When do we make diploma decisions?
What do we consider when making diploma decisions?
What do parents and students need to know?
Who makes diploma decisions?
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WVDE Policy 2510
Career cluster/pathwayGraduation requirementsCTE and Career concentrationsCollege credits-EDGE Individual Student Transition Plan
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Postsecondary GoalsGoals must be measurableGoals are required for:
education or training andemployment,
Goals for independent living, as neededGoals occur after the graduation or exit
Question 1 IEP Checklist
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Course of studyDesigned to improve the academic and functional achievement of the child to facilitate movement from school to post-school
Links with the present levels of performance
Aligns with and supports acquisition of the student’s postsecondary goals
Documented beginning at grade 847 WVDE OSP Transition
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Transition ServicesCheck where annual IEP goals are needed that will reasonably enable the child to meet the postsecondary goals
Staff link postsecondary goals to needed annual IEP goals49 WVDE OSP Transition
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Activities and Linkages Identify specific activities or linkages for
the course of the current IEP Activities or linkages are specific and
support progress toward meeting postsecondary goals
Lead party is specified Service noted is documented when
completed If an agency does not deliver agreed upon
services, the IEP team reconvenes to identify alternative strategies51 WVDE OSP Transition
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Present Levels of Performance
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Instructional SupportsHow do we determine appropriate instructional supports at the secondary level?
Which instructional supports are most needed at the secondary level?
What are our greatest instructional challenges?
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Coordinated Services
Promote movement from school to postsecondary
settings of living, learning, and work
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