Transition IEP Assignment
Introduction
• Fill out student personal information
• Indicate the date of the IEP meeting
• Parent Contacts: Indicate who contacted
parents, when they were contacted, and
response of the contact
• Attendees: Who attended the meeting?
• Exceptionality: What is the student’s
documented disability category?
• Procedural afeguards: Indicate a parent
received these and when
Section I
• Answer EACH question listed
• If you answer YES to a question be sure
to include other required information
within the IEP
• Indicate student’s Course of Study (e.g.,
Certificate of Attendance, Core 40
Diploma…)
Section II
A) Present Levels of Educational
Performance
David takes initiative and asks for help when
needed. With prompting, he keeps his desk and
materials organized. David is reading at a second grade
level and can answer comprehension questions
indepdently after reading a passage at the first grade
level. David can follow 3 step directions independently.
B) List student Strengths
C) List student Needs
Section II Continued
• D) Indicate how student’s disability
affects education in the general
education setting
Jake has been unable to stay current with grade level
material without the supplementation of assisted
technologies. When Jake is presented information in
an auditory format he is able to comprehend grade
level materials. Jake has weaknesses with editing his
written work and uses a talking word processing
program to assist with this weakness.
Section III
A. PROGRAM MODIFICATIONS AND SPECIALLY
DESIGNED INSTRUCTION:
• Sample statements:
o Tests/Assessments to be read aloud with the exception of reading
comprehension assessment questions
o Directions to be read aloud
o Written assignments longer than 2 pages will be allowed to be
completed with a talking word processor program
o Spelling will not be counted against grade (except for spelling tests)
o Access to resource room daily
o Extended time will be given on written assignments greater than 2
pages in length (up to double)
Section III Continued
B) Special Education Services
Service
Location
Projected
Beginning Date*
Frequency
Anticipated
duration*
Resource Study
Hall
Resource Room
08/15/2008
daily
06/15/2011
Paraeducator
Support
General education
08/15/2008
daily
06/15/2009
Speech and
Language
Resource Room
08/15/2008
2x/week for 30 min
08/15/2009
C) Related Services
Service
Occupational
Therapy
Location
Resource Room
Transportation
Blind/Low Vision
Resource Room
Projected
Beginning Date*
Frequency
Anticipated
duration*
08/15/2008
1x/month for 30
mins
08/15/2009
08/15/2008
daily
08/15/2009
08/15/2008
consultation
08/15/2009
• Transportation: The transportation needs are not the same as
peers without disabilities.
Section III Continued
D) Supports for school personnel
Indicate whether support personnel are
needed for the student.
Examples: School personnel supports are needed for
Paul.
*Details of these personnel supports should be listed in
parts B or C. You do NOT need repeated the specific
people in part D.
Section III Continued
E) Extended school year- Indicate whether or
not the student needs ESY to receive a free
and appropriate public education. If the
student needs services indicate the specifics
in part B’s table.
Example: An extended school year is needed to provide a
free and appropriate education for the student.
F) Mark if either service is needed. No
additional text required.
*Enrichment and advancement- Students who are intellectually
gifted, but have an IEP for a documented disability may need
enrichment activities (e.g., to avoid bordeom).
Section III: Goals and Objectives
• Be sure to indicate Instructional Area
that the Annual Goal Falls Under
For the purposes of this assignment they
can be:
The 4 Domains:
• Community
• Vocational
• Domestic
• Recreation/Leisure
And, if applicable• Post Secondary
Behavioral Objectives
• Targets specific behavior for change
• Usually considered short-term
• Directly related to instruction
• Break down goals into measurable
components
What’s wrong with this objective?
• “Sharmaine will understand the math
concepts of addition, subtraction,
multiplication, and division.”
Components of a Behavioral Objective
• Identify the learner
• Identify the target behavior
• Identify the conditions under which behavior
is to be displayed
• Identify the criteria for acceptable
performance
Goals versus Objectives
Goals
Objectives
Long-Term
Short-Term
Global
Specific
Focus for Year
Guides Daily Instruction
Difficult to Measure
Easy to Measure
Required on IEP
Required on IEP
Components of Objectives
1.
Conditions (Antecedent)
• Under what conditions should behavior
occur?
• When given…
• Categories
• Be very specific
Examples of Conditions
• When given a story from “My Favorite Reader”
and 5 comprehension questions...
• When given a worksheet containing ten 3 x 3 digit
addition problems requiring carrying...
• When given a list of 20 spelling words containing
silent e presented orally...
• When given a partial physical prompt and asked
to pay the cashier...
Practice Writing a Condition
• Self-help (e.g., eating)
• Social situation (e.g., interacting with
others)
Components of Objectives
2.
The Learner
• Individualize the objective
Examples of Identifying Learner
• When given a story from “My Favorite Reader”
and 5 comprehension questions Josh will
• When given a worksheet containing ten 3 x 3 digit
addition problems requiring carrying Mary will
• When given a list of 20 spelling words containing
silent e presented orally Michelle will
• When given a partial physical prompt and asked
to pay the cashier Fred will
Practice Identifing the learner for
each of your objectives
• Self-help (e.g., eating)
• Social situation (e.g., interacting with
others)
Components of Objectives
3.
The Target Behavior
• What will student do after instruction
• Operational definitions
Examples of Identifying Behavior
• When given a story from “My Favorite Reader”
and 5 written comprehension questions Josh will
write the answer to each question
• When given a worksheet containing ten 3 x 3 digit
addition problems requiring carrying Mary will
write the answer to each problem
Examples of Identifying Behavior
• When given a list of 20 spelling words containing
silent e presented orally Michelle will orally spell
each word
• When given a partial physical prompt and asked
to pay the cashier Fred will give a $5 bill to the
cashier
Practice Identifying the target
behavior for each of your objectives
• Self-help (e.g., eating)
• Social situation (e.g., interacting with
others)
Components of Objectives
4.
Criterion for Performance
• Performance level after intervention
• Basic criterion during acquisition
• Can be counted or timed:
Number of correct responses
Trials
Within an error limit
• Always state number of responses
• Criterion should make sense
Examples of Criteria
• When given a story from “My Favorite Reader”
and 5 written comprehension questions Josh will
write the answer to each question independently
with no more than one error.
• When given a worksheet containing ten 3 x 3 digit
addition problems requiring carrying, Mary will
write the answers for 9 of 10 problems
independently with no errors.
Examples of Criteria
• When given a list of 20 spelling words containing
silent e presented orally, Michelle will orally spell
each word with 80% accuracy.
• When given a partial physical prompt and asked
to pay the cashier, Fred will give a $5 bill to the
cashier in 4 of 5 trials.
Practice Developing a criterion
for each of your objectives
• Self-help (e.g., eating)
• Social situation (e.g., interacting with
others)
Section IV- IEP Transition Services
• Initial transition IEP date indicates date
when transition services were initiated
For example: If your student is 17 and you are
writing an IEP for April 2014, the initial date should be
in 2011 at age 14. You can make it earlier if you wish,
but services must start by the year the student turns 14.
• Dates transition plan revised indicated
the dates after the initial IEP meeting
the plan was revised or reviewed
– Must occur at east once per year
Section IV Continued
• Student’s preferences, needs, and
interests:
Include: What the student
wants/interests and anything they need
based on those wants.
For example: Jake wants to move into his own
apartment. Jake and his family need information
regarding independent living services.
Section IV Continued
• Considerations for Course of Study: Indicate the
course of study projection for the remainder of your
student’s high school years. Should be reflective of
diploma or certificate they will receive/post school
plans
For example: If your student is currently a 10th grader…
• 11th Grade: Participation in CBVI 3-4 days per week,
2-4 hours per day. Classes: math, communications,
biology, health/wellness, functional life skills,
construction systems, communications.
• 12th Grade: Participation in CBVI 4-5 days per week,
3-4 hours per day, English, math, functional life skills,
design process, health/wellness.
Section IV Continued
• NEEDED TRANSITION SERVICES (at age 16
and younger if appropriate)
INCLUDE INTERAGENCY RESPONSIBILITIES OR
LINKAGES, IF ANY)
ALL STUDENT SCENARIOS FOR THIS
ASSIGNMENT WILL REQUIRE THIS
SECTION TO BE COMPLETED.
* If the IEP Team determines that the student does not
need services in one or more of these areas, include a
statement to that effect and the basis upon which the
determination was made (e.g., basis from assessment
given).
Section IV Cont.
• INSTRUCTION:
1. Enrollment in CBVI programs. School will be
responsible for providing transportation and instruction
in community settings.
2. Enroll in health/wellness, math, functional life skills,
English, welding, world history, and communications
classes. School will be responsible for instruction in each
of these areas.
Section IV Cont.
• RELATED SERVICES:
1. Transportation training will be provided by Special
Education staff. School staff and parents will be
responsible for providing opportunities for practice in
community settings.
2. Occupational therapy will work with Sally on sensory
integration interventions. The school will be responsible
for providing opportunities for Sally and the
occupational therapist to work together.
Section IV Cont.
COMMUNITY EXPERIENCES:
1. Schedule visits for job shadowing opportunities with
local auto mechanic shops. School will provide Jake with
a list of auto mechanic shops in the area. Jake and his
family will be responsible for scheduling visits for job
shadowing opportunities.
2. Schedule visits to the local grocery store to provide
opportunities to practice locating and purchasing
groceries. The school will be responsible for providing
this service for Johnny.
Section IV Cont.
• EMPLOYMENT
1. Participation in CBVI program. Mindy will receive
vocational training in the area of clerical work. The
school will be responsible for ensuring that Mindy
receives vocational training in this area as well as
transportation services to and from the training sites.
2. Participate in social skills training program with
school staff in CBVI settings. Special education staff, job
coach, and parents will provide training and follow-up
activities.
Section IV Cont.
• ADULT LIVING
1. Visit apartment complexes. Jake and his family will
be responsible for scheduling visits.
2. Improve banking skills. The school will be responsible
for providing Mary with activities to improve her
banking skills and transportation to generalize skills
learned to natural settings (e.g., bank).
Section IV Cont.
• DAILY LIVING SKILLS
1. Increased responsibilities at home. Jen and her
parents will arrange responsibilities and provide
instruction in areas including meal preparation, laundry,
and housekeeping.
Section IV Cont.
• FUNCTIONAL VOCATIONAL EVALUATION
1. Marc completed the R:FVII:2 Vocational Interest
Inventory. Results from the assessment indicated that
Marc might consider jobs in patient care or materials
handling, scoring above average in these areas
compared to males of the same age and ability. The
special education staff will be responsible for
discussing these results further with Jake.
Section IV Cont.
• TRANSFER OF RIGHTS (Required at age
17):
Johnny Smith was informed on 09/01/08 of his
rights, if any, that will transfer at age 18.
Additional Information for
Transition Planning Areas
Instructional Domains
• Community
• Vocational
• Recreation/Leisure
• Domestic
Embedded Planning Areas
• Functional academic skills
• Communication skills
• Motor skills
• Adaptive behavior skills
Community Domain
•
Transportation access and training:
•
Use of Community Services
•
Safety
•
Self-Advocacy Skills
–
–
–
–
–
–
Independent
Family transportation
Car pool
Public/specialized
Group home/residential
Special equipment
– Locating
– Understanding purpose of services
– Mobility
– Asking for assistance
– Self-defense
–
–
–
–
Ability to assess their own skills
Awareness of needed accommodations
Knowledge of civil rights/ADA
Ability to express needs across settings
• Transition Outcome Recommendation
– Use self-advocacy skills at home, on the job, and in
various community settings
• IEP Annual Goal:
– The student will identify her own vocational strengths,
weaknesses, and necessary accommodations
• Short term objectives:
– Tamara will verbally indicate three of her vocational
strengths and weaknesses when asked by an
interviewer, coworker, or teacher in both real and roleplaying situations in school and vocational settings,
independently in 8 of 10 opportunities.
– During role playing activities with teachers and novel
individuals in school and community settings, Tamara
will state her need for additional lighting at her work
station independently in 8 of 10 opportunities
Vocational Domain
• Vocational training/placement
–
–
–
–
–
–
Vocational technical centers
RVI programs
Part time employment
Competitive employment
Supported employment
CBVI
• Volunteer Activities
• Post Secondary Education- Note: can be put as its
own instructional domain or under vocational. We will
accept either.
• Transition Outcome Recommendation
– Obtain a supported employment position in the food
services industry
• IEP Annual Goal
– Charles will participate in three community-based
vocational training sites for the 2005-2006 school year.
• Short term objectives
– At an indirect level of supervision, Charles will train in the
food services cluster working on dishwashing skills for a
range of six to eight hours per week, for 6 out of 8 training
sessions, for no more than 215 hours.
– Given a picture prompt, Charles will identify and correct
erros 80% of the time for 5 days in a variety of community
sites (e.g., restaurants, stock room, print shop)
• Transition Outcome Recommendation
– Obtain a degree from a 4 year college in the area of
computer sciences
• IEP Annual Goal
– Jeremy will complete the high school course requirements
necessary to enter a 4-year college program in the are of
computer sciences
• Short term objectives
– When presented with voice recognition computer software
and the need to complete homework, Jeremy will use the
software on his home computer to complete 100% of his
assignments.
– Given a digital notetaker and the need to take notes in
class, Jeremy will use the equipment requiring assistance
no more than once per class session for three weeks.
Recreation/Leisure Domain
• Training and support needs
– Identifying areas of interest (newspaper)
– Accessing desired activities (phone)
– Skill development
• Activities to do with others
• Activities to do alone
– Transportation
– Self-Advocacy
– Participation in numerous activities
• Transition Outcome Recommendation
– Participate in a variety of community-based recreation and
leisure activities.
• IEP Annual Goal
– Alex will identify various community-based recreation and
leisure interests and will participate in at least two
interests with peers, family members, and/or educational
staff.
• Short term objectives
– Using his preprogrammed AAC device and the listing of
current movies and sporting events from the local
newspaper, while at home or in school, Alex will select
independently the activity he would like to attend 1 day
each week for 12 weeks.
– Given a refreshment counter and the desire to purchase a
snack, Alex will stand in line and wait to be served with no
more than one verbal prompt per occasion for 6 weeks.
• Transition Outcome Recommendation
– Participate in a variety of recreation/leisure
activities at home and in the community
• IEP Annual Goal
– Ellen will participate in at least three school and
community-based rec/leisure activities during the
school year
• Short term objectives
– During gym, Ellen will increase the amount of
weight she lifts by 5% over baseline performance
over a 6 week period.
– While in the community, Ellen will maneuver her
wheelchair up and down ramps without assistance
during 100% of opportunities for the entire school
year.
Domestic Domain
•Personal Management
–Household management
–Social skills
–Hygiene skills
–Safety
–Parenting skills
–Health aide-home attendant
•Personal/Family Relationships
–Counseling
–Respite services
–Support groups
•Financial/Income
–Wages/income
–General public assistance
–Food stamps
–Social security benefits
–Money management
–insurance
•Advocacy/Legal Services
–Guardianship
–Estate planning
–Advocacy assistance
•Medical Services
–Supports
–Insurance
• Transition Outcome Recommendations
– Live semi-independently in an apartment with a roommate
with supervision provided by Peachtree Residential
Supports.
• IEP Annual Goal
– Sally will learn to prepare simple meals in a variety of
settings
• Short term objectives
– Sally will operate independently a microwave oven to
prepare a meal at home, at school, and on the vocational
training site for 2 days each week for 12 weeks.
– Given a list of five items needed to prepare a simple meal,
Sally will locate and purchase these items with indirect
supervision one time per week for 12 weeks.
• Transition Outcome Recommendation
– Participate in parenting skills classes at school and at the
Community Counseling Center.
• IEP Annual Goal
– Kevin will increase his parenting skills in the areas of infant
care, emergencies, and health and hygiene.
• Short term objectives
– When presented with a doll requiring attention (for crying),
regular feeding and diaper changes, Kevin will pick up and
rock the doll, feed the doll, or change the doll’s diaper
every time the doll cries without any reminders for 1 week
at home and at school.
– When presented with a weekly test over emergency child
care procedures, Kevin will successfully complete the test
with no more than 3 errors at the end of each week for
three weeks.