T20: Does the IEP include the student`s preferences or interests?

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Quality Secondary
Education Services
I-Star Compliance
Questions
Enable Students to Answer These
Questions:
1
. What do I need to learn now to live where I
want after graduating from high school?
2. What do I need to learn now to work where I
want after graduating from high school?
T20: Does the IEP include the
student’s preferences or
interests?
• Use verbs that indicate that the information came directly
from the student: “Student says, states, indicates”
• Break statements down into three discrete areas
Strengths
Interests
Preferences
• For students who are unable to communicate choices,
collect information from student observation or parental
input.
T20: Does the IEP include the student’s
preferences or interests? Examples:
In an interview with (student name) on (date):
Strengths: He feels that he has strengths in US History and Science
Interests: He states that his interests include playing video games and sports
Preferences: He states that he prefers to work by himself.
(Student name) is a non-verbal student who through observation and parent
conversation has expressed:
Strengths: Persistence with activities
Interests: Likes to be around people
Preferences: Demonstrates her preference in using the electric stapler over the
shredder when at work stations.
0T20
Purpose of Relevant
Transition Assessments
• Determine interests, strengths, preferences
• To realistically evaluate post secondary
expectations
• To drive the students ‘course of study’
• Help the student to understand the possibilities of
their future
• Determine appropriate instruction and activities
that will assist the student achieve post-school
goals
• Determine appropriate accommodations and
supports
T21a: Does the IEP document that the
postsecondary area of living has been sufficiently
assessed and information used as a basis of
transition planning?:
Points of emphasis:
•Provide more than one source (best practice), one may be sufficient
•Student interview cannot be a stand alone assessment source
•Provide date assessments were completed (best practice)
•At the end of the Living results section state very clearly: Living is an area of need , and
state where it will be addressed (goal, service, activity or course of study)
•Area of need are those areas where the student’s performance is significantly discrepant
from the same age peers or standards
•Activities that will only be addressed in the home setting should not be listed as an area
of need (or mention as a need and that it will be addressed in the home setting).
T21a: Transition Assessment for Living
example:
Information Sources:
ESTR-J: Teacher, student and parent completed February 4, 2013
Brigance Transition Skills Inventory (L-10): February 7, 2013
Results: ESTR-J: Home Living 75%, concern areas include: “I need to learn how to
prepare foods that require cooking and I need to learn about checking and
savings accounts”.
Brigance TSI (L-10): He accurately completed the check writing (100%), but
incorrectly finished deposit slip and check register. “Due to the results of the
assessments the staffing team has determined that there is no need for a goal,
service or activity in the area of Living at this time”
T21a: Transition Assessment for Living
examples:
Information Sources:
Casey Life Skills
Parent Interview using the “Iowa Model / 10 Areas of Critical Need for Transition”
ESTR-J
Results: Casey Life Skills: Home Living Raw score of __% (which is the overall average
score in this area). He obtained a score of ___% Mastery (which is the score that
indicates the total responses that are “very much like me”).
Document the answers to the “10 Areas of Critical Need for Transition” using the
RIOT (review, interview, observe, test) method.
ESTR- report the % for Home Living and Community participation and any concern
areas that are determined as a need area to meet the student’s PSE.
T21a
T21b: Does the IEP document that the
postsecondary area of learning has been
sufficiently assessed and information used as a
basis of transition planning?:
Points of emphasis:
•Provide more than one source (best practice)
•Provide date assessments were completed (best practice)
•At the end of the Learning results section state very clearly: Learning is an area of need ,
and state where it will be addressed (goal, service, activity, or course of study)
•Area of need are those areas where the student’s performance is significantly discrepant
from the same age peers or standards
•Activities that will only be addressed in the home setting should not be listed as an area
of need (or mention as a need and that it will addresses in the home setting).
T21b: Transition Assessment for Learning
example:
Information Sources:
School records, teacher reports, ITED, ESTR
Results: School Records- Student attendance is very good (1 day out of 88)
Teacher reports: student follows directions (4.9 out of 5)
ITED-Reading 19%tile (NPR); Written Language 33%tile (NPR)
ESTR-Postsecondary education-50% concern areas; not completed a vocational
assessment and does not understand her disability. Due to the results of the ESTR
assessment (particular assessment), the staffing team has determined that there is no
need for a goal, service or activity in the area of Living at this time”
T21b
T21c: Does the IEP document that the postsecondary area of working has been sufficiently
assessed and information used as a basis of
transition planning?:
Points of emphasis:
•Provide more than one source (best practice)
•Provide date assessments were completed (best practice)
•At the end of the Working results section state very clearly: Working is an area of need ,
and state where it will be addressed (goal, service, activity or course of study)
•Area of need are those areas where the student’s performance is significantly discrepant
from the same age peers or standards
•Activities that will only be addressed in the home setting should not be listed as an area
of need (or mention as a need and that it will addresses in the home setting).
T21c: Transition Assessment for Working
example:
Information Sources:
Classroom-to-Workplace Readiness Rating Scale,
ESTR-J
I Have A Plan Iowa (IHAPI)
Results
Classroom–to-Workplace: 3.5 (out of 5) score of 2 in accepting constructive
criticism , scored a 5 for attendance.
ESTR-J: Employment 46%, area of concern; responding to authority figures
appropriately, strength area; good hygiene and grooming and completing
application forms accurately.
IHAPI: career interests; Emergency Room Nurse, Home Health aide
career cluster; Health Science
T21c
Case Example
(Working Domain)
ESTR-J
To be
completed by
the student.
a career as a carpenter.
Brigance TSI (D-15)
Page 109
Teacher form
Brigance TSI (D-15)
Page 109
Student form
Hand-Tool
Dexterity Test
I
E
C
O
L
V
D
T
F
A
$
N
Hand-Tool
Dexterity Test
Percentile Chart
Working Assessment- sample
ESTR-J
Brigance TSI
Hand-Tool Dexterity Test
ESTR-J= 62% for Employment
Brigance TSI=scored 100%(6 out of 6)when measuring objects to the nearest
inch, and ½ inch. 67% to the nearest ¼ and 33%to the nearest 1/8.
Hand-Tool=obtained a time of 7’0” and scored at the 70 percentile when
compared to “Applicants at a Manufacturing Company in NY”.
Johnny would like to work as a
carpenter.
x
Based on his score of 33% when measuring to the nearest 1/8
inch using the Brigance TSI D-15, a goal could be developed or
an activity could be inserted into the student’s curriculum.
Johnny would like to work as a
carpenter.
x
Activity example:
Johnny will measure 10 sample boards, of different lengths, to
the nearest 1/8 “ once a week during the 3rd quarter. Or Johnny
will enroll in the courses “Woods I and II” during 2013-14.
Sample goal to meet the concern
area of: “Measurement to the
nearest 1/8 inch”
Beginning in Jan. 2013 and ending Jan.
2014, when given measurement probes to
the nearest 1/8 inch, Johnny will obtain a
minimum score of 90 %.
T22a, T22b,T22c: Is there a postsecondary
expectation of living, learning and working that
projects beyond high school, is consistent with
available assessment information and is
observable?
Points of emphasis:
•This statement is the foundation of the IEP services!
•Projects beyond high school
•Is observable (capable of being seen)
•For younger students (13-14) it is appropriate to use introductory phrases like “At
this time….”
•The expectation should become more specific as the student becomes older
T22a,b,c
T22a: Postsecondary expectation for
Living examples:
General expectations for grades 8-10
Will live in an apartment with friends after he has completed high school
Will live in supported living environment with roommates
Will live independently when he completes high school
More specific expectations for grades 10-12
Expects to live on his own in the Chariton area
Will live in an apartment near Oskaloosa when he completes high school
Will live in a dorm at IHCC after high school
T22b: Postsecondary expectation for
Learning examples:
General expectations for grades 8-10
Will attend adult community education classes for art appreciate
Will participate in a variety of community activities including arts and recreation
Will have on the job training in his desired career field
More specific expectations for grades 10-12
Will attend a 4 year college to obtain a degree in a health related field
Will have on the job training for welding at Relco
Will access learning support services provided by Southeast Community College
Will enroll in a vocational program at Indian Hills Community College
T22c: Postsecondary expectation for
Working examples:
General expectations for grades 8-10
Will work in a career field where she is able to use her interest in animals (cats and dogs)
Will work in a sheltered workshop’s day program
Will become competively employed in an entry level job
More specific expectations for grades 10-12
Will work as a welder at Relco
Will work in a greenhouse or a landscaping business
Will work in retail while pursing her degree in apparel design
Will work as a child care provider
T23a: Does the course of study (COS) identify the
overall number of credits, class subject areas and
other requirements for general graduation?
Points of emphasis for High School (Middle School should list the HS requirements
also):
• Total number of credits needed to graduate
• List overall subject areas and required number of credits per course
• List other district requirements (ex: portfolio, community service,
etc.)
• List requirements if the student is to graduate by other means,
requirements specific to the student (by IEP goals or activities as
outlined to meet the needs of the student)
T23a: 46 credits are needed to graduate,
English 3 credits, Science 3 credits, Math 4
credits, Government 1, etc.
T23b: Does the course of study (COS) identify the
student’s current status with regards to the
graduation requirements and what is needed to
graduate?
Points of emphasis:
• Feasible targeted graduation date (is the student on pace to graduate by that date?)
• Number of credits yet to be completed
• Required courses yet to be completed
• Status of student completion of other district requirements (Portfolio, Community
service, etc.)
• Student progress in relation to other means of graduation as documented in the
IEP(goal, activity or service completion)
T23b: Does the course of study (COS) identify the
student’s current status with regards to the
graduation requirements and what is needed to
graduate?
Middle School (sample statements):
“All district requirements for graduation will be initiated during the
start of the 9th grade school year.”
“All IEP requirements for graduation will be initiated/continued
during the start of the 9th grade school year.”
“Student is on course to be promoted from MS to HS and continue
towards graduation requirements .”
*Include predicted graduation date.
T23b: Sally still needs to complete 23 credits, she
still needs to complete English 2 credits, Math 1
credit, Science 2 credits, Government 1 credit, etc.
T23c: Does the course of study (COS)project other
courses(in addition to those listed in T23a), and
activities including linkages specific for the student
to pursue the postsecondary expectations?
Points of emphasis:
Courses: List specific elective courses related to postsecondary expectations
Examples: Carpenter = Building and Trades class
Culinary Arts = Foods and Nutrition class
Activities: College visit, job shadow, work experience, Compass test
Linkages : Voc. Rehab., Case Management, Raising Individual Student Expectation (RISE)
program
T23c: Does the course of study (COS)project other
courses(in addition to those listed in T23a), and
activities including linkages specific for the student
to pursue the postsecondary expectations?
Middle School example:
If the student doesn't know what their post-secondary expectation (PSE) direction will be,
example: "At this time, Susie has a desire to be competitively employed in her
community but does not have a specific career area and needs to explore further work
options."
If the above occurs, there could be an activity or course that will allow that student to
explore.
Activities : Iowa Have A Plan Iowa (IHAPI) , investigate thecareerindex.com
Course(s): "Careers" class, (for the present year or project to HS year).
T23c: Does the course of study (COS)project other
courses(in addition to those listed in T23a), and
activities including linkages specific for the student
to pursue the postsecondary expectations?
Additional Middle School ideas:
It is also best practice to add the following:
Courses: List specific present/future elective courses related to postsecondary
expectations
Examples: Carpenter = Building and Trades class
Culinary Arts = Foods and Nutrition class
Activities: I Have A Plan Iowa (IHAPI) Career investigating, job shadow, career fairs, etc.
T23c: Bill will take Building and Trades class, Foods and
Nutrition class during his junior year. He will meet with
Voc. Rehab. During 2013-14 school year. He will job
shadow at least 2 job sites during his junior year.
T24: Do the annual goals represent relevant
skills/behaviors, which are well-aligned with the
transition assessment information and are
priorities/essential for the student’s postsecondary
expectations (PLAAFP)?
Points of emphasis:
Does each goal address a need identified on Page B?
Example: If you have a reading goal, it should have been
identified on Page B (from an assessment) and determined to be a
need area to be addressed with a goal.
Do the goals support pursuit of a Post-Secondary Expectation?
T25a: Are there goals, services or activities for every
post-secondary area (Living, Learning and Working)?
Points of emphasis:
Is each PSE area (Living, Learning and Working) addressed through a:
Goal or Service or an Activity?
If the answer is “No” to all of the three areas (Goals, Services or
Activity) then document a detailed explanation that supports or
justifies there are no needs in a particular post-secondary areas.
If the answer is “Yes” to any of the three areas (Goals, Services or
Activity) please document on Page B –(Assessment Results) as to how
they are going to be addressed. (Best Practice)
T25a: Are there goals, services or activities for every postsecondary area (Living, Learning and Working)? Example:
Example:
On Page B in the “Results” section please add support / justification statements similar to
the following:
“Due to the results of this assessment (particular assessment), the staffing team has
determined that there is no need for a goal, service or activity in the area of Living at this
time”
Activity example: “Susan, at this time, is unsure of a what she sees herself doing in the
area of work. For this reason the following activities will be put in-place to help her in this
area of need: IHAPI and 3 Job shadow sites.” (best practice)
Service example:“ Due to the determined need the team has decided that Johnny will be
scheduled to meet with Voc. Rehab. during his sophomore year.” (best practice)
Goal example: “Due to his assessment information concerning linear measuring Dan will
have a goal written to address this need.” (best practice)
T25a: Are there goals, services or activities
for every post-secondary area (Living,
Learning and Working)?
Likely Locations:
1)Goal = Goal page
2)Service = Page F (if it will be implemented
during the length of the IEP) or COS (T23c)
3) Activity = COS T23c &
possibly Page F (if it will be implemented
during the length of the IEP)
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