Transition Assessment and IEP Help Sheet (2011) Transition Tool Kit-http://specialed.spps.org, Transition Programs, Minnesota Secondary Transition Compliance Toolkit ASSESSMENT -Transition must be assessed during grade 9 and a transition IEP must be written. -If an 8th grader is due for a reevaluation, include a transition assessment. If the assessment shows needs, embed them in the 8th grade IEP, and a transition IEP will be written in 9th grade. -Must use at least 2 evaluation tools and 1 must be formal (Enderle-Severson, Transition Planning Inventory (TPI), Transition Brigance). -You can use whatever informal transition evaluation tools best fit your student. These are all listed on Easy IEP on the assessment planning page or you may add your own. The Transition Evaluation must be comprehensive and include post-secondary education and training, employment and independent living (community participation, home living, and recreation leisure). IEP PLAAFP- needs to include info. from some of these sources: -Summary of data collected from progress reports -Teacher reports -Classroom assessments -District assessments -Parent info. -Community based info. -Agency evaluations -Steps evaluations -Etc. MUST include where you got the info. Also must include: Student strengths and weaknesses, needs related to disability, how the needs affect participation and progress in the general ed curriculum, parents concern, and transition needs. Any area of need identified in the PLAAFP must be addressed in either the annual goals and objectives, supplementary aids and services or activities. Measurable Post-Secondary Goals-Dream Goals Must be written to say what the student will be doing after high school After graduation from high school, Jane will be enrolled at a community college in a certified nursing program. After graduation from high school, Jane will be employed part-time as a certified nursing assistant. After graduation from high school, John will be employed as a bagger at a grocery store. Upon graduation from high school, John will live in an apartment on his own. Annual Goals and Objectives Must be measurable and include all components of a goal. SMART GOALS. Specific, Measurable, Attainable, Results Driven, Time bound Bob will increase functional math skills from a level of using whole numbers to solve problems to being able to use a calculator to solve real life problems involving fractions, percentages, decimals and percentages by June 2011. Mike will increase his use of social skills and self-determination behaviors from a level of not asking for assistance to a level of using specific techniques for verbalizing feedback to adults and peers by June 2011. By June 2011, Jeff will increase his reading fluency skills from reading 80 words per minute correct on fifth grade reading material to reading 135 words per minute, which will increase his ability to function independently within the community. Betty will go from not being able to advocate for herself on the job, to being able to list accommodations needed to her supervisor to be successful while working by June 2011. Courses of Study Include courses of study that the student needs to meet their dream goals. List the year you are in, and the next year. This is not a transcript. Only those courses needed to help reach their future goals need to be entered. These can be specialized, regular ed, community-based, work based etc. Transition Activities Include activities needed to meet the dream goals that are not written in a goal or objective, and state who is responsible. What auditors will look for in a transition IEP To be in compliance you must answer be able to answer yes to the following 8 questions on your IEP: 1) Are there measurable post-secondary/dream goals for education, employment and (where appropriate) independent living? Independent living covers: home living, community participation and recreation and leisure 2 ) Are the post -secondary goals updated annually? 3 ) Is there evidence that the measurable post-secondary goals were based on age appropriate transition assessments? (list in PLAAFP) 4) Are there annual IEP goals that reasonably enable a child to meet the post-secondary goals? 5) Do the transition services include courses of study that will reasonably enable the student to meet his/her post-secondary goals? 6) Are there annual IEP goals related to the student’s transition services needs? 7) Evidence that the student was invited to the IEP Team meeting where transition services were discussed? 8) For transition services that are likely to be provided or paid for by other agencies with parent (or child once age of majority is reached) consent, is there evidence that representatives of the agencies were invited?