IEP Development for
Students of Transition Age
ODE is Finding…..
Based on paper reviews/on-sites, the most common areas of
non-compliance for PSG are:
Writing Annual Goals as Post Secondary Goals.
PSG written for students while still in school
Goals that aren’t measurable
Goals that are not based on any assessment
Stating the student hasn’t made up his/her mind
Haven’t considered PINS
Student PINS
Age Appropriate
Transition
Assessment
Other Agencies
Measurable
Student
Postsecondary
Goals
Annual
Transition
Goals
Course of
Study
Transition
Services
Post Secondary Goals
Annual Transition Goals
After School Services End
During High School
Timeline for completion
1 year goal
Measurable
Measurable
Based on Age Appropriate
Transition Assessment
Written in areas of:
Education/Training
Employment
Independent living skills,
when appropriate
vs
Based on student’s needs
Written in areas of:
Academic
Functional
Reasonably enabling the
student to meet the
postsecondary goals
Age-appropriate Transition Assessments
Help students make a connection between their individual
academic program and their post-school ambitions
Develop realistic and meaningful IEP goals
Make instructional programming decisions
Provide information for the PLAAFP related to the
student’s PINS
Learn about student career ambitions
Inform the Summary of Performance
Age-appropriate Transition Assessments
Formal Transition Assessment
Adaptive Behavior/Daily Living Skills
General and Specific Aptitude Tests
Interest Inventories
Intelligence Tests
Achievement Tests
Temperament Inventories/Instruments
Career Maturity or Employability Tests
Self-Determination Assessment
Transition Planning Inventories
Formal and Free Examples
Adaptive Behavior/Daily Living Skills
http://www.caseylifeskills.org/index.htm
Interest Inventories
http://online.onetcenter.org/
http://www.khake.com/page3.html
http://www.goarmy.com/CareerHelp.do?redirect=true
http://www.qualityinfo.org/olmisj/OlmisZine?zineid=00000001
http://www.careeronestop.org
http://www.employment.oregon.gov/
What else do you know about?
Informal Transition Assessment Methods
Interviews and questionnaires
Direct observation
Curriculum-based assessments (CBA)
Environmental analysis
http://www.nsttac.org/pdf/trans_fact_sheet.pdf
Free and Informal Examples
Person Centered Planning Tools
http://thedesk.info/myplan/
Learning Styles or Preferences
http://www.metamath.com/multiple/multiple_choice_question
s.html
Study Skills
http://www.pvc.maricopa.edu/~lsche/resources/lrnr_asses/st
udyskills.htm
Fun
http://www.soyouwanna.com/
Measurable Postsecondary Goal
Criteria:
•
Education/training, employment, independent living
•
AFTER leaving school services
•
Based on PINS
•
Timeline for completion
•
A clear completion of the goal (measurable)
•
Can be combined into one all-inclusive goal or two or three
separate goals
Postsecondary Education/Training and
Employment Goals – General Examples
College programs, Vocational Training Program
Full-time or part-time independent, competitive employment
Full-time or part-time supported employment
Employment through a mobile work crew or enclave
Employment through a community rehabilitation program
(sheltered)
Volunteerism or community service work or other productive
vocational activities
Independent Living Postsecondary Goals
– General Examples
Living at home with parents or relatives
Living independently in a house or apartment
Group Home
Supervised Apartment Living
Alternative Family Living
Domiciliary Care Home
Financial Management
Examples
After graduation student will participate
in transition program focusing on
employment and independent living
skills.
Student will explore career options in
the area of carpentry and secure drivers
permit.
Courses of Study
Do the transition services include courses of study that focus on
improving the academic and functional achievement of the child
to facilitate their movement from school to post-school?
Must be updated annually
Help student meet his postsecondary goal
Reflect multi-year coursework (series of courses)
Address classes, experiences, and activities
Motivate the student to complete his education
Support post-school outcomes.
Other Agencies
For transition services that are likely to be provided or
paid for by other agencies, is there evidence that
representatives of the agencies were invited to the
IEP meeting?
For the current year, is there evidence in the IEP that
representatives of any of the following agencies were
invited to participate in the IEP development:
postsecondary education,
vocational education,
integrated employment (including supported employment),
continuing and adult education,
adult services, independent living or community participation
Was consent to attend obtained from the parent (or child,
for a student of the age of majority)?
Transition Services
Are there transition services in the IEP that focus on improving
the academic and functional achievement of the child to
facilitate their movement from school to post-school?
Must be a type of
instruction,
related service,
community experience,
development of employment
post-school adult living objectives,
acquisition of daily living skills,
provision of a functional vocational evaluation
listed in association with meeting the post-secondary goal(s).
Annual IEP Goals
Are there annual IEP goals that will reasonably
enable the child to meet the postsecondary
goals?
For each postsecondary goal there must be an
annual goal, based on present levels, included in the
IEP that will help the student make progress towards
the postsecondary goal.
And That Ain’t No Shit
Happy Holidays!