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Transcript

An IEP Writing Guide

Transition

All Areas of Transition

Introduction

Present Levels: Academic

Present Levels: Transition

The Grid

Activities: Resources

CCA Resources

Special Considerations

Introduction

Transitition sections of an IEP address where the learner is currently, where they want to go, and steps to take to get there. This is the whole purpose of education and CCA Mission, to prepare learners for success in life.

Transition activities and information should:

  • Build from one year to the next
  • Consider all glows that will help a learner be successful in transition goals
  • Consider all grows that the learner will need to focus upon improving to be successful in transition goals

Introduction

PLEASE NOTE:The purpose of this resource is to provide some EXAMPLES of what should be addressed in transition sections of the IEP. This resource is NOT intended for you to copy and paste into IEPs. Remember that all IEPs are INDIVIDUALIZED to meet the needs of the learner for which it is written.

Where: OtherWhat: Add just a brief statement to note what will be included in the IEP regarding transition. Learners Age 5-11: Add statement indicating that a transition plan is not required until age 14, but the IEP team has begun discussions and exploration regarding transition. Learners Age 12-13: Add a statement indicated that transition doesn't begin until the age of 14 but CCA begins planning at the age of 12 and a transition plan is included.Learners Age 14+: Add a statement indicates that transition begins at the age of 14 and a transition plan is included.

Special Considerations

Where: IntroductionWhat: Like any other introduction, this is a general snapshot of what the reader should expect to see later in the document. How: Learners Age 5-11: Learners Age 12-13: Learners 14+:

Present Levels: Academic

How: Add statement indicating that a transition plan is not required until age 14, but the IEP team has begun discussions and exploration regarding transition.

Present Levels: Academic

Learners Age 5-11

How: Add a statement indicated that transition doesn't begin until the age of 14 but CCA begins planning at the age of 12 and a transition plan is included.

Present Levels: Academic

Learners Age 12 -13

How: • If this is the first IEP that includes a transition plan for the learner, include a statement about each of the three transition goals that states whether they have a goal in that area or not. If so, state what it is. (See Present Levels: Transition for sample goal statements.)• If this is not the first time a transition plan is included, state that the team has reviewed the transition goals and whether they have changed or not since the previous IEP. If any have changed, state which ones changed and that the updated goal is reflected in the transition sections of the IEP.

Present Levels: Academic

Learners Age 14+

Present Levels: Transition

Learners Age 5-13 Learners Age 14+

Present Levels: Transition Age 5-13

Introduction

Vision

Strengths

Grows

Hobbies, Interests, Activities

This section of present levels should contain the following:

Specifics

Should be the same statement as in the Introduction to Academic Present Levels

Where does the learner see themselves in the future? Consider all three sections of Transition.

What does the learner do well that will help support them in being successful in the future, especially with their personal vision.

In what areas does the learner need to grow to be successful in the future, especially with their personal vision.

in which the learner participates in and outside of school (i.e. field trips, 4H, boys/girl scouts, GROW, etc.)

Specifics:

  • Name
  • How the information was obtained (i.e. conversation with..., activity completed in Life Skills class, etc.)
  • If applicable, specific name of activity
  • Make the connection between the information and impact on future success
EXAMPLE: Sally Sample attends classes on time daily and completes coursework on time. Should she continue to demonstrate these strengths, these will support her success in future education in that she shows the ability to maintain a schedule to attend education/training sessions and to meet requirements she is responsible to complete independently.

Present Levels: Transition

Learners Age 5-13

Present Levels: Transition Age 14+

Introduction

Education & Training

Employment

Independent Living

Agency Involvement

This section of present levels should contain the following headings:

Additional Resources

Include one of the following statements about Post-Secondary Transition Goals:

  • This is (student name)'s first transition driven IEP. We will discuss post-secondary goals within this IEP.
  • The IEP team has reviewed (student name)'s post-secondary goals and they have remained the same. The IEP team will continue with these goals.
Note that even if they do remain the same, there should be adjustments from year to year to be more specific as the transition goal develops. For example, year 1 might be that the learner is interested in working with children. Year 2 might then be an interest in working with children in a day care setting.
  • The IEP team has reviewed (student name)'s post-secondary goals and the following have changed: (list which ones have changed). The post-secondary goals have been updated to reflect these changes.
**Note that goals should be worded differently from year to year and IEP to IEP, even if they say the same thing. From one year to the next they should become narrower in focus.**

Present Levels: Transition

Introduction

Learners Age 14+

Example sentence starter for goal:

  • After/Following high school graduation, (student's name) has a goal of:
Example options to complete the goal:
  • apprenticeships
  • technical/trade school
  • Military
  • adult continuing education/training classes
  • proprietary school
  • preparatory school
  • two year college/community college
  • four year college/university
Example goal for student whose primary goal is employment:
  • Following graduation, (student's name) may be in need of further training to support his/her Employment Goal or a related field.

Present Levels: Transition

Education & Training: Goal

Learners Age 14+

**PLEASE NOTE:The purpose of this resource is to provide some EXAMPLES. This resource is NOT intended for you to copy and paste into IEPs. Remember that all IEPs are INDIVIDUALIZED to meet the needs of the learner for which it is written.

Include:

  • Surveys/Assessments
Include the following information:
    • Title
    • Date, at minimum the Month & Year
    • Describe/summarize results and how it relates to the goal and learner success or need for growth
    • Don't forget the activities complete in Life Skills class
    • How it relates to the goal and learner success or need for growth
  • Results of the activities mentioned in the previous IEP and how it relates to the goal and learner success or need for growth
  • Connect information from academic and functional present levels in a way that outlines the relationship between the goal and learner success or need for growth

Present Levels: Transition

Additional Information Under ALL 3 Goal Areas

Learners Age 14+

Present Levels: Transition

Employment: Goal

Learners Age 14+

Example sentence starter for goal:

  • After/Following high school graduation, (student's name) has a goal of/hopes to:
Example options to complete the goal:
  • be competitively employed without support
  • seek supportive employment with short term support
  • seek supported employment with long term support
  • participate at an adult training facility (sheltered programming)
  • participate in an adult day care/activity center
Example goal for student whose primary goal is education/training:
  • Following graduation, (student's name) hopes to be competitively employed in the field of his Education/Training Goal or a related field.

**PLEASE NOTE: The purpose of this resource is to provide some EXAMPLES. This resource is NOT intended for you to copy and paste into IEPs. Remember that all IEPs are INDIVIDUALIZED to meet the needs of the learner for which it is written.

Include:

  • Surveys/Assessments
Include the following information:
    • Title
    • Date, at minimum the Month & Year
    • Describe/summarize results and how it relates to the goal and learner success or need for growth
    • Don't forget the activities complete in Life Skills class
    • How it relates to the goal and learner success or need for growth
  • Results of the activities mentioned in the previous IEP and how it relates to the goal and learner success or need for growth
  • Connect information from academic and functional present levels in a way that outlines the relationship between the goal and learner success or need for growth

Present Levels: Transition

Additional Information Under ALL 3 Goal Areas

Learners Age 14+

Present Levels: Transition

Independent Living

Learners Age 14+

Example sentence starter for goal:

  • After/Following high school graduation, (student's name) has a goal of/hopes to:
Example options to complete the goal:
  • at home with parents or relatives
  • independently without supports/with occasional supports/with daily supports
  • in a supported apartment or community living arrangement
  • in a group home with 24-hour supervision and training/skilled nursing care
  • in a facility based personal care home, nursing home, etc.
  • Based on data, the IEP team believes (student's name) will not need an independent living goal at this time.

**PLEASE NOTE: The purpose of this resource is to provide some EXAMPLES. This resource is NOT intended for you to copy and paste into IEPs. Remember that all IEPs are INDIVIDUALIZED to meet the needs of the learner for which it is written.

Include:

  • Surveys/Assessments
Include the following information:
    • Title
    • Date, at minimum the Month & Year
    • Describe/summarize results and how it relates to the goal and learner success or need for growth
    • Don't forget the activities complete in Life Skills class
    • How it relates to the goal and learner success or need for growth
  • Results of the activities mentioned in the previous IEP and how it relates to the goal and learner success or need for growth
  • Connect information from academic and functional present levels in a way that outlines the relationship between the goal and learner success or need for growth

Present Levels: Transition

Additional Information Under ALL 3 Goal Areas

Learners Age 14+

Include information about as many of the following topics as possible basedon teacher input and activities and/or assessments:

  • Strengths/needs in ability to live independently
  • Activities in which they participate in school and/or community
  • Accessing community resources (making doctor appointments, etc.)
  • Hygiene
  • Money skills (counting money, giving change, banking, budgeting, etc.)
  • Transportation (driver’s license, using public transportation)
  • Housing (securing a place to live, preparing meals, cleaning, laundry, etc.)
  • Safety awareness (knowing what resources to contact in case of an emergency, where to find that contact information, safety signs in the community and workplace, etc.)

Present Levels: Transition

Additional Information: Independent Living

Learners Age 14+

Present Levels: Transition

Agency Involvement

Learners Age 14+

Include a statement to indicate one of the following as an introduction:

  • Given (learner's name)'s disabilty, it is unlikely that an outside agency will be providing services after high school graduation. Then provide a reason based on data.
  • (student name) is currently working with (agency's name) [note how you know this (i.e. conversation with CT on date)]. The caretaker provided permission for this agency to attend the IEP meeting [note how permission was given and date]. They have been invited to the IEP meeting and information regarding this agency will be shared (only if we are sharing information). If the agency was unable to attend, add a statement stating that.
  • (student name)'s parents have decided that they do not wish to have an outside agency representative present at this IEP meeting [note how you know this (i.e. conversation with CT on date)] to discuss services that may be provided after high school graduation.

Also include a description of any activities completed or offered with an agency (groups, job shadowing, summer work program, etc.), any feedback provided by STAFF and how you know this information.

Present Levels: Transition

Agency Involvement: OVR

Learners Age 14+

Include ONLY IF RELEVANT TO THE LEARNER:Office of Vocational Rehabilitation (OVR): Provides individualized vocational rehabilitation services both directly and through a network of approved vendors to help persons with disabilities prepare for, obtain, or maintain employment. Counselors conduct face-to-face interviews, assist customers with setting vocational goals and with selecting services and service providers in order to develop an Individualized Plan for Employment (IPE). OVR provides a wide range of services, including: diagnostic services, vocational evaluation, counseling, training, restoration services, placement assistance, assistive technology and support services. Learn more at:http://www.dli.pa.gov/individuals/disability-services/ovr/pages/default.asp

Include these ONLY IF RELEVANT TO THE LEARNER:

  • Pennsylvania Youth Leadership Network (PYLN): Website: www.pyln.org. PYLN is a team of youth leaders with disabilities from across Pennsylvania who works to encourage self-determination, empowerment, and leadership in high school students and other youth with disabilities. The IEP team encourages STUDENT and her learning coach to explore this website for helpful transition information.
  • The Pennsylvania Secondary Transition Guide is the most up-to-date guide/website providing youth, young adults, and parents and professionals with secondary transition resources to facilitate a young person's progress towards post-secondary goals related to education, employment, and community living. Learn more at http://www.secondarytransition.org/
MAKE SURE THE LINKS ARE CORRECT!

Present Levels: Transition

Additional Resources

Learners Age 14+

Goals & Services Activities Person/Agency Responsible

The GRID

Learners Age 14+

  • Goal statements should be the same as intro paragraph in academic section
of present levels and in the transition section of present levels.
  • One Service must be listed under each of the three sections. Services are representations of the annual goals and should be specific (note the skill(s) the annual goal is focused upon)
    • If there are less than three goals, goal(s) will need to be repeated in some sections to make sure each section has a service.
    • If there are three goals, choose which goal fits best in each section. Each of those annual goals must be represented on the grid.
    • If there are more than three goals, each goal must be represented on the grid. Some sections of the grid will have more than one service.

The GRID: Goals & Services

Learners Age 14+

  • One Activity must be listed under each of the three sections.
    • Don’t repeat activities that have already been completed. If the learner completed an interest inventory, they shouldn’t do another one.
    • Don’t list activities that aren’t relevant to the learner or that section of the grid.
    • NON-EXAMPLES:
      • If the learner already knows what they want to do or already did an insterest inventory, an interest inventory is not appropriate.
      • An exploring careers activity is not appropriate under the independent living section of the grid.
      • A completing a resume activity is not appropriate under the education/training section of the grid.

The GRID: Activities

Learners Age 14+

From the Annotated IEP provided by PATTAN:Indicate the person’s title or agency that will ensure each activity/service is completed. Examples might be: OVR, MH/MR, LEA, guidance counselor, school nurse, supports coordinator, special education teacher, etc . The section entitled “Person(s)/Agency Responsible” should not list the parent and/or the student . An individual employed or agency responsible for providing or assuring the provision of this transition service or activity must be listed . Using "CCA" in that column is acceptable.

The GRID: Person/Agency Responsible

Learners Age 14+

Capital Area IU #15 Secondary Transition Resources (padlet.com)

Activities: Resources

Learners Age 14+

https://thinkcollege.net/

PA Career Zone

CCA Resources

Learners Age 14+

All are in-person or virtual unless noted otherwise:

  • Field Trips
  • IDEA Field Trips
  • Clubs—virtual only
  • Project GROW
  • Project ROBOT