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Transition: Centerpiece of the IEP Understanding Measurable Post-Secondary Goals Sue Walter, 1/07, ISBE Transition

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Presentation on theme: "Transition: Centerpiece of the IEP Understanding Measurable Post-Secondary Goals Sue Walter, 1/07, ISBE Transition"— Presentation transcript:

1 Transition: Centerpiece of the IEP Understanding Measurable Post-Secondary Goals Sue Walter, 1/07, ISBE Transition

2 Understanding Measurable Post-Secondary Goals Measurable post-secondary goals are required under the reauthorization of the Individuals with Disabilities Education Act Measurable post-secondary goals are required under the reauthorization of the Individuals with Disabilities Education Act Effective July 1, 2005 Effective July 1, 2005 In Illinois, any student who will turn 14 ½ during the timeframe of the IEP, or younger, if deemed appropriate by the IEP team In Illinois, any student who will turn 14 ½ during the timeframe of the IEP, or younger, if deemed appropriate by the IEP team

3 Understanding Measurable Post-School Goals What is a measurable post-school goal? What is a measurable post-school goal? –A statement that articulates what the student would like to achieve after high school –It is based on the student’s strengths, preferences and interests –It is based on age-appropriate transition assessments –It is written for the following areas: Education and/or training Education and/or training –Education – community college, university, technical/trade/vocational school –Training – vocational or career field training, independent living skill training, apprenticeship, OJT, job corp, etc. Employment – paid employment (competitive, supported, sheltered); non- paid employment (volunteer, in a training capacity); military, etc. Employment – paid employment (competitive, supported, sheltered); non- paid employment (volunteer, in a training capacity); military, etc. Adult living (if needed) – independent living skills, health/safety, financial/income, transportation/mobility, social relationships, recreation/leisure, self-advocacy/future planning Adult living (if needed) – independent living skills, health/safety, financial/income, transportation/mobility, social relationships, recreation/leisure, self-advocacy/future planning Each transition-aged student should have a minimum of two post- school goals Each transition-aged student should have a minimum of two post- school goals –One for education or training –One for employment

4 Understanding Measurable Post-Secondary Goals How is a measurable post-school goal written? How is a measurable post-school goal written? –Use results-oriented terms such as “enrolled in”, “work”, and descriptors such as “full-time” or “part-time” Education – Leslie will be enrolled full time at Lewis and Clark Community College. Education – Leslie will be enrolled full time at Lewis and Clark Community College. Training – Bob will be enrolled part-time in an emergency medical technician training program. Training – Bob will be enrolled part-time in an emergency medical technician training program. Employment – Lyle will work full time for the fire department, hospital or ambulance service. Employment – Lyle will work full time for the fire department, hospital or ambulance service. Adult Living – Steven will live independently in his own apartment or home. Adult Living – Steven will live independently in his own apartment or home.

5 Age-Appropriate Transition Assessments Is the use of a transition assessment for the post-secondary goals mentioned or documented in the IEP or evident in the student’s file? Is the use of a transition assessment for the post-secondary goals mentioned or documented in the IEP or evident in the student’s file? –For each post-secondary goal, there should be evidence that age-appropriate transition assessments – formal and/or informal – provided information on the student’s needs, taking into account strengths, preferences, and interests regarding the post-secondary goal

6 Annual IEP Goals For each postsecondary goal, there should be at least one annual goal in the IEP that will help the student make progress toward the stated post-secondary goal. For each postsecondary goal, there should be at least one annual goal in the IEP that will help the student make progress toward the stated post-secondary goal. –Employment Post-School Goal: Dave will work full time for the fire department, hospital or ambulance service. Dave will work full time for the fire department, hospital or ambulance service. Annual goal: In relation to his PLAAFP what does Dave need to work on to move toward this goal…work on communication skills, self-determination skills such as teamwork, leadership skills, etc., research each of his desired settings for work load, salary, etc…. Annual goal: In relation to his PLAAFP what does Dave need to work on to move toward this goal…work on communication skills, self-determination skills such as teamwork, leadership skills, etc., research each of his desired settings for work load, salary, etc…. –Dave will research each of the desired work settings of fire department, hospital and ambulance service and present the results during the first semester tech prep class. –If appropriate, add short-term objectives. In this example, short-term objectives could include preparing charts, graphs, an information style paper using word processing and having less than ____ errors, and/or including the presentation of results at the winter parent/teacher conference for a speaking effectively learning standard connection..

7 Post-School Goal (Result of Transition) Susie will work full-time at a grocery or chain store. Objectives - Using a computer typing program such as “Type to Learn” to learn keyboarding skills, John will type at a rate of at least 35 wpm with 4 or fewer errors. - - Using Microsoft Word, John will demonstrate that he can type an already prepared essay on the computer, name the file, and save it to a floppy disk or the hard disk of the computer Using Microsoft Word John will demonstrate that he can open a file which he had previously saved, edit the file, save the changes and print the file. Post-School Goal (Result of Transition) John will attend community college full-time. Annual Goal Susie will learn to follow a schedule. Annual Goal Susie will accurately complete job applications and a resume with correct spelling and grammar. Annual Goal Using word processing software on a computer, John will compose a 5 paragraph essay, save it, retrieve and revise it, check for spelling and grammar errors, save the revised essay and print it. Objectives -Given a schedule of activities to complete during each instructional block of vocational activities, Susie will correctly complete the activity and check off as completed on her list without assistance for 5 consecutive days. - Given a self-management time schedule, Susie will correctly list all activities to be completed and write in the “clock face” time at which each activity needs to occur, without assistance, for 5 consecutive days. Objectives -Given a blank job application to complete, Susie will use a cue card which contains personal information, list of references, and previous experience to complete the application without errors. -Susie will use her job application cue card and a computer and its spell and grammar checking to create a resume with no errors.

8 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 movement from school to post-school? Do the transition services include courses of study that focus on improving the academic and functional achievement of the child to facilitate movement from school to post-school? –Course of study, instructional program of study or list of courses of study should be in the IEP and should align with the student’s post-secondary goals. Does a post-secondary goal require a certain minimum requirement of courses, e.g., college bound, trade school bound, etc.? Does a post-secondary goal require a certain minimum requirement of courses, e.g., college bound, trade school bound, etc.? Does a post-secondary goal require or benefit from the successful completion of specific high school classes, e.g., a future chef planning to take and completing all cooking related classes, a future child-care provider planning to take and completing relevant classes in Family and Consumer Science, etc. Does a post-secondary goal require or benefit from the successful completion of specific high school classes, e.g., a future chef planning to take and completing all cooking related classes, a future child-care provider planning to take and completing relevant classes in Family and Consumer Science, etc.

9 9 Transition Services Coordinated Set of Activities For each post-secondary goal, is there (a) instruction, (b) related service, (c) community experience, (d) development of employment and other post-school adult living objectives, if appropriate, (e) acquisition of daily living skills, or, if appropriate, (f) provision of functional vocational evaluation listed in association with meeting the post-secondary goal? For each post-secondary goal, is there (a) instruction, (b) related service, (c) community experience, (d) development of employment and other post-school adult living objectives, if appropriate, (e) acquisition of daily living skills, or, if appropriate, (f) provision of functional vocational evaluation listed in association with meeting the post-secondary goal? –Employment Post-School Goal: Dave will work full time for the fire department, hospital or ambulance service. Dave will work full time for the fire department, hospital or ambulance service. –Annual Goal: Dave will research each of the desired work settings of fire department, hospital and ambulance service and present the results during the first semester tech prep class. Dave will research each of the desired work settings of fire department, hospital and ambulance service and present the results during the first semester tech prep class. –Transition Service – Community Experience Coordinate job shadow opportunities at each of Dave’s desired work environments. Implementer: Dave, Tech Prep Coordinator, Case Manager Coordinate job shadow opportunities at each of Dave’s desired work environments. Implementer: Dave, Tech Prep Coordinator, Case Manager Sue Walter, 1/07, ISBE Transition

10 Coordination with Post-School Service Providers (aka adult agencies) For each post-secondary goal, is there evidence of coordination between LEA and post-secondary services? For each post-secondary goal, is there evidence of coordination between LEA and post-secondary services? –Is there evidence that the IEP team discussed and listed potential post-school service providers? –Is there evidence of family and/or student input regarding potential post-school service providers? –Are there transition services listed on the IEP that are likely to be provided or paid for by an outside agency? –Was parent consent or child consent (once student is the age of majority) to invite an outside agency(ies) obtained? –Is there evidence in the IEP or the student’s file that any of the following were invited to the IEP meeting to discuss transition: postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation? –For those invited post-school service providers who declined and/or were unable to attend the IEP meeting, is there evidence that alternate forms of communication and information gathering were used to support networking/access for the IEP team and specifically the family and/or student?

11 Sue Walter, 1/07, ISBE Transition

12 12 Potential Collaborators Looking beyond the typical players Adult Education Representative – provides information about lifelong education options Adult Education Representative – provides information about lifelong education options Advocacy Organization Representative – may offer self-advocacy training or support groups for youth Advocacy Organization Representative – may offer self-advocacy training or support groups for youth Assistive Technology Representative - provides expertise on devices that can open doors to opportunities Assistive Technology Representative - provides expertise on devices that can open doors to opportunities At-Risk/Prevention Specialist – offers counseling and support on teen pregnancy, alcohol, and drugs At-Risk/Prevention Specialist – offers counseling and support on teen pregnancy, alcohol, and drugs Business-Education Partnership Rep. – provides links between schools and local businesses and industry Business-Education Partnership Rep. – provides links between schools and local businesses and industry Community Action Agency Rep. – may link team to resources for traditionally underrepresented groups Community Action Agency Rep. – may link team to resources for traditionally underrepresented groups Correctional Education Staff – provides incarcerated youth with continued learning opportunities Correctional Education Staff – provides incarcerated youth with continued learning opportunities Drop-Out Prevention Representative – provides youth with alternatives to dropping out of school Drop-Out Prevention Representative – provides youth with alternatives to dropping out of school Employer – offers insight into expectations; promotes hiring of people with disabilities Employer – offers insight into expectations; promotes hiring of people with disabilities Employment Specialist – provides job development, placement, coaching Employment Specialist – provides job development, placement, coaching Extension Service Representative – offers programs in parenting, homemaking, independent living Extension Service Representative – offers programs in parenting, homemaking, independent living Guidance Counselor – provides information on curriculum, assessment, graduation requirements, college Guidance Counselor – provides information on curriculum, assessment, graduation requirements, college Heath Department – provides guidance on community health services and health care advice Heath Department – provides guidance on community health services and health care advice Adapted from NICHCY, TS10, January Sue Walter, 1/07, ISBE Transition

13 Potential Collaborators Looking beyond the typical players Continued Higher Education Representative - provides information on post-secondary services to students with disabilities Higher Education Representative - provides information on post-secondary services to students with disabilities Housing Agency Representative – assists in developing housing options Housing Agency Representative – assists in developing housing options Leisure Program Representative – knows available program options within the community Leisure Program Representative – knows available program options within the community Literacy Council Representative - coordinates volunteers to teach basic reading and writing skills Literacy Council Representative - coordinates volunteers to teach basic reading and writing skills Local Government Representative – funds many local services; can provide information on local services Local Government Representative – funds many local services; can provide information on local services Parent Training Information Ctr. Rep. – provides training on transition planning and advocacy services to families Parent Training Information Ctr. Rep. – provides training on transition planning and advocacy services to families Religious Community Member – can provide social support to young adults and their families Religious Community Member – can provide social support to young adults and their families Residential Service Provider – can help access specialized housing Residential Service Provider – can help access specialized housing Social Worker – provides guidance and arranges for case management, support, respite care Social Worker – provides guidance and arranges for case management, support, respite care Special Olympics Representative – provides sports training, competition, and recreational opportunities for youth Special Olympics Representative – provides sports training, competition, and recreational opportunities for youth Transportation Representative – offers expertise about transportation options and training Transportation Representative – offers expertise about transportation options and training United Way Representative – funds many community programs that may offer options for young adults United Way Representative – funds many community programs that may offer options for young adults Very Special Arts Representative – provides information on art programs and opportunities for youth Very Special Arts Representative – provides information on art programs and opportunities for youth YMCA/YWCA – offers recreation and leisure programs YMCA/YWCA – offers recreation and leisure programs Adapted from NICHCY, TS10, January Sue Walter, 1/07, ISBE Transition


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