1. Writing Transition Focused IEPs Pamela Sacchitella and Jennifer Cacioppo

2. AGENDA Day 1 - Review – Indicator 13 – Level 1 Career Plan – Transition - agencies, programs, next steps Day 2 – Work on your own IEP’s

3. Indicator #13 measures transition planning and services within the IEP

4. 100% compliance required

5. There are 8 citations that each IEP must meet in order to be compliant. They are as follows…

6. Citation 1a: Under the student’s PLP, the IEP includes a statement of the student’s needs, taking into account the strengths, preferences and interests as they relate to transition…

7. Citation 1a: C Needs and/or challenges relating to transition to post-school outcomes Q Included in all applicable PLP areas A CADEMIC S TUDENT STRENGTHS, PREFERENCES, INTERESTS : “According to Level One Assessment), (student’s name) states that s/he is interested in becoming a ____________________ upon completion of high school. He/she exhibits strengths in the area of _____________________ that will assist him/her in achieving this goal. In order to be successful, s/he will need to ___________________________” WHERE TO LOOK: PLP

8. Citation 1a: C Needs and/or challenges relating to transition to post-school outcomes Q Included in all applicable PLP areas SOCIAL DEVELOPMENT S TUDENT STRENGTHS : “Socially, (student’s name) has many peers. This will help the student be successful in the field of _______________________ as it requires social interaction.” PHYSICAL DEVELOPMENT “(Student’s name) has good physical and motor skills and identified an interest in the field of ____________________ that will require adequate physical development.” WHERE TO LOOK: PLP

9. Citation 1a Examples: WHERE TO LOOK: PLP COMPLIANT According to his Level One Assessment, student states that he is interested in becoming a computer engineer. In order to be successful, he will need to improve his comprehension and writing skills. (Reading Section ) Student understands that in order to achieve his goal of becoming a computer engineer, he must continue to work on the development of his reading comprehension skills. NON-COMPLIANT Student is interested in a career as a social worker (no link)

10. Indicator 13, Transition Work Guide Directions: Read each statement. Place a “C” if you feel that the statement would meet compliance, place a “NC” if you believe the statement is non-compliant. If you believe the statement is “NC”, rewrite or add information to make it compliant. You may make up the added information.

11. CITATIONISSUE LOOK FOR DOCUMENTED EVIDENCE IA Under the student’s present levels of performance, the IEP includes a statement of the student’s needs, taking into account the student’s strengths, preferences and interests, as they relate to transition from school to post-school activities. C Needs and/or challenges relating to transition to post-school outcomes Q Included in all applicable PLP areas C/NC Look for: What does the student want to do after high school and needs/challenges s/he needs to work on in order to reach that goal? Ia. Needs/Challenges  Student would like to become a psychiatrist. NC no linking statement – what does the student need to work on in order to reach his/her goal of becoming a psychiatrist

12. Ia. Needs/Challenges  According to the Level One Assessment, student states that she is interested in becoming a nurse upon the completion of high school. In order to be successful, she will need to develop time management and organizational skills and gain a better understanding of the responsibilities needed to become a successful nurse. Ia. Needs/Challenges  Student is interested in a career in law enforcement…..Student should continue to develop her independent skills in the areas of cooking, shopping and community resources Ia Needs/Challenges  According to his Level One Career Assessment, student reports that he wants to work with computers, producing music/media. He also has an interest in gaming, either working at a game store or being a game-beta tester. C NC Linking statement not related to career NC no linking statement – what does the student need to work on in order to reach his goals

13. Citation 1b: The IEP includes measurable post- secondary goals (MPSG) based upon age appropriate transition assessments relating to training/education, employment, and where appropriate, independent living skills

14. Citation 1b: C For life AFTER high school C “ Student will…” C Observable measurable post-secondary goal E DUCATION /T RAINING : “(Student’s name) will enroll at ABC University in order to study ____________.” “Upon completion of high school, (student’s name) will enroll in a certification program in ___________________________.” WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS

15. Citation 1b: C For life AFTER high school C “ Student will…” C Observable measurable post-secondary goal E MPLOYMENT : “After college, (student’s name) will be competitively employed as a _______________.” “After graduation from high school, (student’s name) will be employed with support in the area of ________________________.” WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS

16. Citation 1b: C For life AFTER high school C “ Student will…” C Observable measurable post-secondary goal I NDEPENDENT L IVING S KILLS ( WHEN APPROPRIATE ): “(Student’s name) will live in a community/residential setting with significant support.” “(Student’s name) will live independently.” WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS

17. Citation 1b Examples: WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS COMPLIANT Student will attend a four year college to study engineering. NON-COMPLIANT At this time, the student is undecided as to a specific two year college but is interested in taking courses that will allow him to become a music producer. (Student will…)

18. CITATIONISSUELOOK FOR DOCUMENTED EVIDENCE IB The IEP includes appropriate measurable post-secondary goals based upon age appropriate transition assessments relating to training, education, employment and, where appropriate, independent living skills C For life AFTER high school C “Student will…” C Observable measurable post-secondary goals C/NC Look for: After high school and “will” statements Ib. Education/Training  After high school, the student is interested in attending a four year college for engineering. Ib. Education/Training  Student will continue working towards a regents diploma. Ib. Education/Training ABC HS.  To support his goal of becoming a chef, the student will participate in a culinary arts program at ABC HS. NC “will” NC “after high school”

19. Ib. Employment  Student will be competitively employed in a medical field, possibly as a nurse. Ib. Indep. Living Skills  Student will need supportive living arrangements. Ib. Indep. Living Skills  Student would like to live in an apartment with friends. C C C “will”

20. Citation Ic: Each IEP includes measurable annual goals consistent with the student’s needs and abilities…

21. Citation 1c: C Measurable annual goals with criteria, schedule and procedure based on a skill need identified in the PLP that incrementally assist s student to achieve MPSG NOT CURRICULUM BASED = NON-COMPLIANT (if majority of goals) Student will correctly use the distance formula, d = r x t. SKILL BASED = COMPLIANT WHERE TO LOOK: MEASUREABLE ANNUAL GOALS

22. CITATIONISSUELOOK FOR DOCUMENTED EVIDENCE IC The IEP lists measureable annual goals related to the student’s transition service needs C Measurable annual goals with criteria, schedule and procedure based on a skill need identified in the PLP that incrementally assists student to achieve MPSG C/NC Look for: Skill based not curriculum based Ic Measurable Goals  Student will organize his work so that he can pass all classes. Ic Measurable Goals  Student will factor equations into simplest form. Ic Measurable Goals  Student will establish and maintain a system for organizing his work and other responsibilities so that he completes required work and assignments and turns them in on time 80% of the time. C/NC see last goal C/NC curriculum C

23. Citation IIa: The IEP includes a statement of the transition service needs of the student that focuses on the student’s courses of study.

24. Citation IIa: C Course of study identified in the IEP: Transition Needs Needs “As an employee in any career field, the student will need to develop skills in _______________________ (identify skills the student needs to continue to develop as it relates to the disability) in order to be successful in achieving post secondary goals.” WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS

25. Citation IIa: C Include courses relating to transition needs of the student that prepare the student to achieve annual goals relating to transition to reach his or her projected postsecondary goals Course of Study “(Student’s name) should consider courses such as __________________________ to support needs in the area of ___________________.” “(Student’s name) will continue to take Regent’s level classes to gain skills necessary for going to college.” WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS

26. Citation IIa Examples: WHERE TO LOOK: MEASUREABLE POST SECONDARY GOALS COMPLIANT – Needs: Student needs to develop time management skills and appropriate work skills NON-COMPLIANT– Course of Study: Student needs to continue to read in order to develop the necessary skills to become a writer (what are the courses he should take) NON-COMPLIANT – Needs: Student will continue in his high school program. COMPLIANT – Course of Study: Student will continue to take Regent’s level classes to gain skills necessary for going to college.

27. CITATIONISSUELOOK FOR DOCUMENTED EVIDENCE IIA The IEP includes a statement of the transition service needs of the student that focuses on the student’s courses of study such as participation in advance placement courses or a vocational education program C Course of study identified in the IEP: Transition Needs C Include courses relating to transition needs of the student that prepare the student to achieve annual goals relating to transition to reach his or her projected postsecondary goals C/NC Look for: Identify skills to develop as related to disability IIa. Needs  Student will take CTE Health Science courses at ABC HS in order to pursue her goal of becoming a nurse. IIa. Needs  Student will need to learn to cope with his frustrations and develop coping strategies to effectively deal with frustration and disappointment in order to have a career in the military. He will need to strengthen his ability to stay on task, take orders from authority figures and improve his decoding and spelling skills. NC courses not skills C

28. C/NC Look for: Courses relating to transition IIa. Courses of Study  Student will need to learn to cope with his frustrations and develop coping strategies to effectively deal with frustration and disappointment in order to have a career in the military. He will need to strengthen his ability to stay on task, take orders from authority figures and improve his decoding and spelling skills. IIa. Courses of Study  Student should consider taking courses in the area of health science in order to support her goal of becoming a doctor. IIa. Courses of Study  Student will continue to take Regent’s level classes to gain skills necessary for going to college. NC skills needed addressed instead of courses C be careful with statements (if you say the student “will” district is accountable to provide) C

29. Citation IIb: The IEP includes needed activities to facilitate the student’s movement from school to post-school including: Instruction, Related Services, Community experiences, Employment, Daily Living Skills, Vocational Evaluation

30. Citation IIb: C All areas must be addressed (the CSE can indicate through a statement that the student has no needs in a particular area at this time) Q Activities address transition needs identified in the PLPs which are different from non-disabled Peers WHERE TO LOOK: COORDINATED SET OF TRANSITION ACTIVITIES

31. Citation IIc: The IEP includes a statement of the responsibilities of the district and participating agencies (if applicable) for the provision of such services that promotes movement from school to post school opportunities

32. Citation IIc: C Clearly identify the responsibilities of the school district and other agencies Q Job title of school/agency personnel providing service is listed WHERE TO LOOK: COORDINATED SET OF TRANSITION ACTIVITIES

33. Citation IIb and IIc: R ELATED SERVICES Student will continue to receive Speech and Language services (to work on what skills) Speech/Language Teacher (non-compliant) C OMMUNITY E XPERIENCES Student will obtain a work permit (you are now responsible for making sure she gets it) Parent, Special Education Teacher (non-compliant) (never list a parent) WHERE TO LOOK: COORDINATED SET OF TRANSITION ACTIVITIES

34. Citation IIb and IIc: F UNCTIONAL VOCATIONAL ASSESSMENT ( IF APPLICABLE ) “(Student’s name) will have the opportunity to participate in a functional vocational assessment in order to identify possible career interest areas. “ (only Level 2 or 3) RCSD (compliant) WHERE TO LOOK: COORDINATED SET OF TRANSITION ACTIVITIES

35. CITATIONISSUELOOK FOR DOCUMENTED EVIDENCE IIB The IEP includes needed activities to facilitate the student’s movement from school to post-school activities, including: Instruction, Related services, Community Experiences, The development of employment and other post-school adult living objectives, and When appropriate, acquisition of daily living skills and provision of a functional vocational evaluation C All areas must be addressed (the CSE can indicate through a statement that the student has no needs in a particular area at this time) Q Activities address transition needs identified in the PLP’s which are different from non-disabled peers C/NC Look for: All areas addressed, different from non-disabled peers IIb. Instruction  Student will investigate courses necessary in order to develop the skills necessary to become a medical professional (MPSG: Student will attend classes to further her jewelry making skills. Student will be competitively employed at a jewelry making boutique) IIb. Related Services  Student will continue to receive individualized counseling IIb. Acq. Of Daily Living Skills  Student will obtain a drivers permit. IIb. Functional Vocational Evaluation  Student will complete a Level 1 Assessment. NC lots of problems – instruction not course, MPSG different career interest C to work on what??? C never put “will” for something we have no control of, we are now responsible for making sure s/he obtains one NC only Level 2 and 3 should be listed here

36. CITATIONISSUE LOOK FOR DOCUMENTED EVIDENCE IIC The IEP includes a statement of the responsibilities of the school district and, when applicable, participating agencies for the provision of such services and activities that promote movement from school to post school opportunities, or both, before the student leaves the school setting. C Clearly identify the responsibilities of the school district and other agencies Q Job title of school/agency personnel providing service is listed C/NC Look for: All areas addressed, different from non-disabled peers IIc. Responsibilities of School District and other agencies  Student will receive occupational therapy services to improve anger. Provider: Social worker. IIc. Responsibilities of School District and other agencies  The student will discuss strengths/needs areas regarding future employment. Provider: School counselor NC Missing RCSD, Occupational therapy for anger??? NC Missing RCSD,

37. Citation IIIa: When the CSE met to consider transition services, the district invited the student. If the student did not attend, the district ensured the student’s preferences and interests were considered.

38. Citation IIIa: Student Voice According to the Level One Assessment, student states that she is interested in becoming a nurse upon the completion of high school. In order to be successful, she will need to develop time management and organizational skills and gain a better understanding of the responsibilities needed to become a successful nurse. REMEMBER: YOU NEED TO SEND A FORMAL INVITATION TO EACH STUDENT AND FILE A COPY OF IT IN HIS/HER CUMULATIVE FOLDER

39. Citation IIIb: To the extent appropriate and with parental consent or consent of a student 18 years of age or older, the school district must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.

40. Questions?