The Transition Focused IEP/ITP: A tool for building lives Presenters: Presenters: Luther Waters and Shelia Jordan-Jones The District Office of Transition Services 333 So. Beaudry Avenue – 17 th floor Los Angeles, California (213)

The Transition Process: Empowers all students with the skills necessary to achieve their full potential in adult living, through support and collaboration with families, schools and communities.

Objectives The participant will: Understand how the changes in IDEIA 2004 (Individuals with Disabilities Education Improvement Act) support a transition focused Individualized Education Program Understand that transition instruction is embedded throughout secondary education Learn the steps of developing a compliant Transition Focused Individualized Education Program (IEP)

IDEIA 2004 and Transition Shift in focus to a Transition Focused IEP What does it look like? Evaluate, through assessment, which essential skills and abilities are needed Connected to the student’s post secondary goals Build transition language throughout the IEP Develop annual goals connected to the post secondary goals

The link Secondary Education Adult Life The transition focused secondary IEP is the first step in building the link between secondary education and adult life.

Transition Focused Secondary Education and the IEP Supports and Services (Who and what can help you?) Dreams Preferences Interests (What do you want to be?) PLP (Where are you now?) Course of Study (How are you getting there?) Develop Measurable Annual Goals to support MPSG (What are the steps to get you there?) Transition Activities (Action-oriented growth activities) Assessment (How do you fit?) Measurable Postsecondary Goals (After High School, what will you do?)

Dreams, Preferences, and Interests “What do you want to be?”

IDEIA requires Transition Assessment in 3 Areas: Education/Training, Employment, and Independent Living Skills (as needed) You need at least 2 tools: An Interview is an excellent start, but an interview alone is not acceptable! An easy way to catch a dream is to start by asking! But don’t stop there...

Use the Assessments that are available to identify strengths Education/Training State and District assessments Periodic assessments Curriculum-based measurements Transition related assessments COPS II COPS II IDEAS IDEAS Informal Assessments for Transition Planning Informal Assessments for Transition Planning Learn to Earn Learn to Earn Web-based (i.e. Career Locker, Career Cruising) Web-based (i.e. Career Locker, Career Cruising)Employment Pre-employment check list Informal Assessments for Transition Planning IDEAS Transition to Work Inventory COPS Career Cruising Independent Living Skills (As needed) Informal Assessments for Transition Planning Brigance Observation – Checklist for Adaptive Living Skills (CALS)

Assessment: Students with Mild-Moderate Disabilities Assessment: Students with Mild-Moderate Disabilities 15 year old must receive a “Scaled and Scored” tool within classroom instructional setting to complete the formal process – (9 th or 10 th grade depending on age of student) Ages 16+, annually update assessments as required: Scaled Tool Examples: IDEASCOPSJANUS Transition-to-Work Inventory Transition Planning Inventory (TPI)

Assessment: Students with Moderate-Severe Disabilities 15 year old must receive a “Scaled and Scored” tool within classroom instructional setting to complete the formal process – (9 th or 10 th grade depending on age of student) Ages 16+, annually update assessments as required: Scaled Tool Examples: Reading Free Inventory PICS COPS PICS Brigance Employability/ Life Skills Inventory Adaptive Skills Checklist Transition Planning Inventory- Modified for Student with Significant Disabilities (TPI)

See Assessment Matrix

Interests and Assessment Results go on Page 1 of the ITP Enter career pathway. (Dropdowns) Choose the appropriate assessment and ‘click’ to enter it into the dialog box. Choose ‘Other’ and indicate the title of tool in parentheses within narrative Identify strengths, interests and abilities based on assessment. Sample phrase “Results indicate student interests in… Abilities supporting these interests include…” Enter appropriate response if required. DETAIL

Identify the Student’s Post-secondary Goals (Enter this Information on Pages 2 & 3 of the ITP) Education/training Does the student want to go to higher education or a vocational training program? Does the student want to go to higher education or a vocational training program?Employment Does the student want to get a job? Does the student have a job preference? Does the student want to get a job? Does the student have a job preference? Independent Living (As needed) What living arrangement does the student envision as an adult? What living arrangement does the student envision as an adult?

Page 2: Post Secondary Goals The expectation is that the student will eventually leave school with which one? After leaving school, what is the student planning? More than one is acceptable.

Page 3 Post Secondary Goals After leaving school, what are the planned living arrangements for the student? What is the student’s plan for employment? Education?

Let’s look at the Present Level of Performance (PLP) When writing the PLP in any area, keep in mind the postsecondary goal of the student  Strengths, needs and impact of disability should support the end goal

Course of Study General Education Curriculum General Education Curriculum Alternate Curriculum Alternate Curriculum Which course of study does the student need to participate in to attain post-secondary goals?

Annual Goals Annual goals are written to support; Student areas of need as identified in PLP Student areas of need as identified in PLP Identified post-secondary goals Identified post-secondary goals

IEP Page 5 - Annual Goals Robert wants to be a mechanic The PLP identified a need in reading comprehension In developing your reading goal, address the need and keep in mind how this goal connects with Robert becoming a mechanic

Supports and Services Transition Activities What transition activities will support the What transition activities will support the post secondary goals in: post secondary goals in: Education/Training Education/Training Employment Employment Independent Living Skills Independent Living Skills ACTION-ORIENTED GROWTH ACTIVITIES

Page 2: Transition Activities Check if the student currently receives related services Did the IEP team discuss any other related services that may be required for transition? Think of this section as a sentence completion. “To work toward the goals above, the student should…” Who will support the activity? (Dropdowns) When will the activity be completed? Identify meaningful activities that will assist the student in preparing for the goals above.

Page 3: addresses personal growth needs of the student To meet this… Indicate what needs to be done here. Who will monitor/support the activity? What activities will assist the student in preparing for the goals? What activities are needed to assist the student in meeting the post living goals?

Do you need additional information to understand and develop a meaningful IEP/ITP for the student?

Page 3a: (when appropriate) Complete only if further assessment is needed. Is additional assessment needed to assist the student in “Independent living skills?” Completed by the assessor. Is additional assessment needed to assist the student in “Functional Vocational Activities?”

Transition Focused Secondary Education and the IEP Supports and Services (Who and what can help you?) Dreams Preferences Interests (What do you want to be?) PLP (Where are you now?) Course of Study (How are you getting there?) Develop Measurable Annual Goals to support MPSG (What are the steps to get you there?) Transition Activities (Action-oriented growth activities) Assessment (How do you fit?) Measurable Postsecondary Goals (After High School, what will you do?)

You are a key player in the transition process… District Office of Transition Services 333 South Beaudry Avenue Los Angeles, California (213)