Transition 101 I-13 Compliance: Transition Activities for Before, During and After the IEP Meeting

IEP Planning Process Beginning at age 14 the IEP should be focused on meeting the student’s postsecondary goals. The IEP is a plan for preparing the student to successfully move from school to post-school education, work and adult living. Transition is a results-oriented process that is focused on improving the academic and functional achievement of the student.

Transition Process AGE APPROPRIATE TRANSITION ASSESSMENTMEASURABLE POSTSECONDARY GOALS PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE COURSES OF STUDY TRANSITION SERVICES MEASURABLE ANNUAL IEP GOALSSUMMARY OF PERFORMANCE

Before the IEP Meeting: Age-Appropriate Transition Assessments

Assist the student and family to determine needs, strengths, preferences and interests related to life after high school. Conduct career awareness exploration activities and a variety of formal and informal assessments. Explore general education assessment opportunities for such as Personal Plans of Study & Kansas Career Pipeline. Integrate these processes into the transition planning for the student. Transition Assessment Suggestions

Invite the Student to the IEP Prepare the student for participating in the IEP meeting. Support the student in developing self-determination skills. There must be documentation that the student was invited even if it is known he/she cannot attend.

Invite the Parents to the IEP Provide the parents (or adult student) with a 10 day written notice of the IEP meeting. Invite all required team members. Include other team members as determined appropriate by the school or by the parents.

Family Members Student Education personnel School support staff Community members Peers and friends Administrators Postsecondary Ed. staff Community Service Providers Who should participate in transition planning & IEPS? Who else might be included?

Invite Representative of Outside Agency Consideration during current IEP year and every year after… With the consent of the parent invite a representative of a participating agency that is likely to provide or pay for transition services. Use other means to enable the participation of the representative if they are unable to attend the meeting (conf. call, etc). If other agency fails to provide transition services on the IEP, reconvene the IEP team to identify alternative strategies.

Appropriate Measurable Postsecondary Goals Beginning with the first IEP to be in effect when the student is age 14. Based on age-appropriate transition assessments in the areas of education/training, employment, and, if appropriate, independent living skills. Must have a goal for education/training, and a goal for employment. Only if appropriate, a goal for independent living skills.

Example Measurable postsecondary goals are outcomes that occur after the student has left high school. What a student will do. Education/Training: After graduation, James will attend Kaw Valley’s Technical Institute’s 2 Year Diesel course. Employment: After graduation from Kaw Valley Technical Institute (KVTI), James will be employed as a Diesel Mechanic. Combination goals are not acceptable – must be two distinct goals.

Present Levels of Academic Achievement and Functional Performance (PLAAFP) Informed by the Age-Appropriate Transition Assessments Focused on the student’s strengths, needs, interests and preferences in relationship to his/her postsecondary goals. Framed around: instruction, related services, community experiences, employment, adult living objectives, daily living skills and functional vocational evaluation.

Courses of Study Courses of study are a multi-year description of coursework to achieve the student’s desired postsecondary goals. Other educational experiences: work study, community-based training, self-advocacy skills. May change from year to year based on student’s needs, strengths, preferences, interests and measurable postsecondary goals.

Transition Services A coordinated set of activities based on the individual student’s needs, taking into account the student’s strengths, preferences and interests. Address the following areas: Instruction Related Services Community experiences Employment Adult living objectives If appropriate, daily living skills and functional vocational evaluation

Coordinated Set of Transition Services* Transition ServicesNeeds and ActivitiesTimelineResponsible Agency/Person Provider/Payer Instruction Related Services Community Experiences Employment Adult Living Objectives **Daily Living Skills **Functional Vocational Evaluation * Example, not required **If Appropriate

Measurable Annual Goals Include academic and functional goals designed to meet the student’s needs to enable the student to be involved in and make progress in the general education curriculum. Address each of the student’s other educational needs that result from the student’s disability. Must support the student to meet his/her postsecondary goals. For students eligible for the KAMM, develop short-term objectives or benchmarks.

How do these goals Measure Up in Meeting I-13? Think, Pair, Share….. MPG: After graduation, Alex will enroll in a diesel auto mechanics certificate program at the Kaw Valley Technical School. – Given daily instruction in the high school Business Math course, Alex will complete in-class assignments with 80% accuracy by December MPG: After leaving high school, Jodi will be employed in a part-time position in a community retail environment. – Given a bi-weekly paycheck and two weeks of debited items, Jodi will balance her checking account with 95% accuracy by August 1, MPG: Upon completion of HS, Linette will utilize public transportation, including the public bus and uptown trolley – Given several coins, Linette will match the coin with its amount six out of eight times by November 3, 2007

Transfer of Rights at Age 18 At least one year before a student reaches 18 years of age, the student’s IEP includes a statement that the student has been informed of rights that will transfer to the student upon reaching age 18. All rights afforded to parents under IDEA transfer to the student at age 18 (unless the student has been determined to be incompetent under state law).

Summary of Performance For students whose eligibility ends due to graduation or exceeding the age of eligibility. Summary of academic achievement and functional performance, including recommendations The Summary of Performance (SOP) is intended to assist the student in transition from high school to higher education, training and/or employment and successful independent living. The development of the SOP can start as early as possible. It can take the form of a Portfolio or a form of minimum requirements.

Indicator 13 Requirements Percent of youth with IEPs aged 16 and above with an IEP that includes  appropriate measurable postsecondary goals that are  covers education or training, employment, and if appropriate independent living skills  annually updated (as appropriate)  based upon an age appropriate transition assessment  transition services that will reasonably enable the student to meet those postsecondary goals  course of study included that will reasonably enable the student to meet those postsecondary goals  annual IEP goals related to the student’s transition services needs  evidence that the student was invited to the IEP Team meeting where transition services are to be discussed  evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting  with the prior consent of the parent or student who has reached the age of majority. (20 U.S.C. 1416(a)(3)(B))

NSTTAC Indicator 13 Checklist: Abbreviated Form A Appropriate measurable postsecondary goal Y, N Updated annually? Y, N Present Levels informed by Age appropriate transition assessment? Y, N Transition services in the IEP Y, N Courses of study Y, N Annual IEP goal(s) related to the student’s transition services needs? Y, N Evidence the student was invited to the IEP Team meeting? Y, N Evidence that agency representative was invited? Y, N,NA Does the IEP meet the requirements of Indicator 13? (circle one) - Yes (all Ys and NO Ns are circled) - No (one or more Ns are circled)

Resources National Organizations/Resources NSTTAC Indicator 13 Checklist Transition Coalition NCSET Resources for IEP and Transition Planning AHEAD – Association of Higher Education and Disability :