How to write great transition IEPs and meet compliance for Indicator 13!

 The Individual with Disabilities Education Act (IDEA 2004) states that “beginning not later than the first IEP to be in effect when the child is 16,” students will have a transition- based Individual Education Plan. On Tienet, this is the IEP-Transition The IEP must be updated annually until the student is graduated or turns 21and is no longer in the school setting.

 Should be based upon the student’s preferences, interests, and age appropriate transition assessments  Should be measurable  An outcome, not a process  Education or training (required)  Employment (required)  Independent living (when appropriate)  Can be combined into one all-inclusive goal or 2 or 3 separate goals.

 Use results-oriented terms such as will work, will be employed, will attend, will graduate, will complete, etc. (Do not use words like pursue, plans or would like.)  Education/training: vocational or career field, independent living skill training, vocational training program, on the job training, 4 year college, 2 year college, etc.  Employment: paid (competitive, supported, sheltered, unpaid, non-employment, etc.)  Independent living: adult living, daily living, independent living, transportation

 After graduating from high school, Jason will attend a four-year college to obtain his undergraduate degree in history and education to become a high school social studies teacher.

 Attending courses in a postsecondary education is the focus of the goal.  It reflects his strengths, interests, and preferences.  Obtaining a degree at a college is a measurable outcome.  Obtaining a college degree occurs after graduation from high school.

 After obtaining his degree from the university, Jason will work as a high school history teacher.

 Participation in or maintenance of employment is the focus of the goal.  Goal does indicate an outcome (having a career in a particular field) that can be observed as occurring or not.  Goal is supported by Jason’s postsecondary education/training goal.

 If your student does not require an independent living goal, then you should not include any information in this area. You also should not say “N/A” because then Tienet will generate this on your T-3 page. It’s best to just leave it blank.

 If your student wants to have the same goals as last year (say they really want to go to school to be a nurse and it has been their goal for some time), just make sure that you state after the goal in parenthesis: “This goal was reviewed Sept. 25 th and the student wishes to have the same goal.” That way, it shows that it was reviewed with the student for this school year and it was updated annually.

 Needs to be evidence that age appropriate transition assessment from multiple sources were used to provide information on the student’s needs, strengths, preferences, and interests regarding the postsecondary goal.  Formal or informal: Enderele-Severson, student interviews, self-determination checklists, interest inventories, functional skill inventories, etc.  Include dates to show you have updated the assessments each year.

 At least one specific transition assessment tool must be listed to meet compliance. A parent/student interview alone is not sufficient to meet compliance.  Best practice would be to have multiple transition assessments administered over time and/or annual review of existing assessment information.

 Education/Training ◦ Accommodations for testing and participation in the general curriculum ◦ Structured observations of teachers ◦ Visit to at least one college with a teacher preparation program ◦ Self-Determination instruction

 Instruction is related to postsecondary goals  Services can be provided by the school

 Employment and other post school living objectives ◦ Conduct teacher interviews ◦ Job shadowing in high school social studies classes ◦ Vocational rehabilitation referral to determine eligibility for tuition assistance ◦ Apply for college and disability support service, no later than December of senior year

 Activities are related to postsecondary goals of education training and employment.

 Minimum of one strategy or activity (based on student’s needs) for each postsecondary goal area  Name of responsible agency or individual(s)  Current timelines for the activity or strategy…..the timeline needs to be for the current school year

 The Course of Study in the T-2 section of the IEP must be a complete listing of courses for all 4 years  Electives must be identified  Credits to be earned column must be completed for all four years  Credit earned column must be current

 For each of the postsecondary goal areas, there should be an annual goal included in the IEP related to the student’s transition service needs.  When you write your academic goals for your students, make sure to make reference that this goal helps support them in the post- secondary setting or that it will help prepare them for the post-secondary world.

 There must be evidence that the student was invited to the IEP meeting.  Beginning at age 16, invite the student as well as their parents to the IEP meeting on the Prior Written Notice. The easiest way to make sure you invite the student is to include both the student’s and parent’s name on the same PWN.

 In their Junior year, you will want to make sure you invite appropriate agencies. If there are transition services listed on the IEP that are likely to be provided or paid for by an outside agency, there must be evidence of that.

 If there are transition services listed on the IEP that are likely to be provided or paid for by an outside agency, there must be evidence that: ◦ A representative of the outside agency was invited to the IEP and ◦ Parent written consent (student when age of majority) was obtained to invite the agency(ies)

 Complete the Permission to Invite Outside Agency form and have this signed annually by either parents (if the student is under 18) or by the student, if he/she is over 18.

 During the IEP that the student turns 17, discuss the Transfer of Rights Information and the future documentation that will take place when they turn 18. Document on the IEP that you have this conversation and the date you had this conversation with the student (located on the T-2 page).

 When the student turns 18, have them complete and sign the Transfer of Rights form. If they decide to continue to invite their parents to IEP meetings, include the parents with students on the Prior Written Notice forms. If not, only invite the student.

 In May of the year the student is ready to graduate, complete the Summary of Performance. When the student graduates, complete the Exit Form indicating that they will no longer receive special services due to graduation.