TRANSITION PLANNING TRAINING

August 11, 2009

New Hampshire

Dr. Ed O’Leary

Please speak up…

TRANSITION

Passing the Baton

Transition 1990 to 2009

1990 – Mandate for Transition Services• Statement of needed transition services• 16 years of age and older

1997 – Reaffirmed mandate• Dropped the age to 14• Added – statement of transition service needs

2004 – Reaffirmed mandate – focus on results• Increased age to first IEP to be in effect when 16• Measurable Post Secondary Goals• Invitation of outside agencies requires consent• Summary of Performance

ResultsOver the past 17 years, a number of federal and state

efforts to improve access to transition planning and services to improve education, employment and community living outcomes for youth with disabilities have emerged.

As a result some improvement has been made including increases in graduation rates, enrollment in postsecondary education and number of youth entering the workforce.

While this progress is encouraging, education and employment outcomes continue to lag substantially behind that of their peers without disabilities.

NLTS 2, ODEP

Meeting the Transition Services Requirements of IDEA

National Council on DisabilityJanuary 25, 2000

88% of the states failed to ensure compliance with the law's secondary transition

services provisions.

Why?People do not know “what to do”

People do not know “how to do it”

Getting to RESULTS

Indicator 13

Transition Services in Schools

Indicator 14

Employment and Postsecondary Outcomes

O’Leary, E. 2008

Effective Transition Planning

Why Is Effective Transition Planning Important?

Helps student achieve his/her dreams!

Prevents dropout

Increases graduation rates

Increases enrollment inpostsecondary education

Improves employment rates

Transition Issues – 2009/20101. State Performance Plans –

Accountability for Results

2. Graduation requirements

3. Self Advocacy, Self Determination, Self Directed IEP Training

4. Form Driven IEP Meetings and PROCESS

5. Age for transition services

6. Involvement of Outside Agencies in Transition Planning

State Performance Plans (SPP)

Annual report to the public on the performance of each local educational agency according to the targets in the SPP.

Annual report to the Secretary on its performance according to the states SPP targets. This report is called the Part B Annual Performance Report (APR).

Outlines 20 Indicators that must be reported annually Provides Data Sources and Measurement Delineates Measurable and Rigorous Targets for the Six

Years of the Plan Outlines Improvement Activities Four indicators deal directly with transition

efforts

State Performance PlanIndicators

Indicator 1 – Graduation with a regular diplomaPercent of youth with IEPs graduating from

high school with a regular diploma.

Indicator 2 – Dropping OutPercent of youth with IEPs dropping out of

high school.

Revised Indicator 14 Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were:

A. Enrolled in higher education within one year of leaving high school.

B. Enrolled in higher education or competitively employed within one year of leaving high school.

C. Enrolled higher education or in some other postsecondary education or training; or competitively employed or in some other employment within one year of leaving high school.

Transition Services in Schools - Indicator 13

Percent of youth aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon age appropriate transition assessment; and IEP that includes transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals; an IEP that includes annual goals related to the student’s transition services; evidence that the student was invited to the IEP Team meeting where transition services will be discussed; and evidence that 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.

March 2009

TOPs and Indicator 13 Questions

Criteria for Meeting I-13

• Is there a measurable postsecondary goal or goals that covers education or training, employment, and, as needed, independent living?

• Is (are) there annual IEP goal(s) related to the student’s transition services needs?

• Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goal(s)?

• Is (are) the postsecondary goal(s) updated annually?

Criteria for Meeting I-13

• If appropriate, is there evidence that 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?

• Is there evidence that the measurable postsecondary goals were based on an age-appropriate transition assessment?

• Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goal(s)?

• Is there evidence that the student was invited to their IEP meeting.

New Criteria and Timelines for I-13

• Evidence that the student was invited to their IEP meeting.

• Is (are) the postsecondary goal(s) updated annually?

• Not required to report in the FFY 2008 APR (February 2010). Can if want to.

• New “Baseline” and improvement activities in FFY 2009 APR (February 2011)

• 2009/20010 – should gather data for new baseline for FFY 2009 APR - (February 2011)

• First “Reporting” - FFY 2010 (2011/2012 School year) February 2012 APR

• pR

I-13 Criteria(NSTTAC/TOPs)

2006/2007FFY 2006

N=141

2007/2008FFY 2007

N=189

NHFFY 2007

N=41

Baseline Baseline SPP/APR

MPG Education/Training

18% 46%

MPG - Employment 12% 46%

Annual Goal 73% 71%

Transition Services 57% 58%

Transition Assessment

14% 28%

Course of Study 60% 78%

Invitation – Outside Agency

79% 77% FFY 2006 = 40%

OVERALL 3% 15% 56%

New Hampshire Status for Indicator 13TOPs and Cutting Edj System Data

New HampshireAreas Needing Improvement

Measurable Post Secondary Goals

Transition Assessment

Course of Study

Transition Services

Getting to RESULTS

Indicator 13

Transition Services in Schools

Indicator 14

Employment and Postsecondary Outcomes

O’Leary, E. 2008

Group Review

What did I learn?

How will I apply this information in my setting?

Problems that Impede IDEA Youth Transition to Postsecondary Education and

Employment

Lack of self-advocacy training – Youth Insufficient information about the Transition Process –

Parents Insufficient vocational education and work-related

experiences - Researchers Lack of transportation after high school to work or

postsecondary school – Federal, state and local officials Absence of linkages between school systems and adult

service providers - Teachers

Federal Actions Can Assist States in Improving Postsecondary Outcomes for YouthGAO Report to the Ranking Minority Member, Committee on Health, Education, Labor and Pensions, U.S. SenateAugust 1, 2003

What Needs to Change

Self AdvocacySelf Determination

Self Directed IEP Training

One of the most critical practices to immediately improve the development and

delivery of transition services that will impact post school results is to actively engage the

student in all discussions and decision making in their IEP

Who Talked The Most – The Least

Teacher Directed 29.05 minutes

Student Self-Directed 33.57 minutes

Student directed meetings are not statistically significantly longer than teacher-directed meetings.

Average Length of Meeting

Self Advocacy, Self DeterminationSelf Directed IEP Training

Beginning with the first IEP to be in effect when the student turns 16 years of age, or younger if determined appropriate, the student must be invited to their IEP meeting.

Parent Notice is NOT an invitation to the student to attend their IEP meeting.

Invitation to attend does not mean equal opportunity for participation or decision making.

IEP FORMS

Forms/Computer Programs and Past Practices are

Driving the IEP Meeting and Planning Process

Drive the meeting process and agenda

Not prompting IEP teams to do what is required

Use antiquated terms and language Statements of… Post School Vision/Outcomes

Missing basic transition requirements Measurable Post Secondary Goals Age appropriate transition assessment Transition Services

Course of Study Coordinated set of Activities

IEP FORMS

Sometimes the hardest

thing to see is the most

Who Moved My CheeseSpencer Johnson

obvious

Home Improvement

UnderstandingThe Language

TransitionBroad definition:

Formal process of cooperative planning that will assist students with disabilities to move from school into the adult world.

Creative Solutions

“Trunk Monkey”

IEP Process for Transition Services

IEP Process of the Past

IEP Process of the Present/Future

Present Level of

Performance

Annual Goals

Short Term Objectives

Postsecondary Goals

(Vision)

Present Level of Educational Performance

Statement of Transition

Service Needs (education plan)

Statement of Needed

Transition Services (long range plan for

adult life)

Annual Goals

Short Term Objectives/

Benchmarks

O’Leary, E., 1998 © Copyright

What Is Realistic?

Meeting the Transition Services Requirements of IDEA

National Council on DisabilityJanuary 25, 2000

88% of the states failed to ensure compliance with the law's secondary transition

services provisions.

Why?People do not know “what to do”

People do not know “how to do it”

TRANSITION

Passing the Baton

IEP Results Process for Transition Services

Includes: Courses of study

Includes:• Instruction• Related services• Community experiences• Employment and other

post- school adult living objectives

When appropriate:• Daily living skills• Functional vocational

evaluation

Step IMeasurable

Post-secondary

Goals

Step II:Present Levels

of Academic Achievement

and Functional

Performance

Step III:Transitio

n Services

Step IV:Measurable

Annual Goals

Age-appropriate transition assessmen

ts

• Training• Education • Employment• Independent

Living Skills – where appropriate

O’Leary, E., 2005 © Copyright

The

Purpose

Individuals with Disabilities Education Improvement Act of

2004Purpose:

A free appropriate public education... designed to meet their unique needs and prepare students for further education, employment and independent living.

Shift in emphasis to: Results oriented

approach. Focus on

improved results.

The

Philosophical

Foundation

IDEA and Disability Policy

Living independently Enjoying self-determination Making choices Pursuing meaningful careers Enjoying full inclusion and integration in the economic,

political, social, cultural, and economic mainstream of American society.

Congress finds that:Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society.

This includes such things as:

Meeting the Transition Requirements and Transition Needs of Students Is As Easy

As

“Herding Cats”

Group Review

What did I learn?

How will I apply this information in my setting?

Measureable Post Secondary Goals

Measurable Annual Goals

Educators/Systems

Measurable Post secondary Goals

Student’s

What is a measurable postsecondary goal?

A statement based on age appropriate transition assessment

Communicates what the student would like to achieve after high school.

Is measurable

An outcome that occurs after the person has exited high school.

A measurable postsecondary goal is NOT an activity, step, wishful intent or the process of pursuing or moving toward the desired outcome.

Who needs a measurable postsecondary goal?

Any student who will turn 16 (14) during the timeframe of their IEP, or younger, if determined appropriate by the IEP team as required under IDEA 2004.

Measurable Postsecondary Goals“Measurability”

Can the Goal be Counted/Measured?

Measurable postsecondary goals are Outcomes that occur after the person has left high school. What a student WILL do (enrolled in, attending, working)

I will attend the U of W in the teacher education program.Can count or measure whether the student does or does not “attend” A measurable postsecondary goal is not a Process.It is not what a student “plans” or “hopes to” do.

I am planning on attending the U of W in the teacher education program.

Cannot measure or count “planning on attending” NSTTAC 12-06

How do I write measurable postsecondary goals?

Use results-oriented terms such as “enrolled in”, “work”, “live independently”

Use descriptors such as “full time” and “part time”

Begin with “After high school…”

Measurable Postsecondary Goal

Areas

Training or EducationSpecific vocational or career field, independent living skills training,

vocational training program, apprenticeship, OJT, job corps, 4 year college or university, technical college, 2 year college, Vocational Technical School (less than a two year program) etc.

EmploymentPaid (competitive, supported, sheltered); unpaid employment(volunteer, in a training capacity); military; etc.

Independent Living, where appropriateAdult living, daily living, independent living, financial, transportation,

etc.

Should measurable postsecondary goals be specific?

Initially, broad descriptions of the student’s preferences, interests, or vision of what they might like to do in employment, education, training, and independent living .

Each year reassess and refine.

Should be specific and measurable one year out by last year/IEP.

Must there be a measurable postsecondary goal in each area?

YES

Education/Training and Employment

Can be combined into one all-inclusive goal or two or three separate goals

OPTIONAL – (Where appropriate)

Independent living

Measurable Annual IEP GoalsAnd

Measurable Postsecondary Goals

ALL IEP StudentsMeasurable Annual IEP Goals

A statement of measurable annual goals, including academic and functional goals

Beginning not later than the first IEP to be in effect when the child turns 16…

Measurable Postsecondary GoalsBased upon age appropriate transition assessments

related to training, education, employment, and, where appropriate, independent living skills

Accountability for Students Attaining Measureable Post

Secondary Goals

If the goal is measurable and occurs after the student has left…I am concerned about liability issues when student’s don’t meet the stated goals after school.

NSTTAC Response…IDEA 2004 does not require that LEAs are held accountable for the attainment of postsecondary goals. The stated measurable postsecondary goals are required components of transition planning. There are numerous mediating factors that positively or negatively affect an adult's acquisition of goals, for which a school could not be held accountable. The purpose of the legislation and this indicator is that a student's education program support their goals beyond secondary school.

NSTTAC Indicator 13 Checklist Frequently Asked Questions and Responses – Question # 14 www.nsttac.org/pdf/i13checklistqa.pdf

1. Training/EducationAfter high school, I/David will get on the job training to become a farmer.

2. EmploymentAfter high school, I/David will work full time as a farmer.

EXAMPLE #1(as two separate goals)

OR(as a combined goal)

Training/Education and Employment

After high school, I/David will get on the job training while working full time as a farmer.

Example #2(as two separate goals)

Training/Education After high school, I/Mary will enroll at UW-

Eau Claire in the teacher training program.

Employment After high school, I/Mary will work full time

as a teacher.

OR(as a combined goal)

Training/Education and Employment

After high school, I/Mary will enroll full time at UW-Eau Claire to prepare me to work full time as a teacher.

Example #3

Independent Living (where appropriate)

After high school, I/Mary

will live with a roommate in an apartment.

Training/EducationAfter high school, Eric will get on the job training in an area related to dirt bike racing.

EmploymentAfter high school, Eric will work full time with dirt bikes.

Independent LivingAfter high school, Eric will live in an apartment with friends.

14 year old student with a mild disability

Or as a combined goal

Training/Education and Employment

After high school, Eric will get on the job training while working full time in an area related to dirt bike racing.

17 year old student with a mild disability

Training/Education After high school, Sheila will

enroll full time at UW-Eau Claire in the nursing program.

Employment After high school, Sheila will

work full time as a nurse.

Or as a combined goal

Training/Education and Employment After high school, Sheila will enroll full time

at UW-Eau Claire to prepare herself to work full time as a nurse.

Students with Moderate to Severe

Disabilities

1.Independent Living• After completion of school, I/ Lance will live with my mother and continue

to take part in community activities like bowling, going to church and visiting friends and family.

• With mom

2. Training/Education• After completion of school, I /Lance will attend the XYZ Center and receive

training on work behaviors and skills.• Lance did not respond

3. Employment• After completion of school, I/ Lance will be employed in a sheltered

environment at the XYZ Center.• With mom

EXAMPLE #1Lance 20 years of age

(as two separate goals)

OR(as a combined goal)

Training/Education, Employment and Independent Living

After completion of school, I /Lance will live with my mother and continue to take part in community activities. I will be employed through the XYZ Center and receive training on work behaviors and skills.

1.Independent Living• After completion of school, I /William will live with my brother and take part

in community social and recreational activities.• With my brother

2. Training/Education• After completion of school, I /William will attend ADAPT and receive

vocational skills training.• “blank”

3. Employment• After completion of school, I will work at ADAPT under their supported

employment program.• Wants to work – cardboard boxes, pop machines, cleaning

EXAMPLE #2William 19 years of age(as two separate goals)

OR(as a combined goal)

Training/Education, Employment and Independent Living

After completion of school, I /William will live with my brother, work at ADAPT and receive vocational skills training.

1.Independent Living• After completion of school, I /Wayne will live at home.• Seems to like living at his house. He smiles when asked about it

2. Training/Education• After completion of school, I/ Wayne will attend ADAPT and receive

vocational skills training.• Likes attending DKDC and would like to for a while.

3. Employment• After completion of school, I will work at ADAPT under their supported

employment program.• Wayne does not want to talk about getting a job.

EXAMPLE #3Wayne 17 years of age(as two separate goals)

OR(as a combined goal)

Training/Education, Employment and Independent Living

After completion of school, I /Wayne will live at home, work at ADAPT and receive vocational skills training.

Case Study Example

Bill – as stated in his IEP

Bill has significant limitations across all areas of functioning as well as being medically fragile.

Training programs will not be appropriate for him.

He will require full time nursing care throughout his life and recreational day service programs designed for individuals with such specific needs will probably be most appropriate following high school.

Bill 18 years old.

Receives specially designed instruction with an alternate curriculum in a self-contained setting all day.

Receives related services of OT, PT and nursing

Fed via G-tube

Has tracheotomy and uses a ventilator with oxygen to breathe

Strengths

Curious, stays alert and awake throughout the school day, seems to enjoy activity around him.

Enjoys getting verbal and tactile attention from his peers and staff. Tolerant of position changes on mat table and allows hand-over-hand

assistance to participate in activities. Likes using a switch (with assistance) to activate a variety of devices,

including the radio and computer.

Present Levels of Academic Achievement and Functional Abilities

Benefits from sensory stimulating activities and activities to improve his independence and communication.

Uses facial gestures to communicate his pleasure and displeasure with his current state. Offers a smile to show happiness and a blank stare to show his disinterest.

Picture/symbol augmentative communication supports have not been successful. Will use simple one-button communication devices with assistance when offered during class activities.

Uses a manual wheelchair dependently. Requires a 2-person lift or mechanical device for all transfers. Tolerates positioning on mat table.

Limited fine motor skills result in dependency for all care and hand-over-hand assistance for all activities.

Measurable Postsecondary Goals

Education/Training

Training programs are not appropriate

After graduation, Bill will participate in an in-home or center-based program designed to provide habilitative and vocational training with medical and therapeutic supports.

After graduation, Bill will participate in on the job training in using microswitches

Measurable Postsecondary Goals

Employment

Recreational day service program.

Following graduation Bill will participate in technologically supported self-employment or volunteer work and receive job development services from vocational rehabilitation or a community rehabilitation program within 1 year of graduation.

Measurable Postsecondary GoalsIndependent Living

After graduation Bill will live at home and participate, to the maximum extent possible, in his daily routines (e.g. feeding, dressing, bathing, activating small appliances/media devices, choice making, etc.) and environment through the use of technology.

After graduation Bill will participate in community-integrated recreational/leisure activities at the YMCA, going to movies, going to church.

After graduation Bill will effectively utilize an augmentative communication device at home and in the community that allows individuals to communicate with him regarding needs, wants, and desires.

Group Review

What did I learn?

How will I apply this information in my setting?

IEP Results Process for Transition Services

Includes: Courses of study

Includes:• Instruction• Related services• Community experiences• Employment and other

post- school adult living objectives

When appropriate:• Daily living skills• Functional vocational

evaluation

Step IMeasurable

Post-secondary

Goals

Step II:Present Levels

of Academic Achievement

and Functional

Performance

Step III:Transitio

n Services

Step IV:Measurable

Annual Goals

Age-appropriate transition assessmen

ts

• Training• Education • Employment• Independent

Living Skills – where appropriate

O’Leary, E., 2005 © Copyright

Transition Services Courses of Study

IEP team, must determine what instruction and educational experiences will assist the student to prepare for the transition from secondary education to post-secondary life.

Focus on:— Courses of study [all courses and educational

experiences]— How the educational program can be planned

and relate directly to the student’s goals beyond secondary education

— Show how those courses are linked to those goals

Promotes the concept that the high school program focuses on post-school results.

Help students and family select courses of study that are meaningful and motivate students to complete their education.

Clarification LanguageCourses of Study

If the student and parent are aware of and agree to a change in a course and that change would not have a direct impact on the student achieving his or her desired post-school outcome; or if the student taking the course would not require any accommodations or modifications (which would require goals and objectives); then this change would not be considered a substantive change and would not necessitate another IEP meeting.

IEP Results Process for Transition Services

Includes: Courses of study

Includes:• Instruction• Related services• Community experiences• Employment and other

post- school adult living objectives

When appropriate:• Daily living skills• Functional vocational

evaluation

Step IMeasurable

Post-secondary

Goals

Step II:Present Levels

of Academic Achievement

and Functional

Performance

Step III:Transitio

n Services

Step IV:Measurable

Annual Goals

Age-appropriate transition assessmen

ts

• Training• Education • Employment• Independent

Living Skills – where appropriate

O’Leary, E., 2005 © Copyright

COORDINATED SET OF ACTIVITIES

Writing a Coordinated Set of Activities (CSA)

The CSA must show evidence that:

1. Activities are individualized and student specific.

2. Activities lead toward the achievement of the student’s measurable postsecondary goals

3. Activities should show a minimum of 2 years

4. The activities demonstrate coordination between school, family, student and/or outside agency(ies)

Coordinated Set of Activities Defined

Multi year - at least a 2 year description of coordinated activities/strategies to help students achieve their measurable post secondary goals while they are still in high school

Should complement the course of study, include steps/activities needed for successful post school transition

If there are transition services listed that are likely to be provided or paid for by an outside agency then you need to obtain written consent before inviting agency representative to the IEP meeting.

Designed within a results-oriented process

Focus on improving the academic and functional achievement of the child

Facilitate movement from school to post-school activities

Based on child's needs, taking into account the child's strengths, preferences, and interests

includes instruction, related services, community experiences…

Coordinated Set of Activities

Coordinated Set of ActivitiesInstruction

These activities/strategies can be a formal or informal imparting of knowledge or skills, such as:

Visit college campuses and meet with student support services

Learn about and practice social skills

Apply for and take ACT with accommodations (if appropriate)

Learn about employability skills and schedule a work experience

Coordinated Set of ActivitiesRelated Service

1. Activities/strategies that address related service needs that will continue beyond school.

2. Ensure continuation of needed related service beyond school.

3. Identify potential providers and funding sources.

4. Connect the student and parent to the service, support, program, agency before the student leaves the school system.

Examples Complete applications for county support programs. Modify vehicle—explore options for modified transportation. Visit potential post school providers for physical therapy Receive orientation and mobility training in place of employment.

Coordinated Set of ActivitiesCommunity Experiences

These activities/strategies that are generally provided outside the school building and should:

1. Prepare the student for participation in community life.

2. Encourage the student to participate in the community, including government, social, recreational, leisure, shopping, banking, transportation, or other opportunities.

Examples Learn about and visit potential places in the community to shop for food, clothes.

Join a community team or organization (e.g., church group, self-advocacy club, Toastmasters, Alcoholics Anonymous, bowling league, etc.).

Identify different living/housing options.

Obtain a state identification card or driver’s license.

Join a community team or organization (church group, bowling league, etc.).

Coordinated Set of ActivitiesEmployment

Activities/strategies that focus on development of work-related behaviors, job seeking and keeping skills, career exploration, skill training, apprenticeship training, and actual employment.

Examples

Practice completing job applications and interviewing skills

Participate in chores at home

Get a part-time job in your area of interest

Meet with a Vocational Rehabilitation counselor to develop an Individualized Plan for Employment (IPE).

Coordinated Set of ActivitiesPost-School Adult Living

Activities/strategies that focus on adult living skills.

These are done occasionally, such as:

registering to vote filing taxes obtaining a driver’s license renting or buying a home accessing medical services obtaining and filing for insurance planning for retirement accessing adult services such as Social Security

Coordinated Set of ActivitiesDaily Living Skills

Activities that adults do most every day, such as:

preparing meals budgeting maintaining a residence paying bills raising a family caring for clothing and/or personal grooming

Coordinated Set of ActivitiesFunctional Vocational Evaluation

Assessment process that provides information about job or career interests, aptitudes, and skills.

Information is gathered through situational assessments in the setting where the job is performed related to job or career interests, aptitudes, and skills.

Information gathered through a functional vocational assessment can be used to refine educational experiences, courses of study, and employment activities/strategies in the statement of needed transition services.

This can include observations, formal or informal measures and should be practical.

Examples

Participate in a community-based situational vocational assessment program.

Complete CHOICES or Bridges computer program to determine vocational interests.

Meet with school counselor to affirm vocational interests and align graduation plan to need.

Measurable Postsecondary Goals The vision that results from age-appropriate transition assessments and considers the student’s strengths, preferences and interests.

Developed during the IEP in which the student turns 14, or younger if determined by the IEP team.

Course of Study

Completed during the IEP in which the student turns 14. The course of study is a long range educational plan designed to make the education program relevant, meaningful and motivate the student to complete school.

Coordinated Set of Activities Coordinated strategies or steps in the long-range plan for adult life that document the effort between school, family, student and appropriate post-school services supports, programs and/or agencies.

Annual IEP Goals Measurable annual IEP academic and functional goals must logically link to the measurable post secondary goal(s) of education/training and employment and independent living, where appropriate. One annual goal may link to more than one measurable postsecondary goals.

Summary of Performance (SoP)

Summary of academic achievement and functional performance which includes recommendations to the student on how to meet measurable postsecondary goal(s). *Individualized and based on student’s measurable postsecondary goal(s).

The course of study, coordinated set of activities and annual IEP goals should lead to the student’s measurable postsecondary goal(s). The Summary of Performance, with the accompanying documentation, is important to assist the student in the transition from high school to higher education, training and/or employment. The SoP is most useful when linked with the IEP process and the student has the opportunity to actively participate in the development of this document. Age appropriate v. developmentally appropriate transition assessments should be used. Both formal and informal assessments may be used. Examples may include, but are not limited to: Enderle-Severson, WKCE, COPS, CAPS, careers curriculum information, student interview, LCCE curriculum, functional vocational assessment, employer evaluation, employability skills certificate, etc.

DRAFT Maitrejean 9/29/06

Transition ServicesCourses of StudyLONG RANGE EDUCATION PLAN

Coordinated Set of ActivitiesLONG RANGE PLAN FOR POST SCHOOL ADULT

LIFE

Coordinated Set of Activities

Coordinated Set of STRATEGIES

IEP Results Process for Transition Services

Includes: Courses of study

Includes:• Instruction• Related services• Community experiences• Employment and other

post- school adult living objectives

When appropriate:• Daily living skills• Functional vocational

evaluation

Step IMeasurable

Post-secondary

Goals

Step II:Present Levels

of Academic Achievement

and Functional

Performance

Step III:Transitio

n Services

Step IV:Measurable

Annual Goals

Age-appropriate transition assessmen

ts

• Training• Education • Employment• Independent

Living Skills – where appropriate

O’Leary, E., 2005 © Copyright

O’Leary, E., 2005 © Copyright

IEP Annual Goal Process for Transition Services: A Model

Transition Services(All activities/services)1. Strategy/Activity2. Strategy/Activity3. Strategy/Activity4. Strategy/Activity5. Strategy/Activity6. Strategy/Activity7. Strategy/Activity8. Strategy/Activity9. Strategy/Activity10. Strategy/Activity11. Strategy/Activity12. Strategy/Activity

Strategies/Activities for Current Year1. Strategy/Activity2. Strategy/Activity3. Strategy/Activity4. Strategy/Activity5. Strategy/Activity

Parent5. Strategy/Activity

Others6. Strategy/Activity

Student4. Strategy/Activity

Rehabilitation3. Strategy/Activity

Education1. Strategy/Activity2. Strategy/Activity

General

1. Strategy/Activity

Special

1. Strategy/Activity

Annual Goals

Transition ResourcesAge Appropriate Transition

Assessment

NSTTAC – NSTTAC.ORGProducts and ResourcesTransition Assessment Guide

What is transition assessment? Why conduct transition assessments? How do I select instruments? How do I conduct an age appropriate transition assessmen

t? Sample Instruments Informal Assessment Formal Assessment Informative links to Podcasts and other sources of informat

ion about age appropriate transition assessment

Transition Assessment Websites

Self-Determination Assessments

American Institute for Research Self –Determination Assessment

ARC Self-Determination Scale

ChoiceMaker Self-Determination Assessment

Field and Hoffman Self-Determination Assessment Battery

http://education.ou.edu/zarrow

Transition Assessment Websites

Adaptive Behavior and Transition Assessments

Transition Planning Inventory (TPI)ProEd, Austin TX www.proedinc.com

Scales of Independent BehaviorRiverside Publishing www.riverpub.com

Informal Assessments for Transition PlanningProEd, Austin TX www.proedinc.com

Enderle-Severson Transition Rating Scalewww.estr.net

Casey Life Skillswww.caseylifeskills.org

Transition Assessment Websites

On-Line Individual Interest Inventories

My Futurewww.myfuture.com/toolbox/workinterest.html

I Oscar (Occupation and Skill Computer-Assisted Researcher)

www.ioscar.org

Career Voyageshttp://www.careervoyages.gov/

Career Clusterswww.careerclusters.org

Transition Assessment Websites

Occupational Outlook Handbook

www.bls.gov/oco/home.htm

www.bls.gov/k12/index.htm (Exploring Careers)

Job Videos

http://www.acinet.org/acinet/videos.asp?id=27,&nodeid=27

Students with Moderate to Severe Disabilities

Choose and Take Action – www.sopriswest.comSet of instructional activities designed to teach students with moderate to severe cognitive disabilities self-determination skills to introduce students to a variety of jobs and career possibilities and help them to identify what is most important to them about a job.