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Transition Planning In the IEP

…A guide to the transition planning process for students with disabilities

“Whether or not you reach your goals in life depends entirely on how well you prepare for them and how badly you want them . . . You’re eagles! Stretch your wings and fly to the sky!”

~Ronald McNair

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Danville Public Schools OFFICE OF EXCEPTIONAL CHILDREN

John Thacker, Director jthacker@mail.dps.k12.va.us

Tonya Fussell, Coordinator of SPED Services

tfussell@mail.dps.k12.va.us

Ron Sieber, Ed.D, Transition Specialist rsieber@mail.dps.k12.va.us

434.799.6410

OEC on the Web http://web.dps.k12.va.us/oec/

341 Main Street; Suite 100 P.O. Box 9600

Danville, Virginia 24541 Phone: 434.799.6400

Fax: 434.797.8985

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CONTENTS

I. Purpose of This Document

II. The IEP and Transition a. Contents b. Procedure c. Language

III. Writing the Present Level of Performance (PLoP) Using Current Best

Practices a. Areas most often covered:

i. Academics ii. Transition

iii. Behavior iv. Effect of the Disability on Progress in the General Curriculum

IV. Statement of Needed Transition Services

V. The IEP Meeting Relative to Transition Plans: Steps to Cover

VI. Have I Covered All of the bases?

a. Checklist b. Reference Materials

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PURPOSE

The Individualized Education Plan, or IEP, is a document developed to map out present levels of performance of a child with a disability and create a plan to provide appropriate services to address the student’s needs. The IEP includes several components. This document, however, will only provide guidance in the area of Transition. This document is written to reflect current best practices for writing transition plans in an IEP in a clear and understandable manner. The best place to begin is with clear definition of transition and relevant examples to illustrate how the transition plan should read. The goal of this process is to create a document that will enable the student to reach post secondary goals. In order to achieve this goal, all stakeholders should find the transition plan a functional document, whether the reader is:

• The teacher who writes it or applies it in the instructional setting; • The administrator who reviews it for content and applicability; or, • The parent and student, who use it as a blueprint for student achievement and growth.

The term “transition services” means a coordinated set of activities for a child with a disability that:

• Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment); continuing and adult education, adult services, independent living, or community participation;

• Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and

• Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation.

[34 CFR 300.43 (a)] [20 U.S.C. 1401(34)]

The transition component of the IEP should be developed with the end result in mind. The end result should be a student who graduates with the highest credential possible and goes on to become a productive citizen of the community. Good transition planning will include age appropriate transition assessments that help the student set measurable and attainable goals in these areas:

• EMPLOYMENT • EDUCATION • TRAINING • INDEPENDENT LIVING (includes mobility, recreation, leisure, and community participation)

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THE IEP AND TRANSITION CONTENTS The IEP contains a set of components that together make up the transition plan. Educational assessments will indicate the student’s present level of performance. Interest surveys, interviews with student and parent, along with other age appropriate transition assessments, will produce broad statements about what the student desires to do after high school. These broad statements are summarized into a Transition Narrative, from which specific measurable Post-Secondary Goals and Transition Services are developed as part of the transition plan. The transition plan will also include a four year Course of Study which will outline the courses the student will need to take each year in order to achieve the projected diploma outcome and post-secondary goals.

IDEA 2004 mandates the development of transition plans for students beginning at age 16; this locality implements the transition planning process for students beginning at age 14.

Age-appropriate transition assessments will yield broad statements from the student and/or parent on what the student wants to achieve after graduating from high school. For example: Employment

• The student wants a job but doesn’t know what field. • The parents express that sheltered employment through an adult service provider may be most

appropriate. Independent Living

• The student wants to live independently without support. • The student wants to live on a military base.

The details above are examples of feedback from assessing a student’s goals, wishes, and dreams for life after high school. These broad statements shall be summarized on the Narratives tab in the section entitled, “Abbreviated Transition Services and Needs for Students 14 years old or older. Please see the detailed Transition Plan included in this IEP”.

The transition plan can be accessed by first clicking IEP Process tab, then the Transition link. Please note that the tabs for transition plan and transition services have both been removed.

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PROCEDURE Students are to participate in age-appropriate transition assessments in order to assess their vision of their future. Interviews with both the student and parent will also add to this data and clarify the student’s goals. This process should begin by age 14, with new assessments given each year in order to reflect changes to post secondary goals. From this data a course of study shall be developed, and will be reviewed at least annually for changes or updates. Be certain to document the age-appropriate transition assessments used. Emphasize the student’s academic and functional needs that will impact the ability to achieve post-secondary goals. Please refer to the screen shot found on the next page.

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LANGUAGE Post-secondary goals shall be written so that results can be measured. In addition, the post-secondary goals must reflect dates and events that occur AFTER high school graduation. It is important to write specific language that includes a time component and a measurable event. Example: Jerricka will attend Danville Community College in the fall term after graduating from high

school in June 2009. Non-Example: Jerricka plans to attend DCC…. What is the difference? The verb phrase will attend is actionable and measureable. Did she attend? Yes or no – it is easy to measure. The verb plans in the non-example is not a desired measurable action in this context. Even putting a time component in the second statement does not improve it because making a plan is not an outcome we are seeking. We are making the plan in the IEP meeting before graduation. After graduation it is time to act upon it. Post-secondary goals should be written so that we can measure:

• The goals that the student set and how much they achieved. • How much the transition services prepared the student to achieve their goal(s).

• This information is reported to the VDOE via Indicator 14 Post-School Outcomes Survey. Writing measurable goals . . .

• Use results-oriented verbs such as enrolled, work, live • Use descriptors that quantify or convey a concrete thought such as full time, part time, or independently • Use time referents such as after graduating from high school, by July 30, within 6 months of completing

high school, by the fall 2009 term. WRITING THE PRESENT LEVELS OF PERFORMANCE (PLOP)

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Summarize the student’s current level of functioning in the PLoP. Typical categories include: • Academic Areas – report of standardized testing and summary of strengths and limitations • Abbreviated Transition Services and Needs for ALL Students age 14 or older. Please see the detailed

Transition Plan included in this IEP. • Students who are 14 years old and older must be invited to attend the IEP, meeting particularly when

transition is being discussed. Send the student the IEP notification letter entitled: Student IEP Notification Letter. The student notification date may be the same as the date that parents were notified, but should be mailed separately.

• Effect of disability on progress in the general curriculum. • Within this section, you should also indicate the projected grade and school placement.

• Behavioral/Social Skills – student’s overall manner and behavior, and positive behavior supports implemented.

• Any other area that may be specific to the student.

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The following is an example of the transition plan for a student pursuing a Standard Diploma. ABBREVIATED TRANSITION SERVICES AND NEEDS FROM THE NARRATIVE:

On March 7, 2008, Tony completed a student profile designed to address his interests in and out of school. He noted that he is most interested in sports, computers, art, reading and chemistry. He feels he is strongest in math, reading, and behavior, notes that he needs the most assistance with writing. In the future, Tony envisions himself going to college to become a scientist/archaeologist. Tony likes biology and working with animals, especially frogs and salamanders. Post-secondary Goals . . .

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Anticipated Graduation Status and Course of Study

Transition Services

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STATEMENT OF NEEDED TRANSITION SERVICES

It is expected that all courses and educational experiences relate directly to the student’s idea of what he or she wants to do after high school. This results-oriented process should begin by age 14. This concept is directly from IDEA 1997 and is referred to as an Individualized Transition Plan or ITP. A statement of needed transition services will help the student prepare for postsecondary life in the areas that he or she has expressed an interest. They must include:

• instruction • related services • community experiences • employment readiness activities • post-secondary adult readiness activities

They may also include, if applicable:

• daily living skills exercises • functional vocational evaluation

The activity/strategy also needs to have an implementation date and the name of the person/agency responsible for arranging/providing services. There should be a direct relationship between what the student has indicated that he or she is interested in doing after graduation and what has been planned in the course of study. This effort is coordinated between the school, the student, parents, and the community. This plan is to be updated at least annually.

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THE IEP MEETING IN WHICH TRANSITION IS DISCUSSED

Beginning at age 14, all IEP meetings must include discussion of transition services. Prior to the meeting, age appropriate assessments of student interests and needs should be administered so that this documentation can be part of the meeting agenda. The IEP team must address items 1-4 listed below. Beginning at age 16, items 1-6 below must be discussed in the IEP meeting. A statement of transition services must also be in place by the student’s 16th birthday. If the student is about to become 17, it is time to inform him or her of the rights that will pass to them at age 18.

IEP Agenda Components 1. Welcome/Introductions 2. Identify and discuss student’s postsecondary vision/desired goals in:

• EMPLOYMENT • EDUCATION • TRAINING • INDEPENDENT LIVING (includes mobility, recreation, leisure, and community participation)

3. Discuss the Present Level of Educational Performance in:

• current function in relation to postsecondary goals • student’s strengths and limitations.

4. Develop a statement of transition needs. Develop a course of study that is:

• a multi-year educational program • relevant to the student’s future plans and is motivating to him or her • a linkage between student’s interests and postsecondary goals.

5. Develop a statement of needed transition services that includes a coordinated set of activities that:

• links students interests to postsecondary goals • identifies persons/agencies that will provide/pay for services • promotes the movement from school to post-school • also incorporates

o instruction o related services o community experiences o employment readiness activities o post-secondary adult readiness activities.

The activities may also include, if applicable: o daily living skills exercises o functional vocational evaluation

6. Develop IEP goals and short-term (annual) objectives for special education services. If the student is approaching 17, discuss the rights that will transfer to him or her at age 18. Students, parents, and school official(s) sign off on this notification.

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IEP PROCESS CHECKLIST (Copy and Use)

Check off the following items as they are completed during your IEP process:

Parent/Student Participation in the Meeting? □ Was adequate notice given? □ Does the notice indicate that development of transition services are part of the

meeting?

Student Participation

□ Was the student invited to the IEP meeting? □ Did the student attend? Content of the IEP □ Is there a statement of current performance related to transition services?

□ Is there narrative (interview, quotes, assessments) that includes the student’s voice, preferences, and interests?

□ Are named formal/informal assessments recent and in the PLoP? □ Have the results of the formal/informal assessments been incorporated into the IEP

goals? Have the following areas been addressed regarding needs and outcomes? □Post-Secondary Education □Post-Secondary Employment □Post-Secondary Training □Post-Secondary Independent Living

□ Does the narrative reflect the student’s voice? (Interview, quotes, assessments, etc.) □ Are the formal/informal assessments included in the PLoP? □ Are the results of the formal/informal assessments incorporated into the IEP goals?

□ Have the following areas been addressed: □education □post-secondary employment □training □independent living goals □regarding desired needs and outcomes?

□ Do the goals have measurable outcomes and timeframe?

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□ Does the IEP reflect the projected Diploma Status and Expected Graduation Date (year)?

□ Does the IEP include a four-year Course of Study? □ Is the student about to turn 17?

• IDEA requires that a student and his/her parent be informed at least one year prior to the 18th birthday that the rights provided to parents will be transferred to them at the “age of majority”-18 years

□Did I get The Transfer of Rights at the Age of Majority form signed by all relevant parties? Was a copy provided to the parent?

□Did all relevant parties sign off on the informed consent portion of the IEP regarding transfer of rights at age of majority?

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INFORMATION RESOURCES For Teachers of Students with Disabilities

Transition Services and Provider Information for Professionals Virginia Transition Services for Students with Disabilities Web site: http://www.pen.k12.va.us/VDOE/sped/transition/ This site offers a broad range of information on transition: what it is, how it is done, who can help, and where to find them. Plus links to others who can provide services. This is a great place to start! My Life Beyond High School Web site: http://www.vcu.edu/ttac/transition/beyond_highschool This was developed as a resource for teachers and students in the Richmond area, but its links include ones to state-level agencies. The format divides the transition task into four main groups: Goals, Career, Home and Community Life, and Benefits and Financial Assistance. Each group has sub-topics with details and links. This web site can be used to help a client focus on the steps needed to be integrated into and successful in his or her community. Virginia Division on Career Development and Transition Web site: http://www.vadcdt.org This site is specifically for teachers and offers assessment resources from TTAC. Secretary’s Commission on Achieving Necessary Skills Web site: http://wdr.doleta.gov/SCANS/ The SCANS Report was produced in 1992 for the US Department of Labor. This research document is for professional use. It reports on the need for a literate and numerate skilled workforce, and gives a blueprint of what needs to be done in education and industry in order to achieve this. Part of this pointed to the need to upgrade services to the disabled. Labor Laws Regarding Children Web site: http://www.doli.virginia.gov/infocenter/publications/laborlaws/guideforteens_web.pdf This document outlines state labor regulations in hiring teenagers: types of work and number of allowable work hours by age. Virginia Career & Technical Education Web site: http://www.CTEresource.org The mission of this site is to disseminate information and provide support for teachers of technical education. Many CTE career tracks offer practical alternatives to college for those who choose to go to work right after high school. Department of Rehabilitative Services Web site: http://www.vadrs.org/vocrehab.htm DRS Vocational Rehabilitation Program helps people with disabilities get ready for, find, and keep a job. There are 36 offices across Virginia and a residential training and medical rehabilitation center called the Woodrow Wilson Rehabilitation Center.

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Advocacy Groups Commonwealth Autism Service Web site: http://www.autismva.org/welcome.php This resource for teachers is a place to get information on the movement to create a statewide model of intervention and support for all age groups. Virginia Board for People with Disabilities Web site: http://www.vaboard.org This quote from their web page pretty much says it all: The Board's purpose is to engage in advocacy, capacity building, and systems change activities that contribute to a coordinated consumer and family centered, consumer and family directed, comprehensive system of services, individualized supports, and other forms of assistance that enable individuals with a [developmental disability] (DD) to exercise self-determination, be independent, be productive, and be integrated and included in all facets of community life. (“Who We Are and What We Do”) For Parents of Children with Special Needs Web site 1: http://www.specialneedsanswers.com This site will provide information for parents who may have legal issues regarding the education and care of children with disabilities. Web site 2: http://www.specialneedsalliance.org This is a non-profit organization that serves as a clearinghouse for information regarding children with special needs, their care, and legal issues. Outside Resources for Career Exploration and Work Virginia Career View Web site: http://www.vaview.vt.edu/ This very comprehensive web site covers a broad range of topics and links to further resources concerning career planning, job trends and searches, and legal issues. Online Job Search Web site Example Web site: http://www.CareerNet.com Sooner or later, some of our students will use a job search web site. This is an example of what they look like and what they do. Caution students that these often involve fees, so they know to pick one that is low- or no-cost. There are several choices out there. Virginia Employment Commission Web site: http://www.vec.virginia.gov/vecportal/index.cfm This web site not only serves employment options in Virginia, it also has links to national resources for employment.

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Outside Resources for Education and Training Virginia College Quest Web site: http://www.vacollegequest.org/ This attractively-formatted web site is designed for student use and is very comprehensive. Funded by a grant from the Virginia Board for People with Disabilities, this is a site to direct students to and work with them on making a plan for post secondary education. Virginia Community College System Web site: http://www.vccs.edu This site highlights and links to all educational options in the Virginia community college system, a useful site for teacher, counselor, and student. Keep in mind that the community college wears many hats to serve a diverse set of needs. Traditionally it is a two year transition program for four-year institutions, but also serves as a college offering terminal degrees in technical fields, a retraining center for those seeking retraining or program completion, and a recapture mechanism for those who have dropped out of high school, but who now seek a way to complete high school and move on. Thus, its mission:

Education: a better JOB, a better LIFE, a better FUTURE. The College Board Web site: http://www.collegeboard.com This is one of many college information portals, and serves as an example for those who seek information about four-year schools and programs. Outside Resources for Independent Living Department of Medical Assistance Services Web site: http://www.dmas.virginia.gov This site has links to many information resources for Medicaid clients. One place to start is to download the document entitled Roadmap to Services. To quote the text from its introduction: The resource guide will help you: • identify resources for disability information • answer questions about services and benefits • explain rights and responsibilities • provide information for access to support and advocacy groups (p.11). However, the Roadmap is written to serve as a starting point for state-level services, and does not list local offices – these will need to be located by the parties involved. Virginia Disability Services Web site: http://www.vadsa.org This web site list state and national disability services and contains online links to them. For example, the Department of Rehabilitative Services (DRS) and Woodrow Wilson Institute are two of the better known state-level organizations.

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Virginia Assistive Technology Systems (VATS) Web site: http://www.vats.org This web site accesses the offices in each of the three regions served by VATS. VATS serves clients who need assistive technology in order to fully participate in society. Their stated mission:

The mission of the VATS is to ensure that Virginians of all ages and abilities can acquire the appropriate, affordable assistive and information technologies and services they need to participate in society as active citizens.

Social Security Web site: http://www.Socialsecurity.gov Very well-written homepage is pretty user-friendly. Available in large text and in Spanish. Special Olympics Virginia Web site: http://www.specialolympicsva.org This is an example of organizations whose missions are to support and enrich the recreational life of students and adults with disabilities.