Completing the IEP Transition Pages

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• Completing the IEP Transition Pages

Jim Martin and Cathy Witten University of
Oklahoma Zarrow Center 840 Asp Ave., Room
111 Norman, OK 73019 Phone [phone] Email
jemartin_at_ou.edu or cathy.k.witten-1_at_ou.edu Web
ou.edu/zarrow
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Agenda

• Purpose of Special Education
• Transition Big Ideas
• Indicator 13
• New OK IEP Transition Forms (Infused)
• Three-Part Transition Assessment Process
• Self-Determination Skills
• Basic transition skills
• Vocational Interests
• Can read
• Cant read
• Functional Assessment
• Student-Directed Summary of Performance to Frame
  Transition Assessment and IEP Transition Page
  Construction

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The Purpose of Special Education
What is the purpose of Special Education?
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The Purpose of SPED
. . . a free appropriate public education that
emphasizes special education and related services
designed to meet students unique needs and to
prepare them for further education,employment,
and independent living.
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High school is a make-or-break time for kids
with disabilities and, for too many, its a break
time thats why comprehensive transition planning
must begin no later than age 14.
-Thomas Hehir Former Director US DOE, OSEP
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Oklahomas New IEP Forms

• Meets IDEA 2004 requirements
• Changes transition age to at least 14
• 8th grade or earlier
• In effect starting Oct 1 2007
• Enhanced transition components driven by
  postsecondary goals, which transition assessment
  results help determine

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Transition Big Idea 1
Parents and educators and students need to
decide Where will the student live? Where will
the student work? Where will the student receive
job training? Where will the student receive
education after high school?
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Postsecondary Goals

• Included three times in IEP (form 7)
• First page
• Page four
• Page six
• Included in the My Summary of Performance (form
  15). It is an ongoing working document.
• Details post-high school plans for further
  education/training, employment, and adult living
  (as appropriate).
• Consider needs in relation to strengths,
  preferences, and interests

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Transition Big Idea 2
Design the high school years to ensure that
students have the opportunity and gain the skills
needed to achieve postsecondary education,
employment, and living goals.
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Opportunities On IEP (Form 7)

• Education/Training Goals
• Coordinated activities
• Employment Goals
• Coordinated activities
• Independent Living Goals
• Coordinated activities
• Course of Study
• Extracurricular and community participation would
  be considered as coordinated services
• My Summary of Performance (form 15)

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Transition Big Idea 3
To enable students to attain postsecondary goals,
involve students in identifying and making
linkages to postsecondary supports and programs
before exiting the school system.
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Linkages

• Coordinated activities and Responsible Parties
• Each transition annual goal
• Opportunities for Vocational Education (page 6)
• Referred to Voc Rehab Counselor (page 6)
• Give student and parent copy of referral
• Inviting outside of school agencies to attend IEP
  meetings

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Consent for Outside Service Providers (Form 8 -
page 2)

• Need written permission from parents to have
  outside school providers attend IEP meetings
• Prior to meeting contact parents and request
  verbal permission
• Prior to start of IEP meeting request parents (or
  student if 18 or older) to sign consent
• If parents are no shows write that parents gave
  verbal permission

I give consent for agency(ies) to attend IEP
meeting from date to date. Parent Signature Date
Signed
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Seven Transition Steps

• Involve student in IEP Planning Process
• Team completes a three-part transition assessment
  process.
• Team Writes Present Level of Academic Achievement
  and Functional Performance
• Team develops course of study
• Team develops postschool linkages
• Students work on attaining IEP and personal goals
• Families and students build a Student-Directed
  Summary of Performance

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Kohlers Taxonomy for Transition Education
Family Involvement
Student-Focused Planning
Program Structures
Student Development
Interagency Collaboration
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Using Transition Indicators to Improve What We Do

• Postsecondary Outcomes
• Indicator 14
• Postsecondary education and/or training
• Employment
• Independent living

Not so good?
Good?
Why? Why Not?

• Dropping Out
• Indicator 2
• Why?
• Appropriate programs?
• Address student and family needs?

• Graduation
• Indicator 1
• Expectations and standards?
• Various pathways available?
• Linkage to postsecondary environments?

• Whats the Quality of Our IEPs?
• Indicator 13
• Measurable postsecondary and annual goals
• Transition-related assessments
• Course of study, services, and activities
• Coordination of services

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Indicator 13 Checklist

• Developed jointly by U.S. Dept of Education,
  Office of Special Education and NSTTAC
• Infuses transition into educational planning
  document
• Transition Assessment plays a major role

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Step Two
Team Completes a Three-Part Transition Assessment
Process
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IDEA 2004 and Transition Assessment

• TAs are needed to develop postsecondary goals
  that take into account
• Student strengths, preferences, and interests
• See law summary page 3, I A (VIII)

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Career Development

• Career Awareness
• Believes self as worker in different jobs
• Career Exploration
• Explore interests in relation to jobs
• Career Preparation
• Skill acquisition that matches interest and
  skills
• Career Assimilation
• Movement into job

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Transition Assessment
What is it??????
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CECs Division on Career Development and
Transition

• Transition assessment is the ongoing process of
  collecting data on individuals needs,
  preferences, and interests as they relate to the
  demands of current and future working,
  educational, and living environments. Assessment
  data serves as the common thread in the
  transition process and forms the basis for
  defining IEP goals and services
• Focus is upon future roles as worker and citizen
• Student choice a major theme
• TA is an ongoing, future focused, person centered
  process
• Students need to direct own transition planning
  process
• Yields match between strengths, needs,
  preferences and demands and culture of current
  and future environments

Sitlington, P. L., Neubert, D. A. Leconte, P.
J. (1997). Transition assessment The position of
DCDT. Career Development for Exceptional
Individuals, 20, 69-79.
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Student Transition Questions

• What are my interests, aptitudes, and
  capabilities in school, work, and community
  living?
• Where do I want to live, work, or go to school
  after leaving high school?
• What courses do I want to take in high school to
  graduate and prepare for my future?
• What are my strengths and what do I need to
  improve?
• What do I need to learn to do what I want?
• What do I do after I leave school?

Greene, G., Kochhar-Bryant, C. A. (2003).
Pathways to successful transition for youth with
disabilities. New Jersey Merrill Prentice Hall.
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What Must Transition Assessment Address?
Living Skills (as needed)
Employment
Education Training
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Transition Assessment in The IEP (Form 7)

• Present Levels of Academic Achievement and
  Functional Educational Performance
• Page 1 of form 7
• Transition strengths and needs
• Address with transition goals
• Transition Assessment Results
• Page 6 of form 7
• Name of assessment, date given, and results
• Used to develop postsecondary goals and
  transition goals

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Three-Part Transition Assessment Model
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Three Part Transition Assessment Model

• Self-Determination Assessment
• Adaptive Behavior Assessment
• Vocational Interest and Skills

Frequency We believe that each of the three
types of assessments need to be completed
annually.
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Self-Determination Assessment

• Part 1 of the 3-Part Transition Assessment Process

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Why SD Assessment?

• Improved postsecondary outcomes
• Goal setting during early adolescence
• Awareness of disability
• Goal attainment
• Improved academic performance
• Limited studies so far

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Self-Determination Constructs
Self-awareness Self-advocacy
Self-efficacy Decision-making Independent
performance Self-evaluation Adjustment
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AIR Self-Determination Assessment

• Parent Version
• Teacher Version
• Student Version
• Available at
• http//education.ou.edu/zarrow
• Cost free

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ARC Self-Determination Assessment

• University of Kansas, Beach Center
• www.beachcenter.org
• Click on downloads, then select books, manuals,
  reports - full pubs
• Cost free
• Will soon be at OU Zarrow Center Web site
  (http//education.ou.edu/zarrow)

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ChoiceMaker SD Assessment

• Curriculum Referenced Assessment
• Choosing Goals
• Participating in IEP Meetings
• Taking Action on Goals
• Sopris West (search by author Martin)
• www.sopriswest.com
• Cost 12.95 for 25 copies

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SD Assessment Components

• AIR SD Assessment
• Capacity
• Knowledge
• Ability
• Perception
• Opportunity
• At school
• At home
• Graph Results
• Parent Version
• Teacher Version
• Student Version

• ChoiceMaker SD Assessment
• Curriculum-referenced assessment
• Student Skills and Opportunity at School
• Choosing Goals
• Expressing Goals
• Taking Action
• Graph Results
• Select IEP Goals
• Only teacher version

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Complete the AIR Educator SD Assessment on a
Student You Know.
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Present Level Concepts

• Current Assessment Data
• Measurable and written in factual terms
• Objective Statement
• Describe how the disability affects involvement
  in transition
• Strengths
• Gleaned from assessment and ongoing IEP data
• Anticipated Effects
• Effect of strengths in participation in
  transition activities
• Education Needs
• Needs as a result of disability that will require
  transition education

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Example Present Level of Achievement and
Functional Performance

• Page 1
• Current Assessment Data
• Bill obtained a 74 on the AIR Educator
  Self-Determination Assessment given on 11-8-07.
• Objective Statement
• Bill has about half of the overall SD skills and
  opportunities needed to master these skills. He
  needs increased school and home opportunities to
  develop and master additional SD skills for
  success in welding school.

• Strengths
• Knows own ability and limitation and can express
  these
• Set goals
• Change plan to accomplish goals
• Anticipated Effects
• When provided the opportunity to set and express
  goals at his next IEP meeting, Bill can engage in
  this activity.
• Needs
• Opportunities at school and home to learn and
  practice additional SD skills

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Example Transition Assessment Results

• Page 6
• Transition Assessment Results
• Bill obtained a 74 (48) on the AIR Educator
  Self-Determination Assessment given on 11-8-07.
  He had a 47 out of 90 for capacity and 27 out of
  60 for opportunity. He needs to develop
  additional SD skills to be successful in
  attaining his postsecondary goals.

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Annual Transition GoalEducation/Training (page
4, Form 7)

• Goal
• Bill will increase his overall self-determination
  score from 48 to 75 as measured on the AIR
  self-determination assessment.
• Objective/Benchmark
• To demonstrate leadership at IEP meetings, Bill
  will increase his scores on the Expressing Goals
  section of the ChoiceMaker Self-Determination
  Assessment from 20 to 90.
• Bill will develop and implement a weekly goal
  attainment plan to attain two or more IEP goals
  by successfully completing 90 or more of the
  Take Action Goal Attainment process.

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Annual Education/Training Coordinated Activities
(page 4, Form 7)

• Coordinated Activities
• Bill will share his weekly goal attainment plan
  with his family.
• Bill will build his SOP with his family to share
  at the IEP meeting.

• Responsible Parties
• Bill and special education teacher
• Bill and parents

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Adaptive Behavior Assessment

• Part 2 of the 3-Part Transition Assessment Process

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Our Belief

• The law states that an independent living goal be
  addressed when appropriate.
• We believe that to determine if an independent
  living goal needs to be written, an adaptive
  behavior assessment needs to be given. This
  provides evidence of needing an independent
  living goal or not. How else would a team
  determine if an independent living goal is needed?

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Adaptive Behavior Assessments

• Transition Planning Inventory (TPI)
• ProEd, Austin Texas (www.proedinc.com)
• Scales of Independent Behavior - R
• Riverside Publishing (http//www.riverpub.com)
• Informal Assessments for Transition Planning
• ProEd, Austin Texas (www.proedinc.com)
• Enderle-Severson Transition Rating Form
• www.estr.net
• Casey Life Skills
• www.caseylifeskills.org

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Transition Planning Inventory

• Home version
• Teacher version
• Student version
• CD version speaks to students or parents and
  automatically scores
• Available From
• (www.proedinc.com)
• Pro-Ed
• Cost 175. Computer Version 159. Combo 250

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Scales of Independent Behavior-R

• SIB-R Scales (norm referenced)
• Community and personal living skills
• Social interaction and communication
• Motor skills
• Overall measure of independence
• 14 adaptive behavior 8 problem behav areas
• Available From
• http//www.riverpub.com/
• Riverside Publishing
• Cost 248

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Informal Assessments for Transition (Two Books)

• Reproducible
• Employment
• Daily Living
• Health
• Self-Determination
• Leisure Activities
• Community Participation
• Communication
• Interpersonal Relationships

• Available From
• (www.proedinc.com)
• Pro-Ed
• Cost 39.00

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Enderle-Severson Transition Rating Form

• ESTR-J
• Students with mild disabilities
• Parent version (available in Spanish)
• Teacher version
• Five Transition areas
• 20 for 10 assessments
• www.estr.net
• ESTR-III
• Students with more disabilities
• Parent version
• Teacher version
• Five Transition areas
• 20 for 10 assessments
• www.estr.net

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Casey Life Skills - Why Look Anywhere Else?

• Web based and FREE!!!
• Spanish or English, with numerous supplemental
  assessments
• Youth and caregiver formats
• Automatically scored and sent to you
• Can obtain class summaries
• Provides different levels of questions for
  students across functioning levels
• www.caseylifeskills.org

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Example Present Level

• Page 1
• Current Assessment Data
• According to her Dad on the Casey Life Skills
  assessment (level 4) taken on 11-8-07, Sarah
  mastered 33 communication, 38 daily living,
  100 self-care, 67 social, 50 work and study,
  with a total mastery of 54.
• Objective Statement
• Sarah has scattered results that suggests mastery
  of self-care needs, and adequate performance in
  social situations. She needs to learn
  communication, daily living, and work/study
  skills to increase the likelihood of successfully
  living in her own apartment.

• Strengths
• Self care
• Social skills
• Anticipated Effects
• When having the opportunity to be by herself at
  home and in the community Sarah has self-care and
  social skills to adequately present herself and
  interact with others.
• Needs
• Opportunities at school and in the community to
  learn and practice communication, daily living,
  and work and study skills.

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Example Transition Assessment Statement

• Page 6
• Transition Assessment Results
• According to her Dad on the Casey Life Skills
  assessment (level 4) taken on 11-8-07, Sarah
  mastered 33 communication, 38 daily living,
  100 self-care, 67 social, 50 work and study,
  with a total mastery of 54. She needs to learn
  and use additional adaptive behaviors to achieve
  her postsecondary independent living goal of
  living in her own apartment while going to
  college.

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Annual Transition Goal Independent Living (page
5, Form 7)

• Sarah will increase her daily living scores from
  38 to 95 and her communication scores from 33
  to 95 as measured by the Casey Life skills level
  4 assessment.

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Annual Independent Living Coordinated Activities
(page 5, Form 7)

• Coordinated Activities
• Volunteer at the independent living center to
  help teach daily living and communication skills.
• Parents will provide opportunities at home to
  help Sarah improve daily living and communication
  skills.

• Responsible Parties
• Sarah and special education teacher
• Sarah and parents

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Vocational Interest Assessment

• Part 3 of the 3-Part Transition Assessment Process

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Vocational Interests for High Achieving Students
With Mild Disabilities

• Group Interest Inventories
• ACT Plan
• ACT Explorer
• U.S. Dept of Labor ONET
• www.onetcenter.org
• Interest profiler, ability profiler

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Individualized Interest Inventories

• Paper and Pencil Individual Interest Inventories
• Strong Interest Inventory
• Self-Directed Search

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Self Directed Search - Form R

• Students with advanced reading skills
• Spanish version
• manual, assessment booklets, occupations finder
• Reports interests across occupations, educational
  opportunities, and leisure
• Available www.parinc.com
• Cost 150

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Self-Directed Search - Form E

• Students with limited reading skills
• Spanish version
• manual, assessment booklets, occupations finder
• Reports interests across occupations
• Available www.parinc.com
• Cost 150

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On-Line Free Interest Inventories

• On-Line Individual Interest Inventories
• My Future
• http//www.myfuture.com/toolbox/workinterest.html
• I Oscar
• www.ioscar.org
• Career Key
• http//www.careerkey.org/cgi-bin/ck.pl?actionchoi
  ces
• Career Voyages
• www.careervoyages.com
• Career Clusters
• www.careerclusters.org (download in pdf format)
• OK Career Information Systems (need username)
• http//okcis.intocareers.org/

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Example Present Level

• Page 1
• Current Assessment Data
• According to the Self-Directed Search, Form E
  completed on 11-8-07, Sarah scored highest on
  artistic occupations (interior designer, graphic
  designer, flower sales).
• Objective Statement
• Sarah prefers jobs that allow creativity and
  expression of her talent.

• Strengths
• Creativity
• Anticipated Effects
• Sarahs creativity will enable her to participate
  in theater productions and art shows.
• Needs
• Sarah needs opportunities to explore her
  vocational interests to identify possible job
  matches.

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Example Transition Assessment Results

• Page 6
• Transition Assessment Results
• According to the results of the Self-Directed
  Search - Form E Sarah ranked artistic occupations
  highest. She needs to explore artistic jobs to
  learn job requirements to help her decide upon
  specific educational and occupational goals.

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Annual Transition Goal Employment (page 5, Form
7)

• Sarah will undertake career exploration
  activities using the computer, direct
  observation, and interviews to select the top
  three artistic occupations that match her
  interests and skills.

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Annual Employment Coordinated Activities (page 5,
Form 7)

• Coordinated Activities
• Complete career exploration class at local
  CareerTech center.
• Parents will help facilitate visits to discuss
  artistic occupations with those actually working
  in the field, and expose her to a variety of
  artistic formats (i.e., drama, dance, and visual
  arts).

• Responsible Parties
• Sarah and school counselor
• Sarah and parents

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Exploration of Interest Results

• Occupational Outlook Handbook
• www.bls.gov/oco/home.htm
• www.bls.gov/k12/index.htm
• Job videos (English or Spanish)
• Individuals Job clusters
• http//acinet.org/acinet/videos.asp?id27,nodeid
  27
• www.careervoyages.com
• Uses the above videos in an interactive format

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Career Awareness Exploration

• Watching
• Video
• http//acinet.org/acinet/videos.asp?id27,nodeid
  27
• Provides numerous videos for students to watch
• English or Spanish
• Job cluster and skill categories
• Horse Training
• Coast Guard Assistant
• Construction Workers
• Teaching Assistants
• Live in the Community
• Doing
• Short exploration periods
• Long-term try-outs

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Vocational Interests via Career Exploration

• Choosing Employment Goals
• Sopris West Publishers
• (www.sopriswest.com)

Requires reading and writing skills
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Coverage

• Intensive lessons in teaching Choosing Goals
  process (lessons 1 - 5)
• Community-based assessment and problem solving
  (lessons 6 - 15)
• Classroom-based career exploration (lessons 16 -
  19)

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Key Determine Match Between What I Like and
Whats At This Site
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Each time student chooses a characteristic one
more cell on the graph is marked
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Job Duties - How I Did
Lesson 10

• Job duties identified and written onto form
• Student evaluates speed, independent performance,
  and accuracy
• Supervisor evaluates speed, independent
  performance, and accuracy
• Match made between student and supervisor

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Uses self-evaluation methodology to teach job
performance skills and to assess job duty skills
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Non-Readers
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YES! (Your Employment Selections)

• Reading free, video based job preference program
• Videos for 120 jobs
• Accessed by characteristics or job choices
• Matched to training and qualifications
• Can access from CD (395) or web (20 per person
  for 3 months)
• www.yesjobsearch.com

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Reading Free Interest Inventory(An Example of
an Outdated Tool)

• Published by Pro Ed
• www.proedinc.com
• Price 110

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COPS-PIC

• Non-Verbal Assessment of Occupational Interest
• EDITS / P.O. Box 7234 / San Diego, CA 92167
• 800-416-1666 / 619-222-1666 / Fax [phone]
• 25 copies for 50.90

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WRIOT2 Wide Range Interest and Occupation Test 2
Available www.proedinc.com Cost appx 200 for
entire package
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Functional Vocational Assessment
Designed for Those Students Who Cant Use the
Other Vocational Interest Tools
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What does the law say?
. . . and when appropriate . . . functional
vocational evaluation.
When to consider whats appropriate?
When the previous informal assessments do not
provide needed information.
What do we use?
Tools that students can explore and make a job
match.
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Functional Assessment Process

• Over time
• Repeated Measures Situational Assessment

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Situational Assessment

• The most commonly used work evaluation approach
  in high school community based programs

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Functional Assessment Is Not

• Using work samples
• Using IQ tests
• Using personality tests
• These tests have little relationship to actual
  job performance and needs of a person in a work
  setting
• Using tests to exclude students from community
  jobs or other settings
• Just an annual process
• Bullis, M. Davis, C. D. 1999. Functional
  assessment in transition. Austin Pro-Ed.

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Vocational ChoiceMaking

• For Students With Intellectual Disabilities

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Interest Skill Assessment Using Situational
Assessment

• Repeated opportunities to make choices
• Direct communication of choices
• Experience with the choice
• Repeated assessment across days
• Regular assessment across blocks of time to
  verify choice
• Presentation of stimuli in a manner person can
  independently use
• Presentation of stimuli in a paired format

Lohrmann-ORourke Browder (1998)
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Target Outcome of Situational Assessment
Job Characteristics
Job Settings
Job Tasks
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Discrepancy Problems

• Discrepancy problems occur when
• Chosen job, task, and characteristics do not
  match specific jobs
• Discrepancy problems diminish when job site
  characteristics match preferences
• Logical choice making occurs when chosen
  preferences match available jobs.

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Basic Procedures

• Prior to visiting a job site, individual will
  select preferred tasks and characteristics
• Visit job site and spend time watching and/or
  doing tasks
• After visit, will compare initial preferences to
  those at the site
• Process repeated across numerous sites

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Characteristics I Like
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All Choices Get Graphed
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Characteristics I Like vs Here
Compares initial preferences to those experienced
at a particular job site.
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Characteristics Graph
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Personal Improvement Contract
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Final Choices

• Summary of all assessment experiences
• Individual involved in compiling information
• Presented to school, vocational rehab., and other
  involved agencies.

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My Employment Plan
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Resource

• Self-Directed Employment
• Paul Brookes Publishing
• Baltimore
• www.brookespublishing.com

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Choose and Take Action Vocational Assessment
Software
Use of a software program and community
experiences to identify entry-level job interests
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Problems with Illustrations
For individuals with limited to no vocational
experience illustrations may mean little. Real
choice making doesnt exist until students learn
what the illustrations mean. Time consuming to
make and costly to undertake systematic
situational assessment. Not all programs can put
students or adults into the field with enough
frequency and structure to make the approach
worthwhile. Is there an alternative?
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Target Population
Secondary students and adults with moderate to
significant cognitive needs who Have difficulty
getting information from print Can attend to a
computer screen Can follow simple 1 or 2 step
directions Have limited to no previous work
experience
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CTA Constructs
Vocational Choice Making Characteristics Setting A
ctivities (jobs) Planning Community
Experience Watch Do Self-Evaluation Choose Again
with Adjustment
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CTA Choice Factors
14 entry-level vocational settings found in most
communities 15 job activities repeated across
two settings Care for animals in a vets
office Care for animals in a retail store 12
characteristics repeated across two or three
activities Working in a factory where it is
inside and noisy
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CTA Features
A navigator to give instructions and guide user
through the program Restricted mouse
movements Highlight critical features as
navigator says them Record made of all
choices Input options may include user installed
touch screen
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Publisher
Choose and Take Action Finding a Job for
You Sopris West 4093 Specialty Place Longmont,
CO 80504 800.547.6747 www.sopriswest.com
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Example Present Level (page 1)

• Current Assessment Data
• The Choose and Take Action assessment was
  completed on 11-8-07. Sams top three job
  characteristics were working outside, being with
  few people, and quiet settings. Top four
  activities were yard work, taking care of plants,
  and cleaning up. Top two settings included
  landscape company and green house.
• Objective Statement
• Sams top ranked choices were being outside,
  doing yard work, and working for a landscape
  company.

• Strengths
• Firm pattern of choices demonstrated over time.
• Anticipated Effects
• Experience in choice-making will enable Sam to
  begin in-depth job exploration activities.
• Needs
• In-depth job exploration
• Continued opportunity to express choices during
  the job exploration process.

114
Example Transition Assessment Results

• Page 6
• Transition Assessment Results
• The Choose and Take Action assessment was
  completed on 11-8-07. Sams top ranked job
  characteristic was working outside. Top ranked
  activity was yard work. Top ranked setting was
  landscape company.

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Annual Transition Goal Employment (page 5, form
7)

• Goal
• Sam will undertake extended work-study
  experiences at community-based job locations to
  identify at least one job that obtains a 90
  characteristic and and 90 job activity match.
• Short-Term Objectives
• Sam will correctly identify 100 of the
  illustrations used in the characteristic and job
  activity match process across three consecutive
  trials.
• Sam will correctly identify 80 of the activities
  and characteristics at a job site across three
  consecutive trials.

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Annual Employment Coordinated Activities (page 5,
form 7)

• Coordinated Activities
• Complete work-study experience at cooperating
  community-job sites.
• Become involved in Voc Rehabs work experience
  program.

• Responsible Parties
• Sam, transition coordinator, and voc rehab
  counselor

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Using Assessment Results to Formulate
Postsecondary Goals
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Post-Secondary Goals

• IEP must include appropriate measurable
  postsecondary goals
• based upon age-appropriate transition assessment
  
• related to training, education, employment, and
  when appropriate, independent living
• Need postsecondary goal for further
  education/training and employment.
• Cant leave blank
• Cant simply say will be determined later

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NSTTAC and OSEP Approved Sample Postsecondary
Goals

• Go to www.nsttac.org and click under Indicator 13
  Training Materials to see examples and
  non-examples of postsecondary and annual
  transition goals.
• Make sure to read the directions to find the
  correct file.

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Measurable Postsecondary Goals (developed by P.
Kohler, NSTTAC Co-Director)

• Jamal will work in his uncles printing business.
• Karen will attend KVCC in the medical technology
  (radiology) program and work in the health care
  industry.
• Sophie will work part-time in a retail
  entertainment store, with assistance from an
  employment specialist.

121
Education /Training Example

• Postsecondary Goal
• Upon completion of high school, John will enroll
  in courses at Ocean County Community College.
• Annual IEP Goal
• Given Ocean County Community college information,
  John will demonstrate knowledge of the colleges
  admission requirements by verbally describing
  these requirement and identifying admission
  deadlines with 90 accuracy by November, 2007.

122
Employment Example

• Postsecondary Goal
• John will work in an on-campus part-time job
  while in college.
• Annual IEP Goal
• John will be able to report 3 possible
  occupations for part-time employment based on the
  results of career assessments through career
  counseling with the guidance counselor.

123
Independent Living Example

• Postsecondary Goal
• Upon completion of high school, Lissette will
  learn to utilize public transportation, including
  the public bus and uptown trolley
• Annual IEP Goal
• Given travel training situations, Lissette will
  demonstrate sitting quietly and refraining from
  talking to strangers while utilizing public
  transportation at least two times across three
  opportunities.

124
Student Participation In Transition Discussions

• Spirit behind IDEA encourages students to become
  actively involved in discussions IEP transition
  discussions.
• We need to teach students how to become involved
  in these discussions.
• Need to provide opportunities for students to
  become involved in these discussions.

125
How Much Do Students Participate?
126
IDEA Requires the Summary of Performance

• Schools will provide students a summary of
  academic achievement and functional performance
• includes recommendation on how to assist the
  child in meeting postsecondary goals
• Must be done when students exit school.

127
SOP

• Teacher-Directed SOP
• Designed for educators and agency
• Prepared by educators for use by students
• Nationally created SOP
• www.ldaamerica.org/aboutld/adults/docs/SOP_Templat
  e.doc
• Student-Directed SOP
• Designed for students, family, and agency
• Prepared by students for use by students and
  family
• OSDE Form 15 (Go to www.state.ok.us, then special
  education services, OSDE Forms, then to Form 15)

128
Summary of Performance

• Purpose
• Provides the IEP team an opportunity to
  understand and discuss student and family
  post-high school goals.
• Provides the team an opportunity to explore the
  students perception of their disability and its
  impact on their life, learning, and work.
• Provides students comprehensive document once
  they leave school to facilitate their plan.
• Timeline
• As stated in the SOP directions, begin using the
  prior to students freshman year IEP meeting and
  then annually.
• We recommend using the SOP prior to 8th grade IEP
  meeting.

129
Summary of Performance

• Section 1
• Students describe their postsecondary goals to
  attain within one year of leaving high school,
  and the schools recommendations to achieve each
  goal, and suggested accommodations and supports
  to assist in achieving the goals.

130
Summary of Performance

• Section 2
• Students describe their disabilities, how their
  disability affects their performance, and useful
  high school supports and accommodations.

131
Summary of Performance

• Section 3 (Area of Functioning)
• Completed in the junior year of high school.
• School staff describe how the young adults
  disabilities affect their performance and useful
  accommodations and supports.

132
Summary of Performance

• Section 4
• School staff will complete and review annually
  with the IEP team to determine goals, and if
  additional assessments will be needed to
  facilitate attainment of transition goals.

133
Teaching Students How to Become Involved in Their
Transition Education and Planning

• Student-Directed Transition Planning
• Lessons and Materials

134
www.ou.edu/zarrow/pilot
http//education.ou.edu/zarrow
135
Transition Planning
136
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137
Further Education Strengths

• Pat and his teacher combined information from the
  three sections into a summary statement.
• Pat again looked for similarities, and shortened
  some phrases.
• He wrote his strengths into a summary statement.

My family, teachers And I agree that I Will start
out at our Community college. Im learning
what accommodations work best for me.
138
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139
Collaborative Effort
140
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141
For More Information Contact
Jim Martin and Cathy Witten University of
Oklahoma Zarrow Center for Learning
Enrichment Carpenter Hall Room 111 Norman, OK
73019 Phone [phone] E-mail
jemartin_at_ou.edu cathy.k.witten-1_at_ou.edu