TRANSITION PLANNING TRAINING August 11, 2009 New Hampshire Dr. Ed O’Leary
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
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
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
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
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
TransitionBroad definition:
Formal process of cooperative planning that will assist students with disabilities to move from school into the adult world.
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
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”
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
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.
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:
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.
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.
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.
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
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.