February 26, 2009 Tennessee Annual Spring Special Education Conference Dr. Ed OLeary Jane Winstead February 26, 2009 Tennessee Annual Spring Special Education.

February 26, 2009

Tennessee Annual Spring Special Education Conference

Dr. Ed O’Leary

Jane Winstead

February 26, 2009

Tennessee Annual Spring Special Education Conference

Dr. Ed O’Leary

Jane Winstead

Percent of youth aged 16 and above with an IEP Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual that includes coordinated, measurable, annual goals and transition services that will reasonably goals and transition services that will reasonably enable the student to meet the postsecondary enable the student to meet the postsecondary goals.goals.

TOPs and Indicator 13 QuestionsTOPs and Indicator 13 Questions

Percent of youth aged 16 and above with an IEP Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual that includes coordinated, measurable, annual goals and transition services that will reasonably goals and transition services that will reasonably enable the student to meet the postsecondary enable the student to meet the postsecondary goals.goals.


Percent of youth aged 16 and above with an IEP that includes Percent of youth aged 16 and above with an IEP that includes appropriate appropriate measurable postsecondary goals measurable postsecondary goals that are annually that are annually updated and based upon updated and based upon age appropriate transition age appropriate transition assessmentassessment; and IEP that includes transition services, including ; and IEP that includes transition services, including courses of studycourses of study, that will reasonably enable the student to , that will reasonably enable the student to meet those postsecondary goals; an IEP that includes meet those postsecondary goals; an IEP that includes annual annual goals related to the student’s transition servicesgoals related to the student’s transition services; ; evidence that evidence that the student was invitedthe student was invited to the IEP Team meeting where to the IEP Team meeting where transition services will be discussed; and transition services will be discussed; and evidence that a evidence that a representative of any participating agency was inviterepresentative of any participating agency was invited to the IEP d to the IEP Team meeting with the prior consent of the parent or student Team meeting with the prior consent of the parent or student who has reached the age of majority.who has reached the age of majority.

October October 20082008


Percent of youth aged 16 and above with an IEP that includes Percent of youth aged 16 and above with an IEP that includes appropriate appropriate measurable postsecondary goals measurable postsecondary goals that are annually that are annually updated and based upon updated and based upon age appropriate transition age appropriate transition assessmentassessment; and IEP that includes transition services, including ; and IEP that includes transition services, including courses of studycourses of study, that will reasonably enable the student to , that will reasonably enable the student to meet those postsecondary goals; an IEP that includes meet those postsecondary goals; an IEP that includes annual annual goals related to the student’s transition servicesgoals related to the student’s transition services; ; evidence that evidence that the student was invitedthe student was invited to the IEP Team meeting where to the IEP Team meeting where transition services will be discussed; and transition services will be discussed; and evidence that a evidence that a representative of any participating agency was inviterepresentative of any participating agency was invited to the IEP d to the IEP Team meeting with the prior consent of the parent or student Team meeting with the prior consent of the parent or student who has reached the age of majority.who has reached the age of majority.

October October 20082008


• 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) that will reasonably enable the child to meet the postsecondary goal(s)?

• Are there transition services in the IEP that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post-school?

• 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) that will reasonably enable the child to meet the postsecondary goal(s)?

• Are there transition services in the IEP that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post-school?

• For transition services that are likely to be For transition services that are likely to be provided or paid for by other agencies, with provided or paid for by other agencies, with parent (or child once age of majority is parent (or child once age of majority is reached) consent, is there evidence that reached) consent, is there evidence that representatives of the agency(ies) were representatives of the agency(ies) were invited to the IEP meeting?invited to the IEP meeting?

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

• Do the transition services include courses of Do the transition services include courses of study that focus on improving the academic study that focus on improving the academic and functional achievement of the child to and functional achievement of the child to facilitate their movement from school to post-facilitate their movement from school to post-school?school?

• For transition services that are likely to be For transition services that are likely to be provided or paid for by other agencies, with provided or paid for by other agencies, with parent (or child once age of majority is parent (or child once age of majority is reached) consent, is there evidence that reached) consent, is there evidence that representatives of the agency(ies) were representatives of the agency(ies) were invited to the IEP meeting?invited to the IEP meeting?

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

• Do the transition services include courses of Do the transition services include courses of study that focus on improving the academic study that focus on improving the academic and functional achievement of the child to and functional achievement of the child to facilitate their movement from school to post-facilitate their movement from school to post-school?school?

Broad definition:Broad definition: Formal process of Formal process of

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

Broad definition:Broad definition: Formal process of Formal process of

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

IEP Process of the PastIEP Process of the PastIEP Process of the PastIEP Process of the Past

IEP Process of the Present/FutureIEP Process of the Present/FutureIEP Process of the Present/FutureIEP Process of the Present/Future

Present Level Present Level of of

PerformancePerformance

Present Level Present Level of of


Annual Annual GoalsGoalsAnnual Annual GoalsGoals

Short Term Short Term ObjectivesObjectivesShort Term Short Term ObjectivesObjectives

Postsecondary Postsecondary GoalsGoals

(Vision)(Vision)

Postsecondary Postsecondary GoalsGoals

(Vision)(Vision)

Present Level Present Level of Educational of Educational PerformancePerformance

Present Level Present Level of Educational of Educational PerformancePerformance

Statement of Statement of Transition Transition

Service Needs Service Needs (education plan)(education plan)

Statement of Statement of Transition Transition

Service Needs Service Needs (education plan)(education plan)

Statement of Needed

Transition Services (long range plan for

adult life)

Statement of Needed

Transition Services (long range plan for

adult life)

Annual Annual GoalsGoalsAnnual Annual GoalsGoals

Short Term Short Term Objectives/Objectives/

BenchmarksBenchmarks

Short Term Short Term Objectives/Objectives/

BenchmarksBenchmarks

O’Leary, E., 1998 © CopyrightO’Leary, E., 1998 © Copyright

What Is What Is Realistic?Realistic?What Is What Is

Realistic?Realistic?

Includes: Courses of studyIncludes: Courses of study

Includes:Includes:•InstructionInstruction•Related servicesRelated services•Community experiencesCommunity experiences•Employment and other Employment and other post- post- school adult living school adult living objectivesobjectives

When appropriate:When appropriate:•Daily living skillsDaily living skills•Functional vocational Functional vocational evaluationevaluation

Step IStep IMeasurable Measurable

Post-Post-secondary secondary

GoalsGoals



GoalsGoals

Step II:Step II:Present Levels Present Levels

of Academic of Academic Achievement Achievement

and Functional and Functional


Step III:Step III:TransitioTransitio

n n ServicesServices

Step IV:Step IV:Measurable Measurable

Annual GoalsAnnual Goals

Age-Age-appropriatappropriate transition e transition assessmenassessmen

tsts

•TrainingTraining•Education Education •EmploymentEmployment•Independent Independent Living Living Skills – where Skills – where appropriateappropriate

O’Leary, E., 2005 © Copyright

Measurable postsecondary goalsMeasurable postsecondary goals Education/trainingEducation/training EmploymentEmployment Independent Living (optional)Independent Living (optional)

Age appropriate transition assessmentAge appropriate transition assessment

Transition servicesTransition services Course of studyCourse of study Coordinated set of activitiesCoordinated set of activities

Measurable annual goalsMeasurable annual goals

Measurable postsecondary goalsMeasurable postsecondary goals Education/trainingEducation/training EmploymentEmployment Independent Living (optional)Independent Living (optional)

Age appropriate transition assessmentAge appropriate transition assessment

Transition servicesTransition services Course of studyCourse of study Coordinated set of activitiesCoordinated set of activities

Measurable annual goalsMeasurable annual goals

Measurable Annual GoalsMeasurable Annual Goals

Educators/SystemsEducators/Systems

Measurable Post secondary Measurable Post secondary GoalsGoals

Student’sStudent’s

Measurable Annual GoalsMeasurable Annual Goals

Educators/SystemsEducators/Systems

Measurable Post secondary Measurable Post secondary GoalsGoals

Student’sStudent’s

A statement based on A statement based on age age appropriate transition assessmentappropriate transition assessment

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

Is Is measurablemeasurable

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

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

A statement based on A statement based on age age appropriate transition assessmentappropriate transition assessment

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

Is Is measurablemeasurable

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

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

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

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

Can the Goal be Counted/Measured?Can the Goal be Counted/Measured?

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

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

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

Cannot measure or count “planning on attending”Cannot measure or count “planning on attending”

Can the Goal be Counted/Measured?Can the Goal be Counted/Measured?

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

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

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

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

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

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

Begin with “After high school…”Begin with “After high school…”

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

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

Begin with “After high school…”Begin with “After high school…”

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

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

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

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

etc.etc.

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

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

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

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

etc.etc.

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

Each year reassess and refine.Each year reassess and refine.

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

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

Each year reassess and refine.Each year reassess and refine.

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

YESYES

Education/TrainingEducation/Training and and EmploymentEmployment

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

OPTIONALOPTIONAL – – (Where appropriate)(Where appropriate)

Independent livingIndependent living

YESYES

Education/TrainingEducation/Training and and EmploymentEmployment

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

OPTIONALOPTIONAL – – (Where appropriate)(Where appropriate)

Independent livingIndependent living

ALLALL IEP Students IEP StudentsMeasurable Annual IEP GoalsMeasurable Annual IEP Goals

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

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

Measurable Postsecondary GoalsMeasurable Postsecondary GoalsBased upon age appropriate transition assessments Based upon age appropriate transition assessments

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

ALLALL IEP Students IEP StudentsMeasurable Annual IEP GoalsMeasurable Annual IEP Goals

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

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

Measurable Postsecondary GoalsMeasurable Postsecondary GoalsBased upon age appropriate transition assessments Based upon age appropriate transition assessments

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

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

NSTTAC ResponseNSTTAC Response……IDEA 2004 does IDEA 2004 does not not require that LEAs are held require that LEAs are held accountable for the attainment of postsecondary accountable for the attainment of postsecondary goals. The stated measurable postsecondary goals goals. The stated measurable postsecondary goals are required components of transition planning. are required components of transition planning. There are numerous mediating factors that There are numerous mediating factors that positively or negatively affect an adult's acquisition positively or negatively affect an adult's acquisition of goals, for which a school could not be held of goals, for which a school could not be held accountable. The purpose of the legislation and this accountable. The purpose of the legislation and this indicator is that a student's education program indicator is that a student's education program support their goals beyond secondary school. 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/Education1. Training/EducationAfter high school, I/David After high school, I/David will get will get on the job trainingon the job training to become a farmer.to become a farmer.

2. Employment2. EmploymentAfter high school, I/David After high school, I/David will will work full time as a work full time as a farmerfarmer..

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

Eau ClaireEau Claire in the teacher training program in the teacher training program. .

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

as a teacheras a teacher..

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

Eau ClaireEau Claire in the teacher training program in the teacher training program. .

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

as a teacheras a teacher..

Independent LivingIndependent Living (where appropriate)(where appropriate)

After high school, I/MaryAfter high school, I/Mary

will live with a roommate will live with a roommate in an apartment.in an apartment.

Independent LivingIndependent Living (where appropriate)(where appropriate)

After high school, I/MaryAfter high school, I/Mary

will live with a roommate will live with a roommate in an apartment.in an apartment.

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

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

Independent LivingIndependent LivingAfter high school, After high school, Eric Eric will will livelive in an apartment with in an apartment with friends.friends.

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

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

Independent LivingIndependent LivingAfter high school, After high school, Eric Eric will will livelive in an apartment with in an apartment with friends.friends.

Training/EducationTraining/Education After high schoolAfter high school, Sheila will , Sheila will

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

EmploymentEmployment After high schoolAfter high school, Sheila will , Sheila will

work full time as a nurse.work full time as a nurse.

Training/EducationTraining/Education After high schoolAfter high school, Sheila will , Sheila will

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

EmploymentEmployment After high schoolAfter high school, Sheila will , Sheila will

work full time as a nurse.work full time as a nurse.

1.1.Independent LivingIndependent Living• After completion of school, I/ Lance will live with my mother and continue 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 to take part in community activities like bowling, going to church and visiting friends and family.visiting friends and family.

• With momWith mom

2. Training/Education2. Training/Education• After completion of school, I /Lance will attend the XYZ Center and receive After completion of school, I /Lance will attend the XYZ Center and receive

training on work behaviors and skills.training on work behaviors and skills.

• Lance did not respondLance did not respond

3. Employment3. Employment• After completion of school, I/ Lance will be employed in a sheltered After completion of school, I/ Lance will be employed in a sheltered

environment at the XYZ Center.environment at the XYZ Center.


1.1.Independent LivingIndependent Living• After completion of school, I/ Lance will live with my mother and continue 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 to take part in community activities like bowling, going to church and visiting friends and family.visiting friends and family.


2. Training/Education2. Training/Education• After completion of school, I /Lance will attend the XYZ Center and receive After completion of school, I /Lance will attend the XYZ Center and receive

training on work behaviors and skills.training on work behaviors and skills.

• Lance did not respondLance did not respond

3. Employment3. Employment• After completion of school, I/ Lance will be employed in a sheltered After completion of school, I/ Lance will be employed in a sheltered

environment at the XYZ Center.environment at the XYZ Center.


Training/Education, Employment Training/Education, Employment and Independent Livingand Independent Living

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

Training/Education, Employment Training/Education, Employment and Independent Livingand Independent Living

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

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

in community social and recreational activities.in community social and recreational activities.

• With my brotherWith my brother

2. Training/Education2. Training/Education• After completion of school, I /William will attend ADAPT and receive After completion of school, I /William will attend ADAPT and receive

vocational skills training.vocational skills training.

• ““blank”blank”

3. Employment3. Employment• After completion of school, I will work at ADAPT under their supported After completion of school, I will work at ADAPT under their supported

employment program.employment program.

• Wants to work – cardboard boxes, pop machines, cleaningWants to work – cardboard boxes, pop machines, cleaning

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

in community social and recreational activities.in community social and recreational activities.

• With my brotherWith my brother

2. Training/Education2. Training/Education• After completion of school, I /William will attend ADAPT and receive After completion of school, I /William will attend ADAPT and receive


• ““blank”blank”



• Wants to work – cardboard boxes, pop machines, cleaningWants to work – cardboard boxes, pop machines, cleaning

1.1.Independent LivingIndependent Living• After completion of school, I /Wayne will live at home.After completion of school, I /Wayne will live at home.

• Seems to like living at his house. He smiles when asked about itSeems to like living at his house. He smiles when asked about it

2. Training/Education2. Training/Education• After completion of school, I/ Wayne will attend ADAPT and receive After completion of school, I/ Wayne will attend ADAPT and receive


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



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

1.1.Independent LivingIndependent Living• After completion of school, I /Wayne will live at home.After completion of school, I /Wayne will live at home.

• Seems to like living at his house. He smiles when asked about itSeems to like living at his house. He smiles when asked about it

2. Training/Education2. Training/Education• After completion of school, I/ Wayne will attend ADAPT and receive After completion of school, I/ Wayne will attend ADAPT and receive


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



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

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

Training programs will not be appropriate for Training programs will not be appropriate for him.him.

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

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

Training programs will not be appropriate for Training programs will not be appropriate for him.him.

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

18 years old.18 years old.

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

Receives related services of OT, PT and nursingReceives related services of OT, PT and nursing

Fed via G-tubeFed via G-tube

Has tracheotomy and uses a ventilator with oxygen to breatheHas tracheotomy and uses a ventilator with oxygen to breathe

StrengthsStrengths

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

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

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

including the radio and computer.including the radio and computer.

18 years old.18 years old.

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

Receives related services of OT, PT and nursingReceives related services of OT, PT and nursing

Fed via G-tubeFed via G-tube

Has tracheotomy and uses a ventilator with oxygen to breatheHas tracheotomy and uses a ventilator with oxygen to breathe

StrengthsStrengths

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

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

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

including the radio and computer.including the radio and computer.

Present Levels of Academic Achievement and Present Levels of Academic Achievement and Functional AbilitiesFunctional Abilities

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

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

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

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

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

Present Levels of Academic Achievement and Present Levels of Academic Achievement and Functional AbilitiesFunctional Abilities

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

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

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

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

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

Education/TrainingEducation/Training Training programs are not appropriateTraining programs are not appropriate

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

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

Education/TrainingEducation/Training Training programs are not appropriateTraining programs are not appropriate

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

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

EmploymentEmployment

Recreational day service program.Recreational day service program.

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

EmploymentEmployment

Recreational day service program.Recreational day service program.

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

Independent LivingIndependent Living

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

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

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

Independent LivingIndependent Living

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

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

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






GoalsGoals



GoalsGoals










tsts



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.

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.

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

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






GoalsGoals



GoalsGoals










tsts



The CSA must show evidence that:The CSA must show evidence that:

1.1. Activities are individualized and Activities are individualized and student specific.student specific.

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

3.3. Activities should show a minimum of 2 yearsActivities should show a minimum of 2 years

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

The CSA must show evidence that:The CSA must show evidence that:

1.1. Activities are individualized and Activities are individualized and student specific.student specific.

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

3.3. Activities should show a minimum of 2 yearsActivities should show a minimum of 2 years

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

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

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

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

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

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

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

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 ActivitiesCoordinated Set of Activities

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

Visit college campuses and meet with student Visit college campuses and meet with student support servicessupport services

Learn about and practice social skillsLearn about and practice social skills

Apply for and take ACT with accommodations (if Apply for and take ACT with accommodations (if appropriate)appropriate)

Learn about employability skills and schedule a Learn about employability skills and schedule a work experiencework experience

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

Visit college campuses and meet with student Visit college campuses and meet with student support servicessupport services

Learn about and practice social skillsLearn about and practice social skills

Apply for and take ACT with accommodations (if Apply for and take ACT with accommodations (if appropriate)appropriate)

Learn about employability skills and schedule a Learn about employability skills and schedule a work experiencework experience

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

2.2. Ensure continuation of needed related service beyond school.Ensure continuation of needed related service beyond school.

3.3. Identify potential providers and funding sources.Identify potential providers and funding sources.

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

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

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

2.2. Ensure continuation of needed related service beyond school.Ensure continuation of needed related service beyond school.

3.3. Identify potential providers and funding sources.Identify potential providers and funding sources.

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

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

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

1.1. Prepare the student for participation in community life.Prepare the student for participation in community life.

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

ExamplesExamples Learn about and visit potential places in the community to shop for food, clothes.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, Join a community team or organization (e.g., church group, self-advocacy club, Toastmasters, Alcoholics Anonymous, bowling league, etc.). Toastmasters, Alcoholics Anonymous, bowling league, etc.).

Identify different living/housing options.Identify different living/housing options.

Obtain a state identification card or driver’s license.Obtain a state identification card or driver’s license.

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

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

1.1. Prepare the student for participation in community life.Prepare the student for participation in community life.

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

ExamplesExamples Learn about and visit potential places in the community to shop for food, clothes.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, Join a community team or organization (e.g., church group, self-advocacy club, Toastmasters, Alcoholics Anonymous, bowling league, etc.). Toastmasters, Alcoholics Anonymous, bowling league, etc.).

Identify different living/housing options.Identify different living/housing options.

Obtain a state identification card or driver’s license.Obtain a state identification card or driver’s license.

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

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).

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).

Activities/strategies that focus on adult living skills.Activities/strategies that focus on adult living skills.

These are done occasionally, such as:These are done occasionally, such as:

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

Activities/strategies that focus on adult living skills.Activities/strategies that focus on adult living skills.

These are done occasionally, such as:These are done occasionally, such as:

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

Activities that adults do most every day, such as:Activities that adults do most every day, such as:

preparing mealspreparing meals budgetingbudgeting maintaining a residencemaintaining a residence paying billspaying bills raising a familyraising a family caring for clothing and/or personal groomingcaring for clothing and/or personal grooming

Activities that adults do most every day, such as:Activities that adults do most every day, such as:

preparing mealspreparing meals budgetingbudgeting maintaining a residencemaintaining a residence paying billspaying bills raising a familyraising a family caring for clothing and/or personal groomingcaring for clothing and/or personal grooming

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

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

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

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

ExamplesExamples

Participate in a community-based situational vocational assessment program.Participate in a community-based situational vocational assessment program.

Complete CHOICES or Bridges computer program to determine vocational Complete CHOICES or Bridges computer program to determine vocational interests.interests.

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

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

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

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

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

ExamplesExamples

Participate in a community-based situational vocational assessment program.Participate in a community-based situational vocational assessment program.

Complete CHOICES or Bridges computer program to determine vocational Complete CHOICES or Bridges computer program to determine vocational interests.interests.

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

Courses of StudyLONG RANGE EDUCATION PLAN

Coordinated Set of ActivitiesLONG RANGE PLAN FOR POST SCHOOL ADULT

LIFE

Courses of StudyLONG RANGE EDUCATION PLAN

Coordinated Set of ActivitiesLONG RANGE PLAN FOR POST SCHOOL ADULT

LIFE

Coordinated Set of ActivitiesCoordinated Set of Activities

Coordinated Set of STRATEGIESCoordinated Set of STRATEGIES






GoalsGoals



GoalsGoals










tsts



O’Leary, E., 2005 © Copyright O’Leary, E., 2005 © Copyright

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

information about age appropriate transition assessment

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

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

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

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

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

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

Occupational Outlook Handbookwww.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.

Occupational Outlook Handbookwww.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.

February 26, 2009 Tennessee Annual Spring Special Education Conference Dr. Ed OLeary Jane Winstead February 26, 2009 Tennessee Annual Spring Special Education.

Documents

transition services

annual goals

iep team meeting

services evidence

questions percent of

age of majority

prior consent

participating agency