Required Components of an IEP
Secondary Transition
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Purpose of IDEA
To ensure that all children with disabilities have available to them a free and appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.
Transition Services - 300.43
(a) Transition services means a coordinated set of activities for a child with a disability that—
(1) Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;
(2) Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and includes—(i) Instruction; (ii) Related services; (iii) Community experiences; (iv) The development of employment and other post-school adult living objectives; and (v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.
(b) Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education.
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The Fundamentals
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Indicator 13 and The Oregon Transition Handbook
Invite the Student
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Student Invitation and Participation in the IEP
Oregon Department of Education
Age Appropriate Transition Assessments
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Age-Appropriate Transition Assessments
Defined as an:
Oregon Department of Education
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Age-Appropriate Transition Assessments
Common Question:
How many transition assessments do I need to do?
Answer:
There is no set number of transition assessments that need to take place each year. Rather, transition assessments should be administered when up-to-date information is needed on the student’s preferences, needs, interests and strengths in order to plan for their current post-secondary goals in employment, training/education, and postsecondary living.
Oregon Department of Education
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Transition Assessment
Ongoing collection of:
CLICK HERE: Transition Assessments
Age-Appropriate Transition Assessment
Students preferences, needs, interests & strengths
Preferences:
Interests:
Needs:
Strengths:
Results of age-appropriate transition assessments
The above PINS results were determined using the following age-appropriate transition assessments:
-ASSESSMENT TYPE/TITLE & DATE(S)
EX. student observations on attendance/ability to be on time documented weekly from Oct-Dec, 2023
What is missing? What could be added or changed?
Age-Appropriate Transition Assessments
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Things To Consider
Appropriate Measurable Postsecondary Goals
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The IEP Team Must Consider Appropriate and Measurable Post-Secondary Goals
Requirements
Requirements
Oregon Department of Education
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Measurable Postsecondary Goals
These will happen AFTER students exit school services
Team must consider all four areas! .
Time student will goal behavior where & how
*Leave nothing blank - If Indep Living is not appropriate for student state, “Team discussed Indep Living PSG and determined this was not necessary.”
Are these goals compliant? Yes or No? Explain.
Oregon Department of Education
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What could be added/changed to make these statements compliant?
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Things To Consider
Reviewing/Updating Post-Secondary Goals
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Revising Post-Secondary Goals
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Revising Post-Secondary Goals
Consider documentation in multiple locations in the IEP document, if goals were not revised:
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Courses of Study
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Courses of Study
Oregon Department of Education
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A Blueprint for Meeting Student Goals
Courses of Study
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A multi-year description of coursework and activities from the student’s current year to anticipated exit year.
Example - Courses of Study
Snapshot of Carlos (11th grader): His postsecondary employment goal is learning the trade of plumbing and then opening his own plumbing shop. Workplace Exploration will be at a site involving plumbing. Carlos needs the following classes to help reach his post-secondary goals.
Oregon Department of Education
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2023-2024 | 2024-2025 |
Job Shadow with School District Maintenance | Computer Applications II |
Business Math II | Healthy Living |
Family & Consumer Science | Workplace Experience Exploration |
Writing and Reading Strategies | Elective: Welding II |
Elective: Welding | |
Transition Services
IDEA Transition Services . . . is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and includes –
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Transition Services: a coordinated set of activities
Transition Services
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Things To Consider
Participating Agency Representatives
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Are these statements compliant? Yes or No? Explain.
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1.
2.
What could be added/changed to make these statements compliant?
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4.
Agency rep was not able to attend, but shared that the intake assessment was completed and they will be in contact with the family before 12/1/2023.
3.
What could be added/changed to make these statements compliant?
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Agency rep was not invited because parent did not provide consent for them to participate.
5.
6.
DD service coordinator attended and shared information about future employment and independent living resources, along with supported Decision Making resources/information.
Transition Network Facilitator (TNF) Regional Map
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Region 1: Sarah Statham, sstatham@mesd.k12.or.us
Region 2: Eivind Sorenson, Eivind.Sorensen@wesd.org
Region 3: Josh Barbour, josh.barbour@lblesd.k12.or.us
Region 4: Les Rogers, les.rogers@douglasesd.k12.or.us
Region 5: Cindy Cameron, cynthia_cameron@soesd.k12.or.us
Region 6: Kriss Rita, krita@clackesd.org
Region 7: Margie Blackmore, marguerite.blackmore@hdesd.org
Region 8: Lon Thornburg, Lon.Thornburg@imesd.k12.or.us
Things To Consider
Annual Goals
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Annual Goals
The steps taken by the student to ultimately reach PSGs
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The IEP should be aligned so that annual goals help the student make progress towards the postsecondary goals.
Begin with the end in mind!
Annual Goals
Oregon Department of Education
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Helpful questions to consider:
What knowledge or skills will the student need to obtain this school year in order for the student to achieve their identified post-secondary goals?
Remember the throughline… the annual goals should be based on PLAAFP and PSG… What needs to happen this year to get from where the student is presently to where they hope to be post school services?
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Feedback Survey
Please take a few minutes to complete this anonymous survey using the following link or QR Code.
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Oregon Department of Education
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