New Oklahoma Transition IEP Pages: What Are They and How To Complete Them

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• New Oklahoma Transition IEP Pages What Are They
  and How To Complete Them

Jim Martin, Chauncey Goff, and John
Graham University of Oklahoma Zarrow Center 840
Asp Ave., Room 111 Norman, OK 73019 Phone
405-325-8951 Email jemartin_at_ou.edu Web
http//education.ou.edu/zarrow
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Agenda

• Purpose of Special Education
• Indicator 13
• Step 1 Transition Assessment
• Step 2 Postsecondary Goals
• Step 3 Annual Transition Goals
• Step 4 Coordinated Acitivities and Responsible
  Parties
• Step 5 Course of Study
• Step 6 Referral to Voc Rehab Counselor
• Step 7 Discussing Age of Majority
• Step 8 Consent for Outside Agencies or People

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The Purpose of Special Education
What is the purpose of Special Education?
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The Purpose of SPED
. . . a free appropriate public education that
emphasizes special education and related services
designed to meet students unique needs and to
prepare them for further education,employment,
and independent living.
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IDEA 2004s Indicator 13

• Measures Transition Process
• Districts need to report to OSDE
• NSTTACs I-13 Checklist will be used in focus
  monitoring
• Aligns with Oklahomas new IEP format

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Oklahomas New IEP Forms

• Meets IDEA 2004 requirements
• Changes transition age to at least 14
• Changes focus from a deficit to a
  preference-driven special education process
• No longer an elementary model applied to
  secondary sped
• Secondary sped has own unique duties and roles

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1. Transition Assessment

• Is there evidence that transition assessment
  helped develop postsecondary goals?

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Transition Assessment in The IEP (Form 7)

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

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Three Part Transition Assessment Model

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

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

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

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Enderle-Severson Transition Rating Form

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

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Casey Life Skills - Why Look Anywhere Else?

• Web based and FREE!!!
• Spanish or English, with numerous supplemental
  assessments
• Youth and caregiver formats
• Automatically scored and sent to you
• Can obtain class summaries
• Provides different levels of questions for
  students across functioning levels
• Level 1 basic skills
• Level 4 complex skills
• www.caseylifeskills.org

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Vocational Interests for High Achieving Students
With Mild Disabilities

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

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Self Directed Search - Form R

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

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Self-Directed Search - Form E

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

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On-Line Free Interest Inventories

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

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Functional Vocational Assessment
Designed for Students Involved in Work Study
Programs
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Vocational Interests via Career Exploration - For
Those Who Can Read

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

Requires reading and writing skills
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Key Determine Match Between What I Like and
Whats at This Site
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Each time student chooses a characteristic one
more cell on the graph is marked
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Vocational Interests and Skills for Students Who
Cant Read

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

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Characteristics I Like vs Here
Compares initial preferences to those experienced
at a particular job site.
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Characteristics Graph
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Choose and Take Action Vocational Assessment
Software
Use of a software program and community
experiences to identify entry-level job interests
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Present Level of Achievement . .

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

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

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Present Level . . . .

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

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

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Present Level . . .

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

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

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Example Present Level (page 1)

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

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

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Example Transition Assessment Results

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

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Example of an Adaptive Behavior Transition
Assessment

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

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Example Self-Determination Transition Assessment

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

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2. Postsecondary Goals
Where will the student live? Where will the
student work? Where will the student receive
education after high school?
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Postsecondary Goals

• Included three times in IEP (form 7)
• Included in the My Summary of Performance (form
  15).
• Details post-high school plans for further
  education/training, employment, and adult living
  (as appropriate).
• Consider needs in relation to strengths,
  preferences, and interests

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Post-Secondary Goals

• IEP must include appropriate measurable
  postsecondary goals
• based upon age-appropriate transition assessment
  
• related to training, education, employment, and
  when appropriate, independent living
• Need postsecondary goal for further
  education/training and employment.
• Cant leave blank
• Cant simply say will be determined later
• Independent Living As Needed
• How do you know when needed?
• Use Adaptive Behavior Assessment

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NSTTAC and OSEP Approved Sample Postsecondary
Goals

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

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3. Annual Transition Goals
Whats my goal this next year to reach my
postschool employment, further education, and
adult living goal?
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Education /Training Example

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

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Education /Training Example

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

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Employment Example

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

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Employment Example

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

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Independent Living Example

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

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Annual Transition Goal Employment (page 5, form
7)

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

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4. Coordinated Activities and Responsible Parties
What will I do and who will help me to reach my
employment, further education, and adult living
goal?
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Annual Independent Living Coordinated Activities

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

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

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Annual Employment Coordinated Activities (page 5,
Form 7)

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

• Responsible Parties
• Cathy and school counselor
• Cathy and parents

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

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

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

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Annual Employment Coordinated Activities (page 5,
form 7)

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

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

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5. Course of Study
What classes can I take to help me accomplish my
postsecondary goals?
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Use the Student-Directed Transition Planning
Lessons

• Students develop their own course of study
• Matches postschool goals
• Based on students understanding of their
  interests and skills

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www.ou.edu/zarrow/pilot
http//education.ou.edu/zarrow
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6. Referral to Vocational Rehabilitation Counselor
How does the vocational rehabilitation counselor
know about me?
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Complete Referral Form

• Ask your DRS counselor for form to use
• Family and student must go to DRS to formally
  apply for services
• Without application DRS will not do anything
• Now under order of selection

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7. Students and Parents Told About Transfer of
Rights at Age of Majority
What happens when I turn 18?
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Teach About Age of Majority

• Teach students and parents about informed consent
• Ability to make knowledgeable choices about
  activities that may have significant impact on
  that persons life
• Implies adequate info about the issue, knows the
  consequences, and can use this info to make a
  decision
• At 18 students can make own IEP decisions
• Transfer of parent rights to student
• Notification of meeting addressed to student with
  copy to parents

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8. Obtaining Parental Permission for Outside of
IEP Team Members to Attend IEP Meetings
What must be done to invite outside of school
agencies or a friend to attend my IEP meeting?
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Outside Agency or Person Permission

• Must invite outside agencies that my become
  involved in providing or paying for transition
  services
• Must obtain written parental consent
• Can be done once for all annual meetings for a
  particular student
• On page 2 of IEP review (OSDE Form 8)
• Written communication from parent (email)

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For More Information Contact
Jim Martin University of Oklahoma Zarrow Center
for Learning Enrichment Carpenter Hall Room
111 Norman, OK 73019 Phone [phone] E-mail
jemartin_at_ou.edu