Oklahoma IEP Transition Examples

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• Oklahoma IEP Transition Examples

Jim Martin University of Oklahoma Zarrow
Center 840 Asp Ave., Room 111 Norman, OK
73019 Phone [phone] Email
jemartin_at_ou.edu Web ou.edu/zarrow
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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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The AIR Self Determination Assessment Results on
the IEP
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Example Present Level of Achievement Using the
AIR Self Determination Assessment

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

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

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

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

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

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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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Casey Life Skills Assessment
This website enables students, family, and
educators to gather information about adult
living strengths and needs. Go to
www.caseylifeskills.org
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(No Transcript)
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Example Present Level

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

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

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

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

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

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

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

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Example of an Adaptive Behavior Transition
Assessment

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

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The Self-Directed Search Assessment Results on
the IEP
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Example Present Level

• Page 1
• Current Assessment Data
• According to the Self-Directed Search, Form E
  completed on 11-8-07, 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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Annual Transition Goal Employment (page 5, Form
7)

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

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Annual Employment Coordinated Activities (page 5,
Form 7)

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

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

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Example Transition Assessment Results

• Page 6
• 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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Choose and Take Action Results on the IEP
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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

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

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Annual Transition Goal Employment (page 5, form
7)

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

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Annual Employment Coordinated Activities (page 5,
form 7)

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

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

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Using Assessment Results to Formulate
Postsecondary Goals
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Post-Secondary Goals

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

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NSTTAC and OSEP Approved Sample Postsecondary
Goals

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

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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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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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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