Indicator B13: Secondary Transition Services

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Indicator B13 Secondary Transition Services
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STUDENT
Student PINS
Other Agencies
Age Appropriate Transition Assessment
Student
Measurable Postsecondary Goals
Annual Transition Goals
Course of Study
Transition Services
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2008-09 Transition Standards

• Age-appropriate Transition Assessments
• Measurable Postsecondary Goal
• Annual IEP Goals that will reasonably enable the
  student to meet the PSG
• Transition Services
• Course Of Study
• Other Agencies

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Age-appropriate Transition Assessments

• Is there evidence that the measurable
  postsecondary goals were based on age-appropriate
  transition assessments?
• Formal Transition Assessment
• Adaptive Behavior/Daily Living Skills
• General and Specific Aptitude Tests
• Interest Inventories
• Intelligence Tests
• Achievement Tests
• Temperament Inventories/Instruments
• Career Maturity or Employability Tests
• Self-Determination Assessment
• Transition Planning Inventories

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• Informal Transition Assessment Methods
• Interviews and questionnaires
• Direct observation
• Curriculum-based assessments (CBA)
• Environmental analysis
• http//www.nsttac.org/pdf/trans_fact_sheet.pdf

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Measurable Postsecondary Goal

• Is there a measurable postsecondary goal or goals
  that covers education or training, employment,
  and, as needed, independent living?
• AFTER leaving school
• Based on PINS
• Measurable behavior/action goal accomplishment
• A clear completion of the goal
• Can be combined into one all-inclusive goal or
  two or three separate goals

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Annual IEP Goals

• Are there annual IEP goals that will reasonably
  enable the child to meet the postsecondary goals?
• For each postsecondary goal there must be an
  annual goal, based on present levels, included in
  the IEP that will help the student make progress
  towards the postsecondary goal.

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• Post Secondary Goals
• After High School
• Timeline for completion
• Measurable
• Based on Age Appropriate Transition Assessment
• Written in areas of
• Education/Training
• Employment
• Independent living skills, when appropriate

• Annual Transition Goals
• During High School
• 1 year goal
• Measurable
• Based on students needs
• Written in areas of
• Academic
• Functional
• Reasonably enabling the student to meet the
  postsecondary goals

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Transition Services

• 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?
• Must be a type of
• instruction,
• related service,
• community experience,
• development of employment
• post-school adult living objectives,
• acquisition of daily living skills,
• provision of a functional vocational evaluation
• listed in association with meeting the
  post-secondary goal(s).

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Courses of Study

• Do the transition services include courses of
  study that focus on improving the academic and
  functional achievement of the child to facilitate
  their movement from school to post-school?
• Must be updated annually
• Help student meet his postsecondary goal
• Reflect multi-year coursework (series of courses)
• Address classes, experiences, and activities
• Motivate the student to complete his education
• Support post-school outcomes.

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Other Agencies

• For transition services that are likely to be
  provided or paid for by other agencies, is there
  evidence that representatives of the agencies
  were invited to the IEP meeting?
• For the current year, is there evidence in the
  IEP that representatives of any of the following
  agencies were invited to participate in the IEP
  development
• postsecondary education,
• vocational education,
• integrated employment (including supported
  employment),
• continuing and adult education,
• adult services, independent living or community
  participation
• Was consent to attend obtained from the parent
  (or child, for a student of the age of majority)?

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• Jackie Burr
• 503-947-5639
• Jackie.burr_at_state.or.us
• http//www.ode.state.or.us/search/results/?id266