Transition Planning Process

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Transition Planning Process

• Special Education Institute 2013
• Presented By Michelle Pittman Jeffrey Wright

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Transition Checklist

• TRANSITION PLAN CHECKLIST
• The following questions should be used as
  guidelines when developing individual transition
  plans.
• 1.___Is the evidence the student was invited to
  the IEP meeting where transition services will be
  discussed?
• 2.___Is there evidence the measurable
  post-secondary goals were based on AGE
  APPROPRIATE TRANSITION ASSESSMENTS?
• 3.___Is there an appropriate measurable
  post-secondary goal that covers education,
  training, employment and as needed, independent
  living?
• 4.___Do the transition services include COURSES
  OF STUDY that will reasonably enable the student
  to meet his/her post-secondary goals?
• 5.___Are there TRANSITION SERVICES in the IEP
  that will reasonably enable the student to meet
  his/her post-secondary goals?
• 6.___If appropriate, is there evidence that a
  representative of any participating agency was
  invited to the IEP meeting with prior consent of
  the parent or student who has reached the age of
  majority?
• 7.___Is at least one IEP goal related to the
  students transition services needs?

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IDEA 2004

• The purpose of IDEA is to ensure that all
  children with disabilities have available to them
  a free and appropriate public education (FAPE)
  that emphasizes special education and related
  services designed to meet their unique needs and
  prepare them for further education, employment
  and independent living. 602(d)(1)(A)

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IDEA 2004Transition Defined

• a coordinated set of activities for a child with
  a disability that
• 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 childs
  movement from school to post-school activities,
  including postsecondary education vocational
  education 602(34)(A)

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IDEA 2004

• must be based on the individual childs needs,
  taking into account the childs strengths,
  preferences and interests. 602(34)(B)

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Transition Services in Schools - Indicator 13

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

7
TRANSITION IEP REQUIREMENTS

• Step 1 Assessment (Prior to the meeting)
• You must complete at least two assessments for
  transition
• One must address SKILLS (interpersonal, daily
  living, academic readiness, self-advocacy and
  vocational skills)
• One must address INTERESTS PREFERENCES
  (recreational, educational and career)
• Summarize each transition assessment list
  individually in the present levels of
  performance on the IEP

Step 2 Draft Measurable Post Secondary
Goals/IEP Goals (Prior to the meeting) Based on
the information obtained from the assessment,
develop drafted measurable postsecondary
goals Develop a Plan of Study or Alternate Plan
of Study as appropriate Complete transition
services (must be completed for students 16 years
or older/turning 16 during this IEP year)
Draft at least one IEP goal that is directly
related to the transition services
Step 3 IEP Meeting Must obtain Consent to
Invite Outside Agency prior to inviting outside
provider to an IEP meeting (ie. Voc Rehab,
DIDD.) Must invite student to the IEP meeting
and write his/her name on the notice form
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What is Transition Assessment?

• an ongoing process of collecting data on the
  individuals needs, preferences, and interests as
  they relate to the demands of current and future
  working, educational, living, and personal and
  social environments. Assessment data serve as the
  common thread in the transition process and form
  the basis for defining goals and services to be
  included in the Individualized Education Program
  (IEP) (DCDT and CEC definition)

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Who Must Have a Transition Assessment?

• In Tennessee students age 14 and older must have
• Appropriate measurable postsecondary goals
  based upon age appropriate transition assessments
  related to education/training, employment and
  where appropriate, independent living skills.
• (The plan of study is also due at 14)

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Where Do You Put the Assessment?

• The results of age-appropriate transition
  assessments should be added with present levels
  of educational performance on the IEP.

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Instructionally Appropriate IEPs Goal
Development Activity High School
Present Level of Educational Performance Self
Advocacy Employability Skills
Checklist- Social/Emotional Skills- Eng interacts
appropriately with peers and staff during
structured classroom and school activities.
During unstructured activities in the classroom
and other areas of the building (hallways,
cafeteria, etc..), Eng has difficulty interacting
appropriately. He often times speaks too loudly,
runs in halls, puts his hands on other students,
and has gotten into fights on a couple of
occasions. Classroom/Academic Skills- Eng
participates in classroom discussions
appropriately, gains attention appropriately, and
comes prepared to class with appropriate
materials. He is easily distracted by peers or
other activities in the room. He sometimes
leaves his seat or area without permission. He
does not always return homework assignments. He
is often times late to class. Eng needs prompts
and clarification of expectations both in
academic courses and other school-wide settings
(Cafeteria, Halls, etc..) Career/Work Skills- Eng
works well in small group activities. He
responds appropriately to criticism or correction
from staff and peers. Eng is easily distracted
and time off task is an issue. In classroom
games and activities, he responds appropriately
to pressure and stressful situations. He likes
being a leader or team captain. Exceptional Yes
Given _______ (condition/materials/setting/accom
modation), _______ (student name) will _________
(do what measurable/observable skill/behavior in
functional terms), ________ (to what extent/how
well to determine mastery), _______ ( of
times/frequency/how consistently),
evaluated/determined _________ (measure).
How would you monitor progress? What tools could
you use?
Goal Academics Given various simulated, real
word scenarios, John will independently
demonstrate self-advocacy skills by using
appropriate communication skills, asking for
assistance/clarification, and identifying needed
accommodations in a variety of settings, 3 out of
5 opportunities as measured by teacher made data
collection tool.  
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Instructionally Appropriate IEPs Goal
Development Activity High School
Present Level of Educational Performance
Student Interest Inventory- Recreational- Eng
loves physical activity and most sports. He
likes to go camping with his family or his
scouting troop. He enjoys putting together model
cars and small construction kits. He likes
watching television shows about building houses.
Academic Interests- Eng stated that he likes
school and his favorite subject is science
because they do many different hands-on projects.
His least favorite subject in is any math
course. He has the most difficulty with
multi-step calculations and word problems. Eng
has basic calculator skills but wants to learn
how to use a graphing calculator. Career
Interests- Eng would like to have a job that
allowed him to work outdoors. He likes to spend
time watching houses being built in his
neighborhood. He has expressed an interest in a
military career (Army) Exceptional Yes
Given _______ (condition/materials/setting/accom
modation), _______ (student name) will _________
(do what measurable/observable skill/behavior in
functional terms), ________ (to what extent/how
well to determine mastery), _______ ( of
times/frequency/how consistently),
evaluated/determined _________ (measure).
How would you monitor progress? What tools could
you use?
Goal Academics Given various simulated, real
word scenarios, John will independently
demonstrate self-advocacy skills by using
appropriate communication skills, asking for
assistance/clarification, and identifying needed
accommodations in a variety of settings, 3 out of
5 opportunities as measured by teacher made data
collection tool.  
13
TRANSITION IEP REQUIREMENTS

• Step 1 Assessment (Prior to the meeting)
• You must complete at least two assessments for
  transition
• One must address SKILLS (interpersonal, daily
  living, academic readiness, self-advocacy and
  vocational skills)
• One must address INTERESTS PREFERENCES
  (recreational, educational and career)
• Summarize each transition assessment list
  individually in the present levels of
  performance on the IEP

Step 2 Draft Measurable Post Secondary
Goals/IEP Goals (Prior to the meeting) Based on
the information obtained from the assessment,
develop drafted measurable postsecondary
goals Develop a Plan of Study or Alternate Plan
of Study as appropriate Complete transition
services (must be completed for students 16 years
or older/turning 16 during this IEP year)
Draft at least one IEP goal that is directly
related to the transition services
Step 3 IEP Meeting Must obtain Consent to
Invite Outside Agency prior to inviting outside
provider to an IEP meeting (ie. Voc Rehab,
DIDD) Must invite student to the IEP meeting
and write his/her name on the notice form
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(No Transcript)
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TRANSITION IEP REQUIREMENTS

• Step 1 Assessment (Prior to the meeting)
• You must complete at least two assessments for
  transition
• One must address SKILLS (interpersonal, daily
  living, academic readiness, self-advocacy and
  vocational skills)
• One must address INTERESTS PREFERENCES
  (recreational, educational and career)
• Summarize each transition assessment list
  individually in the present levels of
  performance on the IEP

Step 2 Draft Measurable Post Secondary
Goals/IEP Goals (Prior to the meeting) Based on
the information obtained from the assessment,
develop drafted measurable postsecondary
goals Develop a Plan of Study or Alternate Plan
of Study as appropriate Complete transition
services (must be completed for students 16 years
or older/turning 16 during this IEP year)
Draft at least one IEP goal that is directly
related to the transition services
Step 3 IEP Meeting Must obtain Consent to
Invite Outside Agency prior to inviting outside
provider to an IEP meeting (ie. Voc Rehab,
DIDD) Must invite student to the IEP meeting
and write his/her name on the notice form
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Focused Plan of Study

• 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
• Plan of Studyall courses and educational
  experiences
• How the educational program can be planned and
  relate directly to the students 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.

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TRANSITION IEP REQUIREMENTS

• Step 1 Assessment (Prior to the meeting)
• You must complete at least two assessments for
  transition
• One must address SKILLS (interpersonal, daily
  living, academic readiness, self-advocacy and
  vocational skills)
• One must address INTERESTS PREFERENCES
  (recreational, educational and career)
• Summarize each transition assessment list
  individually in the present levels of
  performance on the IEP

Step 2 Draft Measurable Post Secondary
Goals/IEP Goals (Prior to the meeting) Based on
the information obtained from the assessment,
develop drafted measurable postsecondary
goals Develop a Plan of Study or Alternate Plan
of Study as appropriate Complete transition
services (must be completed for students 16 years
or older/turning 16 during this IEP year)
Draft at least one IEP goal that is directly
related to the transition services
Step 3 IEP Meeting Must obtain Consent to
Invite Outside Agency prior to inviting outside
provider to an IEP meeting (ie. Voc Rehab,
DIDD) Must invite student to the IEP meeting
and write his/her name on the notice form
21
(No Transcript)
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TRANSITION IEP REQUIREMENTS

• Step 1 Assessment (Prior to the meeting)
• You must complete at least two assessments for
  transition
• One must address SKILLS (interpersonal, daily
  living, academic readiness, self-advocacy and
  vocational skills)
• One must address INTERESTS PREFERENCES
  (recreational, educational and career)
• Summarize each transition assessment list
  individually in the present levels of
  performance on the IEP

Step 2 Draft Measurable Post Secondary
Goals/IEP Goals (Prior to the meeting) Based on
the information obtained from the assessment,
develop drafted measurable postsecondary
goals Develop a Plan of Study or Alternate Plan
of Study as appropriate Complete transition
services (must be completed for students 16 years
or older/turning 16 during this IEP year)
Draft at least one IEP goal that is directly
related to the transition services
Step 3 IEP Meeting Must obtain Consent to
Invite Outside Agency prior to inviting outside
provider to an IEP meeting (ie. Voc Rehab,
DIDD) Must invite student to the IEP meeting
and write his/her name on the notice form
23
Measurable Annual IEP Goals
Measurable Annual IEP GoalsAnnual Goal - An
annual goal must be established for each
identified exceptional area. The goal shall
describe what the student can reasonably be
expected to accomplish in each area during a
school year as a result of the provision of
special education and related services and should
be measurable.
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Instructionally Appropriate IEPs Goal
Development Activity High School
Present Level of Educational Performance Self
Advocacy Employability Skills
Checklist- Social/Emotional Skills- Eng interacts
appropriately with peers and staff during
structured classroom and school activities.
During unstructured activities in the classroom
and other areas of the building (hallways,
cafeteria, etc..), Eng has difficulty interacting
appropriately. He often times speaks too loudly,
runs in halls, puts his hands on other students,
and has gotten into fights on a couple of
occasions. Classroom/Academic Skills- Eng
participates in classroom discussions
appropriately, gains attention appropriately, and
comes prepared to class with appropriate
materials. He is easily distracted by peers or
other activities in the room. He sometimes
leaves his seat or area without permission. He
does not always return homework assignments. He
is often times late to class. Eng needs prompts
and clarification of expectations both in
academic courses and other school-wide settings
(Cafeteria, Halls, etc..) Career/Work Skills- Eng
works well in small group activities. He
responds appropriately to criticism or correction
from staff and peers. Eng is easily distracted
and time off task is an issue. In classroom
games and activities, he responds appropriately
to pressure and stressful situations. He likes
being a leader or team captain. Exceptional Yes
Given _______ (condition/materials/setting/accom
modation), _______ (student name) will _________
(do what measurable/observable skill/behavior in
functional terms), ________ (to what extent/how
well to determine mastery), _______ ( of
times/frequency/how consistently),
evaluated/determined _________ (measure).
How would you monitor progress? What tools could
you use?
Goal Academics Given various simulated, real
word scenarios, John will independently
demonstrate self-advocacy skills by using
appropriate communication skills, asking for
assistance/clarification, and identifying needed
accommodations in a variety of settings, 3 out of
5 opportunities as measured by teacher made data
collection tool.  
25
TRANSITION IEP REQUIREMENTS

• Step 1 Assessment (Prior to the meeting)
• You must complete at least two assessments for
  transition
• One must address SKILLS (interpersonal, daily
  living, academic readiness, self-advocacy and
  vocational skills)
• One must address INTERESTS PREFERENCES
  (recreational, educational and career)
• Summarize each transition assessment list
  individually in the present levels of
  performance on the IEP

Step 2 Draft Measurable Post Secondary
Goals/IEP Goals (Prior to the meeting) Based on
the information obtained from the assessment,
develop drafted measurable postsecondary
goals Develop a Plan of Study or Alternate Plan
of Study as appropriate Complete transition
services (must be completed for students 16 years
or older/turning 16 during this IEP year)
Draft at least one IEP goal that is directly
related to the transition services
Step 3 IEP Meeting Must obtain Consent to
Invite Outside Agency prior to inviting outside
provider to an IEP meeting (ie. Voc Rehab,
DIDD) Must invite student to the IEP meeting
and write his/her name on the notice form
26
Self Advocacy

• Self-Advocacy Training
• Student knowledge of strengths and areas of need
• Student participation in development of IEP
• Student participation in IEP Team Mtg.

27
Transition Checklist

• TRANSITION PLAN CHECKLIST
• The following questions should be used as
  guidelines when developing individual transition
  plans.
• 1.___Is the evidence the student was invited to
  the IEP meeting where transition services will be
  discussed?
• 2.___Is there evidence the measurable
  post-secondary goals were based on AGE
  APPROPRIATE TRANSITION ASSESSMENTS?
• 3.___Is there an appropriate measurable
  post-secondary goal that covers education,
  training, employment and as needed, independent
  living?
• 4.___Do the transition services include COURSES
  OF STUDY that will reasonably enable the student
  to meet his/her post-secondary goals?
• 5.___Are there TRANSITION SERVICES in the IEP
  that will reasonably enable the student to meet
  his/her post-secondary goals?
• 6.___If appropriate, is there evidence that a
  representative of any participating agency was
  invited to the IEP meeting with prior consent of
  the parent or student who has reached the age of
  majority?
• 7.___Is at least one IEP goal related to the
  students transition services needs?

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Transition Team
Michelle Pittman michelle.pittman_at_knoxschools.org
Jeffrey Wright jeffrey.wright_at_knoxschools.org
Phone [phone] Fax [phone] School Mail
A.J. 5th Floor
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References

• Tennessee Department of Education
• Ed OLeary
• Jane Winstead
• Knox County Transition Manual
• Knox County Transition Team