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

1. 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@ou.edu Web: http://education.ou.edu/zarrow New Oklahoma Transition IEP Pages: What Are They and How To Complete Them

2. 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

3. The Purpose of Special Education What is the purpose of Special Education?

4. 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.

5. IDEA 2004’s Indicator 13 • Measures Transition Process • Districts need to report to OSDE • NSTTAC’s I-13 Checklist will be used in focus monitoring • Aligns with Oklahoma’s new IEP format

6. Oklahoma’s 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

7. 1. Transition Assessment Is there evidence that transition assessment helped develop postsecondary goals?

8. 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

9. 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.

10. AIR Self-Determination Assessment • Parent Version • Teacher Version • Student Version • Available at • http://education.ou.edu/zarrow • Cost: free

12. 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

13. 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

16. Vocational Interests for High Achieving Students With Mild Disabilities • Group Interest Inventories • ACT Plan • ACT Explorer • U.S. Dept of Labor O*NET • www.onetcenter.org • Interest profiler, ability profiler

17. 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

18. 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

19. 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?action=choices • Career Voyages • www.careervoyages.com • Career Clusters • www.careerclusters.org (download in pdf format) • OK Career Information Systems (need username) • http://okcis.intocareers.org/

20. Functional Vocational Assessment Designed for Students Involved in Work Study Programs

21. Vocational Interests via Career Exploration - For Those Who Can Read Choosing Employment Goals Sopris West Publishers (www.sopriswest.com) Requires reading and writing skills

22. Key: Determine Match Between What I Like and What’s at This Site

23. Each time student chooses a characteristic one more cell on the graph is marked

24. Vocational Interests and Skills for Students Who Can’t Read • Self-Directed Employment • Paul Brookes Publishing • Baltimore • www.brookespublishing.com

25. Characteristics I Like vs Here Compares initial preferences to those experienced at a particular job site.

26. Characteristics Graph

27. Choose and Take Action Vocational Assessment Software Use of a software program and community experiences to identify entry-level job interests

29. 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 Cathy’s 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. Present Level of Achievement . .

30. 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. Present Level . . . .

31. 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 Present Level . . .

32. Current Assessment Data The Choose and Take Action assessment was completed on 11-8-07. Sam’s 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 Sam’s 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. Example Present Level (page 1)

33. 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. Example Transition Assessment Results

34. 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. Example of an Adaptive Behavior Transition Assessment

35. 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. Example Self-Determination Transition Assessment

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

37. 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

38. 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. • Can’t leave blank • Can’t simply say will “be determined later” • Independent Living “As Needed” • How do you know when needed? • Use Adaptive Behavior Assessment

39. 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.

40. 3. Annual Transition Goals What’s my goal this next year to reach my postschool employment, further education, and adult living goal?

41. 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 college’s admission requirements by verbally describing these requirement and identifying admission deadlines with 90% accuracy by November, 2007.

42. 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 college’s admission requirements by verbally describing these requirement and identifying admission deadlines with 90% accuracy by November, 2007.

43. 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.

44. 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.

45. 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.

46. 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.

47. 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?

48. 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 Annual Independent Living Coordinated Activities

49. 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 Annual Employment Coordinated Activities (page 5, Form 7)

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