Oklahoma State Department of Education Special Education Services Secondary Transition and the Individualized Education

1. Oklahoma State Department of Education Special Education ServicesSecondary Transition and the Individualized Education Program (IEP)

2. The term “transition services” means a coordinated set of activities for a child with a disability that: Is designed to be within a results-oriented process . . . focused on improving the academic and functional achievement of the child . . . to facilitate the child’s movement from school to post-school activities,including postsecondary education; vocational education; integrated employment (including supported employment); continuing and adult education; adult services; independent living or community participation. What is secondary transition?

3. The Individuals with Disabilities Education Act (IDEA) 2004 • Beginning not later than the first IEP developed during the student’s ninth grade year or upon turning 16 years of age, whichever occurs first, and updated annually thereafter, the IEP must include: • Appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training/education, employment, and, independent living skills(where appropriate).

4. Preston is a high school junior with Autism. He effectively communicates his needs and wants, although his verbal skills are limited. Preston’s reading ability is near grade level, but math calculation and reasoning skills are at a 4th grade level. Preston wants to be a football coach like his father. Susanis fifteen years old and exhibits severe stuttering and low vocabulary skills. Although Susan demonstrates grade level performance in all academic areas, she has great difficulty with verbal communication. Susan wants to be a pediatric nurse and get married someday. Students

5. Each child, at transition age on an IEP, must have a postsecondary goal/vision listed on the top of the transition services plan page of the IEP. Postsecondary Goals

7. Sample Postsecondary Goals “Preston wants to be a football coach and receive on-the-job training with his father. He plans to live in an apartment.”

8. Sample PostsecondaryGoals “Susanwill be a pediatric nurse and train at the local Career Tech Center. She wants to get married and live independently.”

9. The postsecondary goal should drive further development of the transition plan, including annual transition IEP goal(s) found on the IEP-Transition Services Plan-Goals and Activities Page of the IEP. The annualtransition IEP goal(s) must demonstrate movement toward reaching the postsecondary goal(s). AnnualTransition IEP Goals

11. Consider what annual transition IEP goal(s) will assist Preston and Susan in working toward their postsecondary goals. What academic areas does Preston need to improve upon? EXAMPLE - Annual Education/Training Goal: “Preston will identify 12 positions of players on the football field and write a short description of each with 90% accuracy.” EXAMPLE- Annual Employment Goal: “Preston will report on job qualifications and salary for at least three staff entry positions.” EXAMPLE– Annual Independent Living Skills Goal: “Preston will demonstrate laundry skills by washing, drying, and folding his clothes at least twice weekly.” What aboutPreston?

12. Consider what annual transition IEP goal(s) will assist Susan in working toward her postsecondary goal. What academic areas does Susan need to improve upon? EXAMPLE- Annual Education/Training Goal: “Susan will identify 20 vocabulary words that apply to pediatric development.” EXAMPLE - Annual Employment Goal:“Susan will locate and email at least eight medical facilities through Internet research, requesting general job applications .” EXAMPLE– Annual Independent Living Skills Goal: “Susan will develop and apply banking account management skills (e.g., correctly write, endorse, and deposit checks; balance a checkbook; and reconcile checking account statements) correctly with 80% of the time.” What aboutSusan?

13. If the child is taught to alternate achievement standards, the IEP must also include short-term objectives or benchmarks for each goal. There must be at least two short-term objectives or benchmarksfor each goal. Teachers should consider all of the child’s needs and steps necessary to achieve the goal when writing short-term objectives and benchmarks. Objectives and Benchmarks

14. The coordinated set of activities will assist the child in accomplishing the annual transition IEP goals. These activities could be provided by the special education teacher, general education teacher, parent, etc. Coordinated Activities

15. For example, if a child was working toward becoming a welder, some coordinated activitiesprovided by the technology center might include learning job readiness skills(e.g., building a resumé, practicing interviewing skills), competing in competitions using his welding skills, job shadowing, and participating in on-the-job training. Additional activities may include practicing vocabulary specific to welding and developing math skills needed for the occupation. More on Coordinated Activities

16. Coordinated Activities • Preston • Attend school football games • Job shadow different coaches • Visit the local athletic complex • Obtain driver’s license • Learn football vocabulary • Build resume • Practice interviewing skills • Register to vote • Look for apartments • Susan • Practice phone skills with written dialog • Job shadow a pediatric nurse • Visit a hospital baby nursery or neonatal unit • Build resume • Practice interviewing skills • Open a checking/savings account at local bank • First Aid certification

17. The course of study must include the specific course name and not the general core area (e.g., Algebra I as opposed to Math). Courses should be specific to each child and demonstrate progression through the completion of their secondary education. Course of Study

19. Preston and Susan’s Course of Study • In what courses should Preston and Susan enroll to reach their annual IEP goal(s) and postsecondary goal(s)? • Preston • Core courses will be listed individually • Athletics • Introduction to Computer Keyboarding class • Business Math • Susan • Core courses will be listed individually • Family and Consumer Science • Introduction to Computer Keyboarding class • First Aid and Safety

20. Children and parents must be informed about the age of majority and transfer of rights by the time the child reaches 17 years of age. In the case of a child reaching the age of majority, the notification of meeting will be addressed to the child and a copy will be provided to the parent(s). Transfer of Rights

22. Local educational agencies (LEAs) should inform parent(s) of their option to seek legal adviceif they plan to continue making decisions for their child upon the child reaching the age of majority. Transfer of Rights

23. Student Summary of Performance • 34 CFR 300.305 • At the time of termination of eligibility due to graduation with a regular high school diploma; or because the child exceeds the age of eligibility, • LEAs must provide the child with a summary of his or her: • Academic achievement; and • Functional performance, including recommendations on how to assist the child in meeting postsecondary goal(s).

25. What should be considered? • Test results and interpretations • Accommodations and modifications • Present levels • Goals • Documentation of disability and assessments

26. Self-advocacy skills Self-disclosure Soft Skills (e.g., self-management, responsibility, integrity, honesty, punctuality, sociability, working on a team) Other Needs

27. Questions ? ? ?

28. Ms. Letha Bauter, State Personnel Development Grant (SPDG) Project Coordinator 2500 North Lincoln Blvd. Oklahoma City, Oklahoma 73105 (405) 522-3248 Letha_Bauter@sde.state.ok.us Contact Information