Jim Rich, Rich Consulting. Transition- IDEA 2004. Agenda . IDEA 2004 The Transition Process Age-Appropriate Transition Assessments Identifying the postsecondary goal(s) Course of Study & Coordinated Set of Activities Agency Linkages Writing the IEP – Annual IEP Goals
Rich ConsultingTransition- IDEA 2004
Change 2: Initiation of transition services at age 16
Change 3: Shift in emphasis to ‘results’
Change 4: Creating a ‘Coordinated Set of Activities’
Change 5: Evaluation before change in status: Summary of Performance (SOP)
Change 6: Statement of interagency responsibilities in IEP.IDEA 2004SIX CHANGES
Transition services means a ‘coordinated set of activities’ for student that:
Age-Appropriate Transition Assessments
Relate Assessments to Measurable postsecondary goals
Identify Measurable postsecondary goal(s)
Course of Study/Coordinated Set of Activities
Career Technical Education
Identify Agency Linkages
Write the IEP: Annual Goals
Write the Summary of Performance
Transition assessment is the ongoing process of collecting data on the student’s needs, preferences, and interests as they relate to work, education, or living environments.
Interviews with student
Others?Informal and Formal Assessment
At age 16 the IEP must include appropriate measurable postsecondary goals based on assessment related to: §300.320 (1)
Postsecondary education, postsecondary training, employment and independent living (where appropriate).
Identify students who have been competitively employed, enrolled in some type of postsecondary education, or both, within one year of leaving high school. (Indicator 14-State Performance Plan)
The measure = The Post-school SurveyMeasurable Postsecondary Goal(s): Post-school Settings
Sam is in the 8th grade. He has a learning disability in reading and written language. He is friendly and outgoing, popular with peers and teachers. He has not demonstrated good study habits and has often “talked” teachers into giving him breaks. He likes working with younger children and volunteers as an intramural coach. He wants to go to college, major in physical education, play college football and eventually play professional football. He will complete credits and requirements for a high school diploma.
Sam will follow the course configuration to be eligible to enter a 4-year college upon graduation as well as the course requirements to earn a diploma with support from special education with specially designed instruction; he will participate in a sports medicine course as an elective during his senior year to gain some experience in sports training, management and administration. Sam will take the WASL with accommodations and earn a CAA with his diploma.
Sherrie is in the 10th grade. She has a learning disability in reading and written language. She is interested in graphic design and computer design. She wants to attend a vocational technical school or an art institute. Sherrie’s high school program should be delivered in the general education setting with special education support and include vocational classes in graphic design, CAD or WEB design. Sherrie will graduate with credits and requirements for a high school diploma.
Kimo is in his last year of middle school. He has mental retardation and is in a self-contained program with five other students. Kimo has become more independent with the school and would like to participate in a general ed PE class. He is completing work tasks in the office with less supervision. He still has difficulty controlling physical outbursts that include hitting and kicking when he becomes excited. He will attend school until he is 21. The IEP will determine graduation credits and requirements.
Brian’s same-age classmates are in the 11th grade. Brian has acquired 3 credits toward high school completion and has said he will drop out as soon as he can. He has been in special education since 5th grade as Emotionally Behaviorally Disturbed. Brian’s reading, writing and math skills are below average because he has not participated in classes the last few years. He does not have disabilities in the academic areas, although is far behind. He is interested in mechanics and wants to work on a fishing boat. The IEP will determine graduation credits and requirements.
For each postsecondary goal there must be an annual goal(s) included in the IEP that will help the student make progress toward the stated postsecondary goal(s).