Transition and the Oklahoma IEP Regional Transition Meeting Video Conference
What components will we cover? • IDEA Accountability Mandates • Indicator 13 • Postsecondary Goal(s) • Transition Assessment • Annual Transition IEP Goal(s) • Short-Term Objectives or Benchmarks (when needed) • Coordinated Activities and Responsible Parties • Course of Study and Expected Graduation/Exit Date • Transfer of Rights • Summary of Performance (SOP)
IDEA Accountability Mandates • Continuous Improvement Monitoring Process- Compliance with IDEA • State Performance Plan (SPP) • Annual Performance Report (APR)
SPP and APR State’s plan to meet the state’s performance on 20 indicators (4 specific to transition) • Indicator 1- Graduation Rates • Indicator 2- Dropout Rates • Indicator 13- Transition services and Goals • Indicator 14- Post-School Outcomes
Indicator 13- IEP Content • The percent of youth aged 16 and above (14 in Oklahoma) with an IEP that included coordinated, measurable, annual IEP goals and transition services that will reasonably enable the young adult to meet the postsecondary goals. [20 U.S.C. 1416 (a)(3)(B)]
Indicator 13 Checklist • The National Secondary Transition Technical Assistance Center (NSTTAC) developed a tool to assist teachers in evaluating their IEPs for compliance with Indicator 13 of the SPP. <http://www.nsttac.org>
What does the law say? IDEA 2004 Beginning not later than the first IEP to be in effect when the young adult turns 16 (14 in Oklahoma), and updated annually thereafter, the IEP must include: • Appropriate measurable postsecondary goals based on age appropriate transition assessments related to training/education, employment, and where appropriate, independent living skills.
What does the law say? IDEA 2004 (cont.) • The transition services (including course of study) needed to assist the young adult in reaching those goals; and • Beginning not later than 1 year before the young adult reaches the age of majority under state law, a statement that the young adult has been informed of their rights under IDEA, if any, that will transfer to the young adult on reaching the age of majority.
PostsecondaryGoals • Each young adult, aged 14 and above and on an IEP, must have a postsecondary goal listed on page 1 of the IEP, the goals page, and at the top of the transition services plan page. • This postsecondary goal must address education and/or training, employment, and independent living (optional and determined as needed).
Sample Postsecondary Goals • Jamaal will work in his uncle’s printing business, starting out as an apprentice. • Karen will attend Metro Tech in the radiology program and work in the health care industry. • Sophia will work part-time in a retail entertainment store, with assistance from a supported employment specialist. • Marcy will become a daycare employee and earn continuing education credits through job-related trainings. • Jeremy will attend a CareerTech welding program and obtain employment as an underwater welder.
Non-Examples • Abrianna plans to enroll at OU. • Jay wants to make computer games. • Adrian wants to stay at home and mooch off his parents. • Gabi wants to work at the mall. • Jack will visit the local CareerTech and decide what he wants to do. • Eli plans on becoming a professional wrestler with the WWE.
Sample Student Ciara • I am 16 years old, and I have been in special education since the fifth grade. My math skills are very poor, but I do pretty well in reading. I am very social and get along with most, although I had difficulty in middle school with the cliques. I am going to finish my sophomore year this month and I am on track with all of my credits. I love to travel and I want to be a flight attendant. Then, I can travel the world.
Group Work • Work with a partner to develop a measurable postsecondary goalfor Ciara. Keep in mind the options for assisting Ciara while in high school so that she knows what to do after leaving high school.
Reflect • Is it outcome-oriented? • Can it be counted? • Will it occur after the young adult leaves high school? • Are goals for education/training AND employment addressed?
Sample Postsecondary Goal for Ciara • “Ciara will pursue a career as a flight attendant for a major airline and gain certification by attending a flight attendant school.”
Annual Transition IEP Goals • What needs to be achieved this IEP year to help the student move toward their postsecondary goal? • What do they need to learn? • Use the IEP page “Transition Services Plan- Goals and Activities Page”
Annual Transition IEP Goals • There must be an annual IEP goal addressing each component of the postsecondary goal- education/training, employment,and independent living (as needed). • These annual goals should be measurable (i.e., quantified with numbers).
Sample Annual Goals • Gabriela will participate in career exploration and identify at least three possible careers for her future. • Isaiah will develop a set of 5 essential soft skills as defined by his transition assessment results. • Jeremy will maintain a passing grade of 80% in his Welding I class. This is OK, but it should be more geared toward what skills he will develop. • Jeremy will use his welding skills to properly construct two metal castings with a passing grade of 90% in his Welding I class.
What about Ciara? • Consider what annual transition IEP goal(s) will assist Ciara in working toward her postsecondary goals. • What academic areas does Ciara need to improve upon? • Are there technical skills Ciara has yet to obtain? • What soft skills or employment skills may Ciara need to obtain for each of those areas?
Group Work • In your groups, draft at least one annual transition goal to address one component of Ciara’s postsecondary goal. Be sure it is measurable.
Reflect • Does your annual goal address a postsecondary goal? • Is the goal measurable? • Can Ciara accomplish this in one year?
Sample Transition IEP Goals for Ciara • “Ciara will demonstrate knowledge of appropriate work ethic and behavior by role playing and communicating, orally and in writing, skills necessary 7 out of 10 times.” • “Ciara will list at least 5 Internet sources providing information on the basic requirements and job description of a flight attendant.”
Objectives and Benchmarks • If the young adult is taught to alternate academic achievement standards, the IEP must also include objectives or benchmarks for each goal. There must be at least two objectives or benchmarks for each goal. • Teachers should consider all of the young adult’s needs and steps necessary to achieve the goal when writing objectives and benchmarks.
Coordinated Activities • How will the student learn what they need to in order to reach their annual goals? • The coordinated set of activities will assist the young adult in accomplishing the annual transition IEP goals. • These activities could be provided by the special education teacher, general education teacher, parent, etc. • What community experiences or services could they access through coordinated activities?
More on CoordinatedActivities • For example, if a young adult was working toward becoming a welder, some coordinated activities provided by the technology center might include learning job readiness skills (e.g., building a résumé, practicing interviewing skills), competing in competitions using his welding skills, job shadowing, and participating in on-the-job training. • Additional activities may include learning and practicing vocabulary specific to welding and developing math skills needed for the occupation. • A good example could be the student taking the online practice test for the written portion of the OK driving test. http://www.quia.com/de/okmain.html (driving test practice quiz)
More Coordinated Activities • For example, if a child was working toward becoming a licensed driver, some coordinated activities provided by the schoolmight include studying the manual during class, taking practice tests online, making and studying flash cards of road signs, and being quizzed by the teacher. • Parentscan provide time to teach the child important parts of the car, car maintenance, and practice driving in parking lots. • An additional activity may include participating in driver’s education(sometimes provided by the school and sometimes paid for by parents if that is what all students do).
More Coordinated Activities • Susan will participate in the computer club with support from a peer. (Peer) • Susan’s dad will provide transportation from Computer Club. (Dad) • Mr. Jones (SPED) will work with Susan, the computer club sponsor, and the OT to develop an adapted workspace. (Mr. Jones) • Ms. Smith (VR) and Mr. Tate (school counselor) will work with Susan to identify and analyze local colleges, their programs, and services. (VR Counselor)
Ciara’s Coordinated Activities • Consider how Ciara can learn or improve upon these skills and who will provide the services (i.e., coordinated activities). • Coordinated activities are listed with each annual goal they are intended to support. This is done on page 2 of the IEP.
Group Work • In your groups, draft a list of coordinated activities to assist Ciara in accomplishing her annual transition IEP goals. • Be sure to list who will be responsible for providing, paying for, or overseeing each activity.
Reflect • Do you have at least two coordinated activities for each goal? • Are a variety of IEP team members and other providers involved?
Sample CoordinatedActivitiesfor Ciara For a young adult who wants to be a flight attendant, consider the following activities and providers. • Job shadow at local airport/airline or travel agency. • Research available jobs. • Participate in on-the-job training. • Learn about federal aviation regulations. • Learn lingo, vocabulary, and acronyms. • Learn job readiness skills (CareerTech). • Build resume. • Practice interviewing skills. • Complete job applications.
Course of Study • The course of study must include the specific course nameand not the general core area (e.g., Algebra I as opposed to Math). • Courses should be specific to each young adult and demonstrate progression through the completion of their secondary education.
Course of Study • Course titles and transcripting play a significant role in a young adult’s future. • Consider: • College-bound young adults • Curriculum Access Resource Guide-Modified (CARG-M) and CARG-Alternate (CARG-A) • College entrance requirements • Eligibility for Oklahoma Higher Learning Access Program (OHLAP)
Ciara’s Course of Study • In what courses should Ciara enroll to reach her annual IEP goal(s) and postsecondary goal(s)?
Group Work • Work in your group to develop a course of studyfor Ciara. • The course of study should show a progression through the years and enable Ciara to reach her postsecondary goal(s). • Use specific course titles.
Reflect • Does your course of study show a progression through the years and enable Ciara to reach her postsecondary goal(s). • Does the course of study align with each annual goal?
Sample Course of Study 10th11th12th English 2 English 3 English 4 Geometry Algebra II Art Biology Chemistry Business Forms Oklahoma History Government Sign Language 2 Keyboarding Finance Computer Applications Home Economics Communications Drama
Transfer of Rights • Young adults and parents must be informed about the age of majority and transfer of rights by the time the young adult reaches 17 years of age. • In the case of a young adult reaching the age of majority, the notification of meeting will be addressed to the young adult and a copy will be provided to the parent(s).
Transfer of Rights • LEAs should inform parent(s) of their option to seek legal advice if they plan on continuing to make decisions for their child upon the child reaching the age of majority. • Young adults need to be prepared for the responsibility they will gain. • Oklahoma Disability Law Center: OKC 1-800-880-7755 Tulsa 1-800-226-5883
Summary of Performance (SOP) • The Summary of Performance is Form 15 in Oklahoma. • The SOP can be used as a planning tool throughout a young adult’s educational experience. • It must be provided prior to exit due to graduation and reaching maximum age of eligibility.
Summary of Performance • Review the sample letter. • Utilize the instructions. • Involve the young adult in the process.
What should be considered? • Consider who will receive the SOP. • Test results and interpretations • Accommodations and modifications • Present levels • Goals • Documentation of disability and assessments
How can I do all of this and teach the subjects for which I am responsible? • Incorporate activities into class assignments. • Engage other service providers. • Work closely with your Vocational Rehabilitation Counselors. • Begin a transition elective class. • Open a transition center.
Transition Contact Information Anita Eccard, Coordinator (405) 521-4865 <Anita_Eccard@sde.state.ok.us> Janet Felton, Coordinator (405) 522-1578 <Janet_Felton@sde.state.ok.us> Monica McFarlin, State Personnel Development Grant (SPDG) Project Coordinator (405) 521-4869 <Monica_McFarlin@sde.state.ok.us> Candi Robinson, SPDG Technical Assistance Coordinator (405) 522-4365 <Candi_Robinson@sde.state.ok.us>