The Transition Focused IEP/ITP:
A tool for building lives
Presenter:
The District Office of Transition Services
333 So. Beaudry Avenue – 17th floor
Los Angeles, California 90017
(213) 241-8050
The Transition Process:
Empowers all students
with the skills necessary to
achieve their full potential
in adult living, through
support and collaboration
with families, schools and
communities.
Objectives
The participant will:
Understand how the changes in IDEIA 2004
(Individuals with Disabilities Education
Improvement Act) support a transition
focused Individualized Education Program
Understand that transition instruction is
embedded throughout secondary education
Learn the steps of developing a compliant
Transition Focused Individualized Education
Program (IEP)
IDEIA 2004 and Transition
Shift in focus to a Transition Focused IEP
What does it look like?
Connected to the student’s post secondary goals
Evaluate, through assessment, which essential skills and
abilities are needed
Build transition language throughout the IEP
Develop annual goals connected to the post secondary goals
The link
Adult Life
Secondary Education
The transition focused secondary IEP is the first
step in building the link between secondary
education and adult life.
Transition Focused
Secondary Education
and the IEP
Dreams
Preferences
Interests
Post Secondary
Goals
Assessment
Transition Activities
Supports
and
Services
Annual Goals
Course of Study
PLP
Dreams, Preferences, and Interests
• Look at the results of prior interviews and
assessments (ITP)
• Collect any additional information needed to
determine current dreams, preferences and
interests
• Enter results on page 1 of the New ITP
Interests go on
Page 1 of the ITP
Enter career
pathway here.
(Dropdowns)
Identify the Student’s
Post-secondary Goals
(Enter this Information on Pages 2 & 3 of the ITP)
Education/training

Does the student want to go to higher education
or a vocational training program?
Employment

Does the student want to get a job? Does the
student have a job preference?
Independent Living (As needed)

What living arrangement does the student
envision as an adult?
Post-secondary goals are the planned future goals of
the student in employment, education, training, and
independent living skills
Examples:
Vocational Training
Competitive Employment
Undergraduate Degree
Supportive Employment
Volunteer Work
Independent Living
Post Secondary Goals
Lead to:
Supported by:
Post Secondary
Goals
ITP Activities
In the areas of:
Instruction, Post Education,
Employment, Community Experiences,
and Independent Living
IEP Annual Goals
Academic and/or Functional
Supported by:
Post-Secondary Goals
ITP Connection
Education/Training
(i.e. Vocational Training, Four Year University, Community College,
Apprenticeship)
Employment
(i.e. Competitive Employment, Supported Employment, Volunteer Work,
Work/Activity Program, Grant Funded Work Experience, Self-Employed)
Independent Living when appropriate
(i.e. Live alone, Semi-Independent, Live with Family, Supported Living,
Residential Living)
Page 2: Post Secondary Goals
The
expectation is
that the
student will
eventually
leave school
with which
one?
After leaving
school, what is
the student
planning? More
than one is
acceptable.
Page 3 Post Secondary Goals
After leaving
school, what
are the planned
living
arrangements
for the
student?
What is the
student’s plan
for
employment?
Education?
Assessing for student need in education and
training, employment, and independent living
skills
An Interview is an excellent start, but the formal
process requires an additional instrument:
COPS II
IDEAS
Informal Transition
Assessments
Others
An easy way to catch a dream is to start by asking!
Use the Assessments that are available to
identify strengths
Education/Training
State and District assessments
Periodic assessments
Curriculum-based measurements
Transition related assessments





COPS II
IDEAS
Informal Assessments for Transition Planning
Learn to Earn
Web-based (i.e. Career Locker, Career Cruising)
Employment
Pre-employment check list
Informal Assessments for Transition Planning
Independent Living Skills (As needed)
Informal Assessments for Transition Planning
Brigance
Observation – Checklist for Adaptive Living Skills (CALS)
Interests and Assessment Results go on
Page
1
of
the
ITP
There is a Drop-down
here. Choose the
appropriate
assessment and
‘click’ to enter it into
the dialog box.
Choose ‘Other’ if you
want to use an
assessment from
Informal Transition
Assessments and
indicate which
assessment you used
in the written section.
If you choose
‘Other,’ enter the
appropriate title
in the narrative
box.
Identify interests
and abilities based
on assessment
Enter
appropriate
response if
required.
Don’t forget the
date of the
assessment.
Let’s look at the Present Level of Performance
(PLP)
The PLP should identify strengths in
relation to the post secondary goals
A key point is to build transition language into the present level
of Performance:
• Speak to the strengths of the student
• Address the needs of the student
• How does the impact of the disability affect the student’s
progress and involvement in the general education curriculum
Course of Study
 General Education Curriculum
 Alternate Curriculum
Which course of study does the student need to
be in to attain post-secondary goals?
Annual goals connect the short term and long
term plan
Meaningful goals lead back to the dream
Annual Goals
Annual goals to support the post secondary goals in
education/training, employment and independent living
should consider these questions:




Which academic or functional goals support the student
in working toward the post-secondary goals?
How should objectives be scaffold to address “catch up”
skills and ability levels?
What is the specific vocational or career goal?
Does the student need a goal in independent living
skills?
IEP Page 5 - Annual Goals
Example: 2.0 Writing Applications
ELA Standard 8.2.5:
Johnny will write a letter of intent
to a Human Resources Officer in
a business of sales, a career of
choice.
a. Present information
purposefully and succinctly and
meet the needs of the intended
audience.
b. Follow the conventional format
for the letter of intent to a
business.
Supports and Services
Transition Activities
What transition activities will support the
post secondary goals in:

Education/Training

Employment

Independent Living Skills
Page 2: Transition Activities
Check if the
student
currently
receives related
services
Think of this
section as a
sentence
completion.
“To work toward
the goals above,
the student
should…”
Identify meaningful
activities that will assist
the student in preparing
for the goals above.
Did the IEP team
discuss any other
related services
that may be
required for
transition?
Who will support
the activity?
(Dropdowns)
When will the
activity be
completed?
Page 3: addresses personal growth needs of
the student
To meet
this…
Indicate what
needs to be
done here.
Who will
monitor/support
the activity?
What activities will
assist the student
in preparing for
the goals?
What activities are
needed to assist the
student in meeting
the post living
goals?
Who will
monitor/support
the activity?
Who will
monitor/support
the activity?
Do you need additional information to
understand and develop a meaningful
IEP/ITP for the student?
Page
3a:
(when appropriate)
Complete only if
further
assessment is
needed.
Is additional
assessment
needed to
assist the
student in
“Independent
living skills?”
Completed by
the assessor.
Is additional
assessment
needed to
assist the
student in
“Functional
Vocational
Activities?”
Completed by
the assessor.
Summary
Secondary IEP for 15 year old and above
is focused on the student’s post secondary
goals in education, training, employment,
and independent living skills
The strands of transition should flow
through the entire IEP
Transition is a team responsibility
Not a separate document, but the basis of the transition focused IEP
ITP Pages
Page 2
Page 1
Page 3
Page 4
Ready, Get Set, Go!
“The transition focused IEP serves as
an effective tool to get students out of
the blocks”
You are a key player in the transition
process…
District Office of Transition Services
333 South Beaudry Avenue
Los Angeles, California 90017
(213) 241-8050
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