The TransitionFocused IEP Activities for Before, During and After the IEP Meeting

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The Transition-Focused IEPActivities for
Before, During and After the IEP Meeting
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IEP Planning Process

• Beginning at age 14 the IEP should be focused on
  meeting the students postsecondary goals.
• The IEP is a plan for preparing the student to
  successfully move from school to post-school
  education, work and adult living.
• Transition is a results-oriented process that is
  focused on improving the academic and functional
  achievement of the student.

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Before the IEP Meeting

• Prior to age 14 conduct an age-appropriate
  transition assessment related to training/
  education, employment, and, where appropriate,
  independent living skills.
• The assessment will assist in developing the
  measurable postsecondary goals.
• The assessment will assist in identifying
  transition services needed to reach the goals.
• Transition assessment should be on-going.

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Assist the student and family to determine needs,
strengths, preferences and interests related to
life after high school.

• Conduct career awareness exploration activities
  and a variety of formal and informal assessments.
• Explore opportunities within general education
  for the student to participate such as the
  development of Personal Plans of Study and Kansas
  Career Clusters.
• Integrate these processes into the
  transition planning for the student.

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Formally Invite the Student to the IEP

• Prepare the student for participating in the IEP
  meeting.
• Support the student in developing
  self-determination skills.
• There must be documentation that the student was
  invited even if it is known he/she cannot attend.

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Invite the Parents to the IEP

• Provide the parents (or adult student) with a 10
  day written notice of the IEP meeting.
• Invite all required team members.
• Include other team members as determined
  appropriate by the school or by the parents.

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Invite Representative of Outside Agency

• With the consent of the parent invite a
  representative of a participating agency that is
  likely to provide or pay for transition services.
• Use other means to enable the participation of
  the representative if they are unable to attend
  the meeting (conf. call, etc).
• If other agency fails to provide transition
  services on the IEP, reconvene the IEP team to
  identify alternative strategies.

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Prepare an IEP Meeting Agenda

• Enables the student and parents to know what is
  happening throughout the meeting.
• Encourages the student and parents to participate
  in the discussion.
• The facilitator should also bring other relevant
  information, such as, graduation requirements,
  summary of assessments, description of courses
  available, etc.

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Appropriate Measurable Postsecondary Goals

• Beginning with the first IEP to be in effect when
  the student is age 14.
• Based on age-appropriate transition assessments
  in the areas of education/training, employment,
  and, if appropriate, independent living skills.
• Must have a goal for education/training, and
  employment.
• Only if appropriate, a goal for independent
  living skills.

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Example

• Measurable postsecondary goals are outcomes that
  occur after the student has left high school.
  What a student will do.
• Education/Training After graduation, James will
  attend Kaw Valleys Technical Institutes 2 Year
  Diesel course.
• Employment After graduation from Kaw Valley
  Technical Institute (KVTI), James will be
  employed as a Diesel Mechanic.
• Combination Goal After graduation James will
  attend KVTIs 2 year Diesel course and then will
  be employed as a Diesel Mechanic.

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Present Levels of Academic Achievement and
Functional Performance (PLAAFP)

• Focus on the students strengths, needs,
  interests and preferences in relationship to
  his/her postsecondary goals.
• Frame PLAAFPs around the areas of transition
  services instruction, related services,
  community experiences, employment, adult living
  objectives, daily living skills and functional
  vocational evaluation.

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Courses of Study(Age 14)

• Courses of study are a multi-year description of
  coursework to achieve the students desired
  postsecondary goals.
• The courses of study must identify the specific
  graduation requirements and elective courses.
• Other educational experiences work study,
  community-based instruction, self-advocacy
  skills.
• May change from year to year based on students
  needs, strengths, preferences, interests and
  measurable postsecondary goals.

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Transition Services(Age 16)A coordinated set
of activities based on the individual students
needs, taking into account the students
strengths, preferences and interests. Address
the following areas

• Instruction
• Related Services
• Community experiences
• Employment

• Adult living objectives
• If appropriate, daily living skills and
  functional vocational evaluation

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Coordinated Set of Transition Services
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Measurable Annual Goals

• Include academic and functional goals designed to
  meet the students needs to enable the student to
  be involved in and make progress in the general
  education curriculum.
• Address each of the students other educational
  needs that result from the students disability.
• Must support the student to meet his/her
  postsecondary goals.
• For students eligible for the KAMM, develop
  short-term objectives or benchmarks.

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Special Education and Related Services and
Supplementary Aids and Services

• Based on peer-reviewed research to the extent
  practicable.
• Statement of program modifications or supports
  for school personnel to enable the student to
• Advance toward attaining annual goals and
  postsecondary goals
• Be involved in and progress in general curriculum
  and nonacademic activities
• Be educated and participate with exceptional and
  nonexceptional students
• Identify the location, frequency and duration of
  services.

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Transfer of Rights at Age 18

• At least one year before a student
  reaches 18 years of age, the students
  IEP includes a statement that the student has
  been informed of rights that will transfer to
  the student upon reaching age 18.
• All rights afforded to parents under IDEA
  transfer to the student at age 18 (unless the
  student has been determined to be incompetent
  under state law).

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After the IEP Meeting

• Services on the IEP will begin within 10 school
  days after parental consent unless justification
  for a delay.
• Regularly assess student progress and report
  progress toward meeting annual goals to parents
  as determined in the IEP.
• Conduct an annual review of the IEP.

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Summary of Performance

• For students whose eligibility ends due to
  graduation or exceeding the age of eligibility.
• Summary of academic achievement and functional
  performance, including recommendations
• The Summary of Performance (SOP) is intended to
  assist the student in transition from high school
  to higher education, training and/or employment
  and successful independent living.
• The development of the SOP can start as early as
  possible. It can take the form of a Portfolio or
  a form of minimum requirements.

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Indicator 13 Requirements

• Percent of youth with IEPs aged 16 and above with
  an IEP that includes
• appropriate measurable postsecondary goals that
  are
• annually updated (as appropriate) and
• based upon an age appropriate transition
  assessment
• transition services, including courses of study,
  that will reasonably enable the student to meet
  those postsecondary goals
• annual IEP goals related to the students
  transition services needs
• evidence that the student was invited to the IEP
  Team meeting where transition services are to be
  discussed
• evidence that, if appropriate, a representative
  of any participating agency was invited to the
  IEP Team meeting
• with the prior consent of the parent or student
  who has reached the age of majority.
• (20 U.S.C. 1416(a)(3)(B))

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Resources

• Kans Trans Website http//www.ksde.org/Default.asp
  x?tabid2587
• NSTTAC Indicator 13 Checklist http//www.nsttac.or
  g/indicator13/indicator13_checklist.aspx
• Transition Coalition http//transitioncoalition.or
  g/transition/index.php
• NCSET Resources for IEP and Transition Planning
  http//www.ncset.org/topics/ieptransition/resource
  s.asp?topic28
• IEP team meetings A guide for participation for
  parents. http//www.nasponline.org/families/iep.pd
  f (English)   http//www.nasponline.org/famili
  es/iep_sp.pdf (Spanish)  
• NICHCY's All about the IEP pages.
  . http//www.nichcy.org/EducateChildren/IEP/Pages/
  default.aspx