The Transition Focused IEP/ITP: A tool for building lives

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The Transition Focused IEP/ITP A tool for
building lives

• Presenters
• Luther Waters and Shelia Jordan-Jones

The District Office of Transition Services 333
So. Beaudry Avenue 17th floor Los Angeles,
California 90017 [phone]
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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.

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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)

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IDEIA 2004 and Transition

• Shift in focus to a Transition Focused IEP
• What does it look like?
• Evaluate, through assessment, which essential
  skills and abilities are needed
• Connected to the students post secondary goals
• Build transition language throughout the IEP
• Develop annual goals connected to the post
  secondary goals

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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.

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Transition Focused Secondary Education and the
IEP
Dreams Preferences Interests (What do you want to
be?)
Measurable Postsecondary Goals (After High
School, what will you do?)
Assessment (How do you fit?)
Transition Activities (Action-oriented growth
activities)
Supports and Services (Who and what can help you?)
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Dreams, Preferences, and Interests
What do you want to be?
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IDEIA requires Transition Assessment in 3 Areas
Education/Training, Employment, and Independent
Living Skills (as needed)

• You need at least 2 tools
• An Interview is an excellent start, but an
  interview alone is not acceptable!

An easy way to catch a dream is to start by
asking! But dont stop there . . .
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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
• IDEAS
• Transition to Work Inventory
• COPS
• Career Cruising
• Independent Living Skills (As needed)

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Assessment Students with Mild-Moderate
Disabilities

• 15 year old must receive a Scaled and Scored
  tool within classroom instructional setting to
  complete the formal process (9th or 10th grade
  depending on age of student)
• Ages 16, annually update assessments as
  required
• Scaled Tool Examples
• IDEAS
• COPS
• JANUS
• Transition-to-Work Inventory
• Transition Planning Inventory (TPI)

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Assessment Students with Moderate-Severe
Disabilities

• 15 year old must receive a Scaled and Scored
  tool within classroom instructional setting to
  complete the formal process (9th or 10th grade
  depending on age of student)
• Ages 16, annually update assessments as
  required
• Scaled Tool Examples
• Reading Free Inventory
• PICS
• COPS PICS
• Brigance Employability/ Life Skills Inventory
• Adaptive Skills Checklist
• Transition Planning Inventory- Modified for
  Student with Significant Disabilities (TPI)

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• See Assessment Matrix

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Interests and Assessment Results go on Page 1 of
the ITP
Enter career pathway. (Dropdowns) Choose the
appropriate assessment and click to enter it
into the dialog box. Choose Other and indicate
the title of tool in parentheses within narrative
Identify strengths, interests and abilities
based on assessment. Sample phrase Results
indicate student interests in Abilities
supporting these interests include
Enter appropriate response if required.
DETAIL DETAIL DETAIL
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Identify the StudentsPost-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?

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Page 2 Post Secondary Goals
After leaving school, what is the student
planning? More than one is acceptable.
The expectation is that the student will
eventually leave school with which one?
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Page 3 Post Secondary Goals
After leaving school, what are the planned living
arrangements for the student?
What is the students plan for employment? Educati
on?
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Lets look at the Present Level of Performance
(PLP)

• When writing the PLP in any area, keep in mind
  the postsecondary goal of the student
• Strengths, needs and impact of disability should
  support the end goal

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Course of Study

• General Education Curriculum
• Alternate Curriculum
• Which course of study does the student need to
  participate in to attain post-secondary goals?

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Annual Goals

• Annual goals are written to support
• Student areas of need as identified in PLP
• Identified post-secondary goals

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IEP Page 5 - Annual Goals
Robert wants to be a mechanic The PLP identified
a need in reading comprehension In developing
your reading goal, address the need and keep in
mind how this goal connects with Robert becoming
a mechanic
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Supports and ServicesTransition Activities

• What transition activities will support the
• post secondary goals in
• Education/Training
• Employment
• Independent Living Skills

ACTION-ORIENTED GROWTH ACTIVITIES
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Page 2 Transition Activities
Check if the student currently receives related
services
Did the IEP team discuss any other related
services that may be required for transition?
Think of this section as a sentence
completion. To work toward the goals above, the
student should
Who will support the activity? (Dropdowns) When
will the activity be completed?
Identify meaningful activities that will assist
the student in preparing for the goals above.
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Page 3 addresses personal growth needs of the
student
To meet this
What activities are needed to assist the student
in meeting the post living goals?
Indicate what needs to be done here.
Who will monitor/support the activity?
Who will monitor/support the activity?
What activities will assist the student in
preparing for the goals?
Who will monitor/support the activity?
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Do you need additional information to understand
and develop a meaningful IEP/ITP for the student?
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Page 3a (when appropriate)
Complete only if further assessment is needed.
Is additional assessment needed to assist the
student in Functional Vocational Activities?
Is additional assessment needed to assist the
student in Independent living skills?
Completed by the assessor.
Completed by the assessor.
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Transition Focused Secondary Education and the
IEP
Dreams Preferences Interests (What do you want to
be?)
Measurable Postsecondary Goals (After High
School, what will you do?)
Assessment (How do you fit?)
Transition Activities (Action-oriented growth
activities)
Supports and Services (Who and what can help you?)
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• You are a key player in the transition process

District Office of Transition Services 333 South
Beaudry Avenue Los Angeles, California
90017 [phone]