Oklahoma IEP Transition Examples

1. Jim Martin University of Oklahoma Zarrow Center 840 Asp Ave., Room 111 Norman, OK 73019 Phone: 405-325-8951 Email: jemartin@ou.edu Web: ou.edu/zarrow Oklahoma IEP Transition Examples

2. Transition Assessment in The IEP (Form 7) • Present Levels of Academic Achievement and Functional Educational Performance • Page 1 of form 7 • Transition strengths and needs • Address with transition goals • Transition Assessment Results • Page 6 of form 7 • Name of assessment, date given, and results • Used to develop postsecondary goals and transition goals

3. The AIR Self Determination Assessment Results on the IEP

4. Page 1 Current Assessment Data Bill obtained a 74 on the AIR Educator Self-Determination Assessment given on 11-8-07. Objective Statement Bill has about half of the overall SD skills and opportunities needed to master these skills. He needs increased school and home opportunities to develop and master additional SD skills for success in welding school. Strengths Knows own ability and limitation and can express these Set goals Change plan to accomplish goals Anticipated Effects When provided the opportunity to set and express goals at his next IEP meeting, Bill can engage in this activity. Needs Opportunities at school and home to learn and practice additional SD skills Example Present Level of Achievement Using the AIR Self Determination Assessment

5. Annual Transition Goal:Education/Training (page 4, Form 7) • Goal • Bill will increase his overall self-determination score from 48% to 75% as measured on the AIR self-determination assessment. • Objective/Benchmark • To demonstrate leadership at IEP meetings, Bill will increase his scores on the Expressing Goals section of the ChoiceMaker Self-Determination Assessment from 20% to 90%. • Bill will develop and implement a weekly goal attainment plan to attain two or more IEP goals by successfully completing 90% or more of the Take Action Goal Attainment process.

6. Coordinated Activities Bill will share his weekly goal attainment plan with his family. Bill will build his SOP with his family to share at the IEP meeting. Responsible Parties Bill and special education teacher Bill and parents Annual Education/Training Coordinated Activities (page 4, Form 7)

7. Page 6 Transition Assessment Results Bill obtained a 74 (48%) on the AIR Educator Self-Determination Assessment given on 11-8-07. He had a 47 out of 90 for capacity and 27 out of 60 for opportunity. He needs to develop additional SD skills to be successful in attaining his postsecondary goals. Example Self-Determination Transition Assessment

8. Casey Life Skills Assessment This website enables students, family, and educators to gather information about adult living strengths and needs. Go to: www.caseylifeskills.org

10. Page 1 Current Assessment Data According to her Dad on the Casey Life Skills assessment (level 4) taken on 11-8-07, Sarah mastered 33% communication, 38% daily living, 100% self-care, 67% social, 50% work and study, with a total mastery of 54%. Objective Statement Sarah has scattered results that suggests mastery of self-care needs, and adequate performance in social situations. She needs to learn communication, daily living, and work/study skills to increase the likelihood of successfully living in her own apartment. Strengths Self care Social skills Anticipated Effects When having the opportunity to be by herself at home and in the community Sarah has self-care and social skills to adequately present herself and interact with others. Needs Opportunities at school and in the community to learn and practice communication, daily living, and work and study skills. Example Present Level

11. Annual Transition Goal: Independent Living (page 5, Form 7) • Sarah will increase her daily living scores from 38% to 95% and her communication scores from 33% to 95% as measured by the Casey Life skills level 4 assessment.

12. Coordinated Activities Volunteer at the independent living center to help teach daily living and communication skills. Parents will provide opportunities at home to help Sarah improve daily living and communication skills. Responsible Parties Sarah and special education teacher Sarah and parents Annual Independent Living Coordinated Activities (page 5, Form 7)

13. Page 6 Transition Assessment Results According to her Dad on the Casey Life Skills assessment (level 4) taken on 11-8-07, Sarah mastered 33% communication, 38% daily living, 100% self-care, 67% social, 50% work and study, with a total mastery of 54%. She needs to learn and use additional adaptive behaviors to achieve her postsecondary independent living goal of living in her own apartment while going to college. Example of an Adaptive Behavior Transition Assessment

14. The Self-Directed Search Assessment Results on the IEP

15. Page 1 Current Assessment Data According to the Self-Directed Search, Form E completed on 11-8-07, Cathy scored highest on artistic occupations (interior designer, graphic designer, flower sales). Objective Statement Cathy prefers jobs that allow creativity and expression of her talent. Strengths Creativity Anticipated Effects Cathy’s creativity will enable her to participate in theater productions and art shows. Needs Cathy needs opportunities to explore her vocational interests to identify possible job matches. Example Present Level

16. Annual Transition Goal: Employment (page 5, Form 7) • Cathy will undertake career exploration activities using the computer, direct observation, and interviews to select the top three artistic occupations that match her interests and skills.

17. Coordinated Activities Complete career exploration class at local CareerTech center. Parents will help facilitate visits to discuss artistic occupations with those actually working in the field, and expose her to a variety of artistic formats (i.e., drama, dance, and visual arts). Responsible Parties Cathy and school counselor Cathy and parents Annual Employment Coordinated Activities (page 5, Form 7)

18. Page 6 Transition Assessment Results According to the results of the Self-Directed Search - Form E Cathy ranked artistic occupations highest. She needs to explore artistic jobs to learn job requirements to help her decide upon specific educational and occupational goals. Example Transition Assessment Results

19. Choose and Take Action Results on the IEP

20. Current Assessment Data The Choose and Take Action assessment was completed on 11-8-07. Sam’s top three job characteristics were working outside, being with few people, and quiet settings. Top four activities were yard work, taking care of plants, and cleaning up. Top two settings included landscape company and green house. Objective Statement Sam’s top ranked choices were being outside, doing yard work, and working for a landscape company. Strengths Firm pattern of choices demonstrated over time. Anticipated Effects Experience in choice-making will enable Sam to begin in-depth job exploration activities. Needs In-depth job exploration Continued opportunity to express choices during the job exploration process. Example Present Level (page 1)

21. Page 6 Transition Assessment Results The Choose and Take Action assessment was completed on 11-8-07. Sam’s top ranked job characteristic was working outside. Top ranked activity was yard work. Top ranked setting was landscape company. Example Transition Assessment Results

22. Annual Transition Goal: Employment (page 5, form 7) • Goal • Sam will undertake extended work-study experiences at community-based job locations to identify at least one job that obtains a 90% characteristic and and 90% job activity match. • Short-Term Objectives • Sam will correctly identify 100% of the illustrations used in the characteristic and job activity match process across three consecutive trials. • Sam will correctly identify 80% of the activities and characteristics at a job site across three consecutive trials.

23. Coordinated Activities Complete work-study experience at cooperating community-job sites. Become involved in Voc Rehab’s work experience program. Responsible Parties Sam, transition coordinator, and voc rehab counselor Annual Employment Coordinated Activities (page 5, form 7)

24. Using Assessment Results to Formulate Postsecondary Goals

25. Post-Secondary Goals • IEP must include appropriate measurable postsecondary goals • based upon age-appropriate transition assessment • related to training, education, employment, and when appropriate, independent living • Need postsecondary goal for further education/training and employment. • Can’t leave blank • Can’t simply say will “be determined later”

26. NSTTAC and OSEP Approved Sample Postsecondary Goals • Go to www.nsttac.org and click under Indicator 13 Training Materials to see examples and non-examples of postsecondary and annual transition goals. • Make sure to read the directions to find the correct file.

27. Education /Training Example Postsecondary Goal Upon completion of high school, John will enroll in courses at Ocean County Community College. Annual IEP Goal Given Ocean County Community college information, John will demonstrate knowledge of the college’s admission requirements by verbally describing these requirement and identifying admission deadlines with 90% accuracy by November, 2007.

28. Employment Example • Postsecondary Goal • John will work in an on-campus part-time job while in college. • Annual IEP Goal • John will be able to report 3 possible occupations for part-time employment based on the results of career assessments through career counseling with the guidance counselor.

29. Independent Living Example • Postsecondary Goal • Upon completion of high school, Lissette will learn to utilize public transportation, including the public bus and uptown trolley • Annual IEP Goal • Given travel training situations, Lissette will demonstrate sitting quietly and refraining from talking to strangers while utilizing public transportation at least two times across three opportunities.

30. For More Information Contact: Jim Martin University of Oklahoma Zarrow Center for Learning Enrichment Carpenter Hall Room 111 Norman, OK 73019 Phone: 405-325-8951 E-mail: jemartin@ou.edu