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

1. 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

2. 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.

3. 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)

4. 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 student’s post secondary goals • Build transition language throughout the IEP • Develop annual goals connected to the post secondary goals

5. The link Adult Life SecondaryEducation • The transition focused secondary IEP is the first step in building the link between secondary education and adult life.

6. Course of Study (How are you getting there?) Develop Measurable Annual Goals to support MPSG (What are the steps to get you there?) • PLP • (Where are you now?) 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?)

7. Dreams, Preferences, and Interests “What do you want to be?”

8. Assess the student’s interests, preferences, and strengths An Interview ,the Transition Planning Profile, “Likes and Dislikes”, and “Skills” are appropriate instruments. The easiest way to catch a dream is to ask!

9. 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

10. Identify the Student’sPost-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?

11. 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?

12. 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?

13. Let’s 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

14. Course of Study • General Education Curriculum • Alternate Curriculum Which course of study does the student need to be in to attain post-secondary goals?

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

16. 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

17. Supports and ServicesTransition Activities • What transition activities will support the post secondary goals in: • Education/Training • Employment • Independent Living Skills ACTION-ORIENTED GROWTH ACTIVITIES

18. 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.

19. 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?

20. 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.

21. Course of Study (How are you getting there?) Develop Measurable Annual Goals to support MPSG (What are the steps to get you there?) • PLP • (Where are you now?) 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?)

22. 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