IEPs & Transition Plans

Gather input

from teachers and service providers

progress monitoring

classroom work examples

informal and formal assessments

behavioral charts

attendance records

health information

from parents

required by special education law (IDEIA, 2004)

parents offer a perspective on their child unique to the educators'

pre-planning: sit with (or phone/video conference or written correspondence) the parent and discuss student's progress, strengths and concerns

Open dialogue is vital. How often do we wonder, "What do the parents DO with these kids at home?" We can only know by asking and, more importantly, listening.

from the child

students have insight into their own strengths, preferences, and learning needs

required by special education law at age 16 (IDEIA, 2004) but beneficial prior

students can create vision statements and set personal goals to engage in more meaningful participation

A student is often their own biggest critic. They can provide insight into areas of need that they mask from the view of educators and even family.

Tell the child's story

first section of the IEP addresses present levels and needs

"The present levels and needs sections are narrative in nature; therefore, when approaching these sections, it may be helpful for a teacher to liken the process to writing a story" (Patti, 2016, p. 154)

person-centered mindset. Make the student the central figure in their own story.

remember the audience: school professionals, parents...what do they need to know and understand about the child?

academic, social, and physical

"The IEP should tell the child's story so individuals reading the IEP can get a clear picture of who the child is..." (Patti, 2016, p. 154)

Incorporate data

qualitative

more detailed descriptions of student performance

quantitative

numerical scores from assessments

work samples

rating scales

behavioral observations

critical foundational step for later parts of the IEP

current levels and needs to be referenced when writing annual goals

Make it flow

maintain a consistent voice

synthesize information from multiple sources into a single writing style for ease of reading and understanding

an unreadable IEP is an unactionable IEP

"Ideas presented in one section of the IEP should clearly build off of earlier sections as well as lead to later sections" (Patti, 2016, p. 155)

student's present levels lead to student's needs lead to how student's needs will be addressed

Utilize resources

IEP writing guides

manuals for selecting appropriate testing accomodations

sample language for writing measurable annual goals

checklists for completing IEPs

state education departments and other reputable special education organizations

software and web-based programs

As efforts are beginning to focus on providing culturally responsive instruction in general education and special education, IEPs should reflect these values and goals

importance of knowing, appreciating, and maximizing what students bring to their learning with their cultural knowledge

enhance student's cultural competence and self-determination

facilitate the abilities and gifts of students

incorporate students' experiences into instruction

cultural reciprocity

high expectations

The Culturally Responsive and Relevant IEP Builder (CRRIB)

"At the heart of the IEP is knowing who a student is, having positive expectations and high goals for the student, and understanding the context students bring to the educational setting (Barrio et al., 2017, p. 116)

We must remember to see the student with an IEP as a whole and complete person with individual needs, aspirations, and desires.

person-centered planning mindset

complementary hallmarks

culturally responsive instruction hallmarks of using students' cultural knowledge and integrating students' prior experiences are complementary to the IEP process of discussing students' experiences and knowledge

CRIBB matrix divided into 4 sections

foundation

levels of functioning

goals

measurement of progress

participation and support

related and/or supplementary services

participation in general education

assessment/accomodations

measuring achievement

alternative assessments

program modifications

transition

transition services

community activities

employment

postschool objectives

"transition services" means a coordinated set of activities for a child with a disability that... (34 CFR 300 43(a) 120 U.S.C. 1401 (34)

designed within a results-oriented process focused on improving academic and functional achievement

include post-secondary education, vocational training, integrated employment, continuing/adult education, adult services, independent living, community participation

based on the individual's needs, strengths, preferences, and interests

includes instruction, related services, community experiences, development of employment or other post-school adult living objectives

planning must begin with the first IEP in effect once the child is 16

Transition planning looks past the needs of the child while enrolled in school to consider what we are trying to prepare the child for...life AFTER school. This is the goal for children without (dis)abilities and likewise must be incorporated into our plans for students with (dis)ablities.

State Performance Plan
(Required by IDEA)

4 indicators specifically related to secondary transition

increase percent of youth with IEPs graduating with a regular diploma

decrease the drop-out rate

achieve compliance with federal guidelines on the IEP

must document on the IEP a "yes" to each question

appropriate measurable post-secondary goals for education/training, employment and independent living skills

post-secondary goals updated anually

goals based on age-appropriate transition assessment

transition services in the IEP that will reasonably enable to student to meet post-secondary goal

courses of study included that will reasonably enable student to meet post-secondary goal

annual goals elated to the student's transition service needs

evidence that the student was invited to the IEP meeting

evidence a representative of participating agency was invited to IEP meeting with prior consent of parent/student

improve outcomes in employment, education/training, and independent living

what do students do after they leave high school?

students who stay in school and graduate are more likely to be able to work and continue their education

students with IEPs need quality IEPs that meet mandates AND the spirit of transition to have a higher likelihood of being prepared for their future

Mandates

write measurable post-secondary goals

"When measurable post-secondary goals are the core of the IEP, the educational plan makes sense to students, parents, teachers, counselors and transition agency partners" (CA Transition Alliance, 2020, p. 17)

update goals annually

goals based on age appropriate assessments

assessment should lead to self-discovery

the power of reflection

list transition services

a coordinated set of activities for a child with (dis)ability

Secondary Programs

TTP

WorkAbility

Community-Based Instruction

Paid Internship Program

Post-Secondary Education

4-year college

community college

adult education

Regional Occupation Program (ROP)

Community/State Resources

Department of Rehabilitation

Supported Employment

EDD

CA Conservation Corps

Job Corps

Goodwill

Social Security

Independent Living Center

VTRANS

Access ADA service

WIC

at least one service the corresponds with each post-secondary outcome goal

course of study

multi-year description of coursework

reflect the student's completion goals and post-secondary transition goals

annual goals

must have a measurable IEP outcome/goal for each area where a post-secondary goal is identified

SMART goals (specific, measurable, action, realistic/relevant, time limited

student participation in the IEP

"Drafting the IEP provides practice in self-advocacy skills - includes having students write a draft of their IEP that reflects their strengths and needs as well as interests and preferences" (CA Transition Alliance, 2020, p. 27)

invite participating agencies to the IEP

parent/family and interagency collaboration