przez Jennifer Robinson 2 lat temu
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invite participating agencies to the IEP
parent/family and interagency collaboration
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)
annual goals
SMART goals (specific, measurable, action, realistic/relevant, time limited
must have a measurable IEP outcome/goal for each area where a post-secondary goal is identified
course of study
reflect the student's completion goals and post-secondary transition goals
multi-year description of coursework
list transition services
at least one service the corresponds with each post-secondary outcome goal
Transition Services (San Bernardino City USD Special Education Department)
Community/State Resources
WIC
Access ADA service
VTRANS
Independent Living Center
Social Security
Goodwill
Job Corps
CA Conservation Corps
EDD
Supported Employment
Department of Rehabilitation
Post-Secondary Education
Regional Occupation Program (ROP)
adult education
community college
4-year college
Secondary Programs
Paid Internship Program
Community-Based Instruction
WorkAbility
TTP
a coordinated set of activities for a child with (dis)ability
goals based on age appropriate assessments
the power of reflection
assessment should lead to self-discovery
write measurable post-secondary goals
update goals annually
"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)
4 indicators specifically related to secondary transition
improve outcomes in employment, education/training, and independent living
what do students do after they leave high school?
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
students who stay in school and graduate are more likely to be able to work and continue their education
achieve compliance with federal guidelines on the IEP
evidence a representative of participating agency was invited to IEP meeting with prior consent of parent/student
evidence that the student was invited to the IEP meeting
annual goals elated to the student's transition service needs
courses of study included that will reasonably enable student to meet post-secondary goal
transition services in the IEP that will reasonably enable to student to meet post-secondary goal
goals based on age-appropriate transition assessment
post-secondary goals updated anually
appropriate measurable post-secondary goals for education/training, employment and independent living skills
must document on the IEP a "yes" to each question
decrease the drop-out rate
increase percent of youth with IEPs graduating with a regular diploma
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.
planning must begin with the first IEP in effect once the child is 16
includes instruction, related services, community experiences, development of employment or other post-school adult living objectives
based on the individual's needs, strengths, preferences, and interests
include post-secondary education, vocational training, integrated employment, continuing/adult education, adult services, independent living, community participation
designed within a results-oriented process focused on improving academic and functional achievement
CRIBB matrix divided into 4 sections
transition
postschool objectives
employment
community activities
transition services
assessment/accomodations
program modifications
alternative assessments
measuring achievement
participation and support
participation in general education
related and/or supplementary services
foundation
measurement of progress
goals
levels of functioning
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
"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
high expectations
cultural reciprocity
incorporate students' experiences into instruction
facilitate the abilities and gifts of students
enhance student's cultural competence and self-determination
importance of knowing, appreciating, and maximizing what students bring to their learning with their cultural knowledge
software and web-based programs
state education departments and other reputable special education organizations
checklists for completing IEPs
sample language for writing measurable annual goals
manuals for selecting appropriate testing accomodations
IEP writing guides
"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
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
critical foundational step for later parts of the IEP
current levels and needs to be referenced when writing annual goals
quantitative
behavioral observations
rating scales
work samples
numerical scores from assessments
qualitative
more detailed descriptions of student performance
"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)
academic, social, and physical
remember the audience: school professionals, parents...what do they need to know and understand about the child?
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.
from the child
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.
students can create vision statements and set personal goals to engage in more meaningful participation
required by special education law at age 16 (IDEIA, 2004) but beneficial prior
students have insight into their own strengths, preferences, and learning needs
from parents
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.
pre-planning: sit with (or phone/video conference or written correspondence) the parent and discuss student's progress, strengths and concerns
parents offer a perspective on their child unique to the educators'
required by special education law (IDEIA, 2004)
from teachers and service providers
health information
attendance records
behavioral charts
informal and formal assessments
classroom work examples
progress monitoring