Kategorie: Wszystkie - competence - expectations - support - transition

przez Jennifer Robinson 2 lat temu

191

IEPs & Transition Plans

IEPs & Transition Plans

IEPs & Transition Plans

Secondary Transition Planning (CA Transition Alliance, 2020)
Mandates

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)

State Performance Plan (Required by IDEA)

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 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)

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

Culturally Responsive and Relevant (Barrio et al., 2017)
The Culturally Responsive and Relevant IEP Builder (CRRIB)

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

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

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

IEP Writing (Patti, 2016)
Utilize resources

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

Make it flow

"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

Incorporate data

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

Tell the child's story

"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.

Gather input

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