Transition - Grant Wood AEA转换-格兰特伍德AEA.doc

Grant Wood Area Education AgencyBest practice guidelines for writing quality Transition IEPsCritical ElementRequirements ExampleCE #1 Interests and Preferences_ Break statements down into three discrete areas: Strengths. Interests . Preferences._Use verbs that indicate information came directly from the student: “Student says, states, indicates”_For students who are unable to consistently communicate choices and interests, reported observation data from a reliable source is appropriate.In an interview with _ on _;Strengths: He feels that he has strengths in US History and ScienceInterests: He states that his interests include playing video games, sports, and snowmobiling Preferences: _ and his family state that he prefers to work by himself in a noisy setting with a lot going on. Strengths: In a personal interview with _ on _, he states his strengths are art, dodge ball, science, and health.Interests: _states that his interests are participating in physical activities, computers, Internet, and animals (specifically cats).Preferences: _ says he prefers to be outdoors and active. _ is a non-verbal student who through observation and parent conversations has expressed:Strengths: Persistence with activities she enjoys, ability to assist others with her self-help skills such as eating, drinking, and dressing, and the warmth she shows to peers and others.Interests: likes to be around people both peers and adults, likes swimming, and likes music.Preferences: _ demonstrates her preference and willingness by participating in the hand over hand activity of using the electric stapler. She demonstrates her dislike for shredding by looking away when it is her turn to participate in this activity and refusing adult prompts.CE#2: Transition Assessment _Provide date assessment(s) completed_Provide more than one source (outside evaluations may be considered)At the end of the Living, we will state very clearly: “Living is an area of need,” and state where it will be addressed(Goal, service, activity or course of study). OR“Living is not an area of need.”Areas of need are those areas where the students performance is significantly discrepant from same age peers or standard.For 4+ programs, consider such assessments as ASVAB, SAT, ACT, Compass, Work KeysLiving: Parent information should be considered.Activities that will only be addressed in the home setting (laundry, etc.) should not be listed as an area of need. Learning: We will address the three academic areas of reading, written language and math. Possible Sources: Iowa Assessment, general education teacher interview, general education assessment data, Curriculum Based Measurement Data. In the learning results, national percentile ranks (NPR %ile) should be reported when available.Data from each source should be listed under results.At the end of the Learning, we will state very clearly: “Learning is an area of need,” and state where it will be addressed(Goal, service, activity or course of study). OR“Learning is not an area of need.”Working: Sources to consider; Iowa Assessment, Interest Explorer (8th gr.), volunteer work, part time work (babysitting, lawn mowing), I Have a Plan Iowa, ASVAB, Work Keys, Goodwill Work Evaluations, etc.Results: Need to focus on current and past work skills/habits which affect students ability to obtain and maintain employment.Update age appropriate skills in living and working indicating what the student can and can not do. At the end of the Working, we will state very clearly: “Working is an area of need,” and state where it will be addressed(Goal, service, activity or course of study). OR“Working is not an area of need.”LIVING:Information Sources:Parent and student interviews, school and community-based observations, (Date observed/interviewed/administered) Results:_ is able to function independently to meet his needs for post-secondary living. He has a drivers license and can access community resources. Skills in the areas of cooking, cleaning, taking care of personal hygiene and managing money are similar to same age peers, further development of these and other independent living skills will be addressed in the home environment. Living is not an area of need to be addressed in this IEP.Information Sources:School Records, including adaptive skills inventories, parent and caregiver interviews, school and community-based observations, (Date observed/interviewed/administered) Results:_ can chew and swallow solid food when it is presented to her. She can assist in transferring her weight from a sitting position and can sit without support for five minutes. She can use her electric wheelchair to get around indoors in familiar settings but needs assistance in crowded or unfamiliar settings. She also needs assistance to complete all daily living tasks. _ adapts easily to new people and new routines. Living is an area of need. It will be addressed in goals and services.4+ ProgramWhen considering a 4+ program, document the specific skills that justify the need for support in the area of living (i.e. health, nutrition, mobility, safety, financial, etc.) Information Sources:I Have a Plan Iowa (IHAPI), Independent Living Inventory, Ansell Casey Life Skills AssessmentResults:_ can plan and fix simple meals and snacks as well as generate a simple shopping list. They can sort, wash, dry and fold laundry. Hygiene, such as showering and brushing teeth, is inconsistent and needs visual reminders. Money management is a concern as _ has not been able to consistently track their spending habits. This, as well as hygiene, will need to be addressed to meet their goal of living on their own in an apartment with a friend. LEARNING Information Sources:CBM classroom data - Reading, Written Language, and Math probes ongoing this year, school records, teacher interviews, classroom data, (Date observed/interviewed/administered) Results: _ uses a communication system to express basic needs. Reading: _demonstrates an understanding of common signs and symbols in the community and 250 selected sight words but does not read connected text. Math: _understands basic concepts of quantity (more/less), follows a picture schedule and understands time signals (school bells) and can match amounts to a model but she does not count, perform calculations or tell time or read a calendar.Writing: _ communicates using her switch system. _ enjoys learning new tasks and changes in routine. Learning is an area of need and will be addressed in goals, supports and activities Information Sources: Iowa Assessments (IA) National Percentile Rank (NPR%ile); results from (Date observed/interviewed/administered); Written Language Probes; Reading Probes; Math Probes; Degrees of Reading Power; Teacher observation data, (Date observed/interviewed/administered) Results:Reading: IA 19%ile (NPR), Degrees of Reading Power assessment was administered to _ and he scored an instructional level of 5.0. Difficulty was displayed in the area of comprehensionWritten Language: IA 12%ile (NPR), in his daily work, _ is not able to write simple sentences on his own. Writing probes indicate that he is unable to write 1 simple sentence correctly when given a story starter. IA scores indicate that he is able to edit material but Written Language Probes indicate that he is unable to compose original writing samples. Math: 42%ile (NPR) for computation. Math Total 35%ile (NPR).Learning is an area of need. _ continues to need specially designed instruction in written language (basic sentence writing skills) and reading comprehension.No specially designed instruction in math is needed. 4+ ProgramWhen considering a 4+ program, document the specific skills that justify the need for support in the area of learning (i.e. reading, writing, math, 21st Century Skills, etc.) Information Sources:I Have a Plan Iowa (IHAPI), 6 Trait Writing Rubric, Compass ResultsBased on the information from the 6 Trait Writing Rubric, _scored comparable to peers in the areas of idea (4/5), voice (5/5), and conventions (4/5). Organization (3/5), word choice (2/5) and sentence fluency (2/5) were all areas of weakness when compared to same grade peers. Compass results indicate that _ scored 40 (100 maximum) in the area of reading, 75 (100 maximum) in the area of math and 19 (100 maximum) in the area of writing. He will be enrolled in remedial classes for reading and writing. IHAPI results indicate that _ is interested in a career in advertising requiring written presentations, scripts, and sales reports.Written language is an area of need.WORKING:Information Sources: School records, parent, student and community experience supervisor interviews, Job Related Interests and Preferences Inventory (Iowa Assessment Matrix,) (Date observed/interviewed/administered) Results: _ has a volunteer position in the community at the hospital where he helps transport patients and delivers lab results. At work, he is friendly and completes his work duties on time. At times, however, he does not accept changes in assignments well and is occasionally late or absent without calling in. At home, _ has a number of chores for which he receives an allowance. He needs reminders to complete those tasks and can be explosive when asked to redo tasks. He expresses a keen interest in continuing to work and receive further education in the area of health care. He cannot complete a resume or job application nor does he know how to contact employers for potential work. Working is an area of need and will be addressed as an activity on the services page. Information Sources: School records, parent and teacher interview, Whats My Bag (Iowa Assessment Matrix), (Date observed/interviewed/administered)Results: _ can attend to tasks for up to ten minutes and can remain in the same physical position for up to 45 minutes. She has difficulty with extremely fine motor tasks, but can follow a three-step picture routine (match-to-sample). She works well with others and prefers socially active environments with bright, active physical attributes. Working is an area of need and will be addressed as a goal and servicesInformation Sources;Interview with _ and parents (Date interviewed); Choices Inventory; Classroom observation dataResults: In an interview with _, she states she is undecided in her career interests. She does however like to cook, be with people, and clean. _parents report that Mary completes the following chores/responsibilities at home; cleaning her room, simple kitchen tasks, feeding the dog, watching siblings, and cleaning her bathroom. _ receives an allowance when she can complete these tasks with simple reminders.Work is not an area of need at this time but further career exploration may need to be addressed in the future.4+ProgramInformation Sources:Interview with _ and parents (Date interviewed); Vocational Rehabilitation work assessment; Functional Capacity skills check sheetResults:In an interview with _, he states that he has classes and an internship in the area of auto repair in high school. He would like to continue to pursue this area as a vocational career. He is punctual, even tempered, well-groomed and accepts responsibility as well as consequences for actions. He can use the computer to reference parts and record keeping. Working is an area of need for assistance in interpreting technical manuals and writing work orders.Vocational Rehabilitation Functional Capacity LanguageTo aid Vocational Rehabilitation (VR) Counselors in accessing the wealth of information contained in the IEP and to document disability-related impediments to future learning and working environments, special education teachers are encouraged to use VR Language. See AddendumCE#3Post-secondary ExpectationsWill project beyond high schoolWill be observableFor younger students 13-14, it is appropriate to use introductory phrases like “at this time.”Become more specific as the student becomes olderWill be the foundation for development of the IEP servicesLIVING:(13-14 yrs.) At this time, _ will live independently when he completes high school._ will live in an apartment when he completes high school. Parental support will be provided as he works toward independence. _ will live in an apartment with friends after he has completed high school. _ will live in a supported living environment with roommates. LEARNING:(13-14 yrs.) _ will attend adult community education classes for art appreciation._ will attend a 4 year college to obtain a degree in a health related field._ will enroll in a vocational program/community college or have on the job training in his desired career field. _ will access learning support services provided by the post secondary institution._ will participate in a variety of community activities including arts (especially music) and recreation. She will have work-site job training as well. WORKING:(13-14 yrs.) _ will work in a career field where she is able to use her interests in animals, especially cats and dogs. _ will perform work in a sheltered workshop. _ will attend employment/vocational day program _ will work in a greenhouse or with a landscaping business. _ will continue his employment in retail after high school while pursuing his degreeCE#4Course of StudyGraduation Requirements:1) The overall number of credits the student needs to graduate, 2) overall subject areas and required number of credits (e.g., 4 credits of English) and 3) other district graduation requirements, if appropriate OR if student is to graduate by other means, requirements specific to the student. Current status: 1) a targeted graduation date, 2) the required courses yet to be completed, 3) the number of credits yet to be completed, and 4) any other accomplishments required for graduation.If using Power School graduation progress or documentation, be sure it is referenced or attached (I page) (See Addendum B for example taken from Power School)For courses and activities, we will start by listing electives and move to activities making sure these relate to students interest, preferences and post-secondary expectations including linkages specific for the student to pursue post secondary expectations.Graduation date should be the date the student walks across the stage NOT the last day for seniors. OR completed the 4+ program.If the team is unsure of the year of graduation, record your target year and revise at each IEP review.Middle SchoolSince _ states in her four year plan that she has an interest working with people in the health care field, she will take the following courses:_ (confer with counselor for course track given students PSE).For students moving from junior to senior high, we will state: “The student is on track to transition to high school” or explain what is needed to transitionMust align students 4 year plan (8th grade plan)Example: (Middle School/Junior High)Graduation Requirements: _ needs to complete 3 years of English, science, math, and social studies as well as 2 years of PE and 1 year of health and .5 years of FACS and technology. When he enrolls in high school, he will need 4 years of English, 3 years of Social Studies, 3 years of Math and Science, 4 years of physical education, one trimester of Health, plus 21 electives. The total number of credits to be earn for graduation is _.Current Status: At this time, _ has completed the 2 years of English, science, math, and social studies with 1.5 years of PE, 1 year of health and a .5 years of technology. He needs to pass English, math, science, social studies, and PE as well as .5 of FACS to meet promotion requirements for high school. _ will start earning credits toward high school graduation requirement in the Fall of _.Graduation date: 5/31/20-Course and activities:At this time, _ is unsure about a future career and plan of study. He will complete I Have a Plan as well as participate in the schools Career Day event to assist him in his exploration of possible jobs. Example:Graduation Requirements: _ needs _ credits to graduate from _ High School. _ will earn credit completing 4 years of English, 3 years of Social Studies, 3 years of Math, and 3 years of Science, 4 years of physical education, and one trimester of Health, the remainder of credits will be earned with elective courses (Insert your schools requirements).Current Status: _ has completed _ credits (report credits as of completion of the most recent reporting period). _still needs 1 social studies credit, 1 math credit and 1 English credit, and 1 PE credit. She will need 4 elective credits and a completion of her portfolio.Graduation date: 5/31/20- (use last day of May of graduation year if you do not know the specific date). Course and activities: Electives the student will enroll in that align with the PSE, activities the stude