Domain 1: Transition Planning
1.1 Develop transition IEPs with measurable postsecondary goals based on the strengths, interests, preferences, and needs of students.
1.2 Use planning strategies to facilitate input from team members during transition planning.
1.3 Ensure adequate preparation for students to be involved in transition planning.
1.4 Promote active involvement of culturally and linguistically diverse families before, during, and after transition planning meetings.
1.5 Coordinate transition planning meetings with stakeholders.
1.6 Identify future postsecondary service needs in order to coordinate with relevant postsecondary and community agencies.
1.7 Include transition goals related to postsecondary education, employment, and independent living in the IEP.
1.8 Check IEPs for compliance with federal and state regulations.
1.9 Develop IEPs that align with state and local academic standards
1.10 Include instructional and assistive technology in the IEP.
Positive Personal Profile
1.1, 1.2, 1.4, 1.5, 1.6, 1.7
IDEA requires that transition planning for youth with disabilities be individualized and based on the student's strengths. Additionally, students who are at the center of their transition planning demonstrate self-determination, and self-determination facilitates intrinsic motivation, social development, and well-being (Anctil, Ishikawa, Scott, 2008). According to Dr. George Tilson, one way to achieve this is by creating a Positive Personal Profile (PPP). The PPP should include:
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Dreams and goals that the student might have.
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Interests, including hobbies and recreation activities.
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Talent, skills, and knowledge.
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Learning styles
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Values, or what is important to attain in life.
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Positive personality traits.
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Environmental Preferences
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Dislikes.
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Life and work experiences
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Support system; this may include family members, friends, significant others, co-workers, or classmates.
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Specific Challenges that could serve as a barrier that prevents the student from reaching their goals.
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Creative solutions and accomodations.
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Creative possibilities and ideas
The PPP I included was created by interviewing the student to identify his strengths, preferences, and long-term goals. Using this PPP, we were later able to create a person-centered IEP and have a student-led IEP meeting to discuss his transition plan with his family and service coordinator.
Indicator 13 Checklist & Case Study
1.6, 1.8
Under the State Performance Plan (SPP) in IDEA, Indicator 13 refers to the indicators that states use to determine a school’s compliance with transition planning requirements of IDEA (Wright, 20014). Compliance with Indicator 13 results in a significant positive relationship with post-secondary education and training (Gaumer Erickson, A.S., Noonan, P.M., Brussow, J. A., Gilpin, B.J., 2013). With this checklist from the NSTTAC, we are able to evaluate an IEP with Transition Plan based on the following criteria:
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Appropriate and measurable post-secondary goals.
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Post-secondary goals updated Annually
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Post-secondary goals based on appropriate assessment.
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Transition services that will enable students to reach post-secondary goals
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Course of study to help student meet post-secondary goals
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Annual IEP goals are related to post-secondary goals
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Student was invited to the IEP meeting that included transition discussion.
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Appropriate agency representatives were invited to participate in the transition planning and IEP with prior consent of parent and/or student over 18.
For the case study that is linked below, I used the NSTTAC Indicator Checklist (2009) to evaluate an IEP for compliance with IDEA.
Sample Student-Centered IEP with Transition Plan
1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.9, 1.10
This sample IEP demonstrates student-centered transition planning in which the student is actively involved in the process. Transition assessment, which included student interviews, was used to help the student develop appropriate and measurable post-secondary goals in the areas of employment, education/training, and independent living. SMART annual goals and course of study are designed to ensure that the student is meeting their post-secondary goals.
The expectation is that the student will have a central and integral role in the development of their IEP and transition plan. Student-led IEPs are a great way to include the student in an IEP meeting while keeping the focus on the student's needs and desires. However, many students are not sure what they should say during the meeting, or they are lost in all of the discussion happening around them. However, the use of technology, such as a slideshow, can help a student have an active role in their IEP team. In the article, "Promoting Self Determination and Transition Planning Using Technology", the use of technology includes person-centered planning and self-determination activities to help the student identify their interests, preferences, and desires, and they can use many different media sources, such as photos, videos, or music, to share this information in a format that works for them (Van Laarhoven-Meyers,Van Laarhoven, Smith, Johnson, Olson, 2014). The slideshow that I included was created by one of my students for his student-led IEP. By using technology, this student was able to have a strong central role in the IEP and transition planning process and we can ensure that the transition plan is based on the student's strengths, interests, and preferences. In this example, the student identified his strengths, skills to work on, preferred work environment, learning style, and future living plans.
References
Anctil, T. M., Ishikawa, M. E., Scott, A.T. (2008) Academic Identity Development Through Self-Determination. Career Development and Transition for Exceptional Individuals, 32, 164-174
Gaumer Erickson, A.S., Noonan, P.M., Brussow, J. A., Gilpin, B.J. (2013). The Impact of IDEA Indicator 13 Compliance on Postsecondary Outcomes. Career Development and Transition for Exceptional Individuals, 37, 161-167
National Secondary Transition Technical Assistance Center (2009) Indicator 13 Checklist. Retrieved from: https://transitionta.org/sites/default/files/transitionplanning/NSTTAC_ChecklistFormA.pdf
Tilson, G. (n.d.). Developing a Positive Personal Profile.
Van Laarhoven-Meyers, T.,Van Laarhoven, T., Smith, T. J., Johnson, H., Olson, J. (2014). Promoting Self-Determination and Transition Planning Using Technology: Parent and Student Perspectives. Career Development and Transition for Exceptional Individuals, 39, 99-110.
Wright, P. W.D. (2004) Individuals with Disabilities Education Improvement Act: Overview, Explanation, and Comparison. Retrieved from: http://www.wrightslaw.com/idea/idea.2004.all.pdf