Q & A Corner – Issue #62

The Individuals with Disabilities Education Act (IDEA) is a federal law that guarantees all children with disabilities access to a Free and Appropriate Public Education (FAPE). The IDEA tells what schools must do to enable students with disabilities to be successful in academics and make plans for smooth transition from academic life to real life. This is the reason the law mandates schools to write an Individualized Education Plan (IEP) for all students with special needs who attend K-12 schools.  This issue of NASET’s Q & A Corner was written by Anji Reddy Nlamalapu.  It focuses on questions and answers related to special education transition planning

 

How Does IDEA Define Transition Services?

IDEA’s provisions requiring transition statements in the IEP are found at §300.320(b) and read as follows:

(b) Transition services. Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include—

(1) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and

(2) The transition services (including courses of study) needed to assist the child in reaching those goals. [§300.320(b)]

This means that the IEP team must develop measurable goals for the student that are focused on the postsecondary world and specify what transition services are needed to help the student reach those goals.

 

What is a Transition Plan?

A transition plan is the section of the Individualized Education Program (IEP) that outlines transition goals and services for the student. The transition plan is based on a high school student’s individual needs, strengths, skills, and interests. Transition planning is used to identify and develop goals which need to be accomplished during the current school year to assist the student in meeting his post-high school goals.

What are transition services?

Planning for the future is part of any student’s education. For students with disabilities, this includes transition services. The Individual Education Program (IEP) team writes and implements the transition plan for all school going students who are transition age. Transition services help a student move from school to adult life. The services depend on the student’s needs and interests. Transition services also help students to get jobs, and be a part of the community in daily life.

 

Why is Transition Planning Important?

It isn’t enough to simply be aware that teenagers need guidance to transition successfully from high school to the next phase of young adulthood; concrete action steps must be taken to guide and prepare teens for college and/or a career, and for independent living. Without this guidance, students with learning disabilities often fail or flounder in high school and beyond.

Transition services, provided by knowledgeable educators and community resources, can be tailored to a student’s goals and strengths and provide him with options and plans for his future. These services offer students with learning disabilities hope for the future.

 

Who is Involved in Developing the Transition Plan?

According to IDEA, all professional and community members who are involved in the student’s transition plan must be invited to the Transition plan IEP meeting. Parents are key players in the transition planning because they know better than anyone about the students. Therefore, parents’ ideas and input is vital when developing the IEP, especially the Transition part. In addition to parents, the Transition plan IEP meeting should include the student, other family members, an administrator (SPED Director/ principal), regular education/ homeroom teachers, and the student’s special education teacher. If the student is receiving supplementary services, supplementary services professionals need to be invited as well.

When Should the Transition Plan Begin?

The Individuals with Disabilities Education Act (IDEA) requires that in the first IEP that will be in effect when the student turns 16 years of age, his annual IEP must include a discussion about transition service needs. A statement of those needs, based upon his transition assessment and future goals, must then be written into his IEP. IDEA 04 mandates that the annual IEP meeting focus on more specific planning and goal setting for the necessary transition services. Factors to be included are: academic preparation, community experience, and development of vocational and independent living objectives.

A recent amendment to IDEA is the age of transitional planning from age 14 to age 16. By age 14, all IEPs must begin to include the student’s post-school goals and appropriate transition services should be identified. By age 16, the needed transition services must be implemented.

What Data are Required to Develop a Transition plan

The first step in transition planning is an evaluation. The questions are “Who needs to be evaluated,” “What are the appropriate evaluation tools,” and “Which areas need to be evaluated?” To develop a transition plan, students and parents both need to be evaluated.

Areas of evaluation:

The purpose of the transition evaluation is to determine what student need after high school. The five different areas for evaluation are work, recreation and leisure, home living, community participation, and after high school activities.

Evaluation tools:

Brigance Diagnostic Employability Skills Inventory (Brigance, 1994). Curriculum Associates, Inc.

This diagnostic is a criterion-referenced assessment to evaluate reading, writing, speaking, listening, comprehending, and computing skills needed when seeking employment.

Brigance Diagnostic Inventory of Essential Skills, (Brigance, 1994). Curriculum Associates, Inc.

This assessment tool is designed for use in secondary programs

Brigance Diagnostic Life Skills Inventory, (Brigance, 1994). Curriculum Associates, Inc.

This assessment tool includes a full range of criterion-referenced assessments to evaluate listening, speaking, reading, writing, comprehending, and computing skills within the context of everyday situations.

Enderle-Severson Transition Rating Scale-Form J-Revised (ESTR-J-R) (Enderle & Severson, 2003), ESTR Publications

This assessment tool has two forms: a school form and a parent form. It is a transition specific assessment for students with mild disabilities. It consists of 47 items.

Enderle-Severson Transition Rating Scale III (ESTR III) (Enderle & Severson, 2003), ESTR Publications

This assessment tool also has two forms: a school form and a parent form . It is a transition-specific assessment for students with more disabilities. (More severe disabilities, or more disabilities in number?)

Enderle-Severson Transition Rating Scale III (ESTR III) (Enderle & Severson, 2003), ESTR Publications

This assessment tool is also composed of two forms: a school form and a parent form.  This assessment tool is for students with more disabilities. It consists of 136 items.

Life Centered Career Education (LCCE) Knowledge Battery, (Brolin, 1992), Council for Exceptional Children

This assessment tool consists of 200 multiple choice questions that assess 20 of the 22 competencies identified in the LCCE Curriculum.

Life Centered Career Education (LCCE) Performance Battery, (Brolin, 1992), Council for Exceptional Children

This assessment tool consists of two alternate forms for each of the 21 competencies found in the LCCE Curriculum. Test items are primarily performance-based to assess curriculum areas of daily living skills, personal social skills, and occupational skills.

Other resources/ assessment tools:

Gathering data is a very important part of transition plan development. Transition assessment for parent interviews, student interviews, employee evaluation for work experience, self-evaluation for work experience, employee evaluation for job coach, Employability Skills assessment, Study Skills Inventory student Interview, and recreational/ leisure transitions forms are developed by a group of professionals as a part of state level training on the transition development in Lugoff, South Carolina. The professionals on this committee are Mr. Anji Reddy Nalamalapu, Ms. Anna Blackman, and Ms. Kay. Please see the next section for these forms.

 

Transition Assignment

Parent Interview Form

Transition Planning

 

Student _______________________________________     Date of Birth ____________

Parent/Guardian ________________________________     School__________________

Grade __________Graduation Date _______________Current Placement ____________

 

Expectations:

 

After high school, what is your expectation for your child?

____College               ______Technical school        ______ Vocational Rehabilitation

 

After high School, will your child seek?

____ Full time employment  _____Part time employment  _____ Shelter employment

 

Please indicate the level that best describes your child.

Independent/Daily living skills

	Consistently Yes	Somewhat	Cannot Do No
Can your son or daughter do laundry?
Can your son or daughter shop for food?
Can your son or daughter manage money?
Does your son or daughter have a checking account?
Does your son or daughter have a savings account?
Does your son or daughter have an identification card?
Does your son or daughter have a driver’s permit?
Can your son or daughter read a paycheck stub?
Does  your son or daughter relate to others well?
Can your son or daughter locate places on a map?
Does your son or daughter know how  to locate legal advice?

Preferred Working Conditions

Think carefully about the following working conditions described in the list below

Check the following categories that you THINK your child would prefer. You may check more than one.

_____ With others                  _____Skilled              _____Travel in town

_____Alone                            _____ Unskilled         _____Travel out of town

_____ Wearing a uniform      _____Supervised        _____ Stay at one location

_____Outdoors                       _____Same task         _____Moving around

_____Indoors                          _____Different task   _____Busy place

_____More calm place

 

 

Student Interview Form

Transition Planning

 

Student _______________________________________     Date of Birth ____________

Parent/Guardian ________________________________     School__________________

Grade ____________ Graduation Date _________Current Placement ____

 

Expectations:

 

After high school, what would you like to do?

____College               ______Technical school        ______ Vocational Rehabilitation

 

After high School, will your seek?

____ Full time employment  _____Part time employment  _____ shelter employment

 

 

Please indicate the level that best describes your child.

Independent/Daily living skills

	Consistently Yes	Somewhat	Cannot do No
Can you do laundry?
Can your shop for food?
Can you manage money?
Do you have a checking account?
Do you have a savings account?
Do you have an identification card?
Do have a driver’s permit?
Can you read a paycheck stub?
Can you relate well to others?
Can you locate places on a map?
Do you know  how  to locate legal advice?

Preferred Working Conditions

Think carefully the following working conditions described from the list below

Check the following categories that you THINK you would prefer. You may check more than one.

_____ With others                  _____Skilled              _____Travel in town

_____Alone                            _____ Unskilled         _____Travel out of town

_____ Wearing a uniform      _____Supervised        _____ Stay at one location

_____Outdoors                       _____Same task         _____Moving around

_____Indoors                          _____Different task   _____Busy place

_____More calm place

 

Employee Evaluation Form

For

Work Experience Students

 

Student ________________________________________   School __________________

 

Training Site _____________________________________________________________

 

 

Please rate the student on his/her work performance.

 

	Does consistently	Needs Improvement
Attendance: Does the student come to work on a regular basis unless there is a reasonable excuse?
Punctuality: Does the student get to work on time?
Completed Assigned Tasks: Does the student stay/finish assigned tasks?
Understanding Instructions: Does the student understand instructions?
Following Instructions: Does the student carry out instructions satisfactory?  (Consider quality of work and level of effort)
Accepts Constructive Criticism: When corrected does the student respond appropriately and attempt to correct behavior?
Gets Along with Co-workers: Does the student get along with co workers?
General Appearance: Does the student have proper grooming habits and appropriate attire for the job site?
Rules of the Job: Does the student know the rules and regulations of the job?
Basic Skills:  Does the student have the basic skills necessary to perform the job?

 

Comments:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Student’s Signature ____________________________________ Date ______________

 

Supervisor’s Signature __________________________________ Date______________

 

Supervising Teacher’s Signature __________________________ Date _____________

 

Self Evaluation Form

For

Work Experience Students

 

Student _________________________________________School __________________

 

Training Site _____________________________________________________________

 

 

Please rate yourself on your work performance.

 

	Does Consistently	Needs Improvement
Attendance Do you go to work on a regular basis unless there is a reasonable excuse?
Punctuality: Do you get to work on time?
Completed Assigned Tasks: Do you stay/finish assigned tasks?
Understanding Instructions: Do you understand instructions?
Following Instructions: Do you carry out instructions satisfactory?  (Consider quality of work and level of effort)
Accepts Constructive Criticism: When corrected do you respond appropriately and attempt to correct behavior?
Gets Along with Coworkers: Do you get along with co workers?
General Appearance: Do you have proper grooming habits and appropriate attire for the job site?
Rules of the Job:  Do you know the rules and regulations of the job?
Basic Skills: Do you have the basic skills necessary to perform the job?

 

 

Comments:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Student’s Signature ____________________________________ Date ______________

 

Supervisor’s Signature __________________________________ Date______________

 

Supervising Teacher’s Signature __________________________ Date ______________

 

Employee Evaluation Form

For

Job Coach

Student _______________________________________   School ___________________

 

Training Site _____________________________________________________________

 

 

Please rate the student on his/her work performance.

 

	Does consistently	Needs Improvement
Attendance: Does the student come to work on a regular basis unless there is a reasonable excuse?
Punctuality: Does the student get to work on time?
Completed Assigned Tasks: Does the student stay/finish assigned tasks?
Understanding Instructions: Does the student understand instructions?
Following Instructions: Does the student carry out instructions satisfactory?  (Consider quality of work and level of effort)
Accepts Constructive Criticism: When corrected does the student respond appropriately and attempt to correct behavior?
Gets Along with Coworkers: Does the student get along with co workers?
General Appearance: Does the student have proper grooming habits and appropriate attire for the job site?
Rules of the Job:  Does the student understand rules and regulations of the job?
Basic Skills:  Does the student have the basic skills necessary to perform the job?

 

 

Comments:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Student’s Signature ____________________________________ Date ______________

 

Supervisor’s Signature __________________________________ Date______________

 

Supervising Teacher’s Signature __________________________ Date _____________

Employability Skills

 

Student _______________________________________     Date of Birth ____________

 

Parent/Guardian ________________________________     School__________________

 

Grade ____________ Graduation Date _________Current Placement _______________

 

 

	Yes	No	Not Sure
Can you complete an application without assistance?
Do you have a resume?
Do you know how to locate/look for jobs?
Can you explain the statement, “Dress for success?”
Can you discuss the interview process?
Do you have the math skills needed to perform your job?
Do you have the reading skills needed to perform your job?
Can you name one entry level position?
Can you describe an entry level job position?
Do you know how to compare jobs?
When comparing jobs, can you name three areas in which you would like to work?
Can you name three things you would have to do for job advancement?

 

Study Skills Inventory checklist

Student Interview

 

Completed by: ___________________ Student: ____________________ Date: _____________

 

Please mark the appropriate response.

 

Reading	Consistent	Somewhat	Needs Improvement
Skimming
Scanning
Listening
Attends to listening activities
Comprehends verbal messages
Understands the  importance of listening skills
Note Taking/ Outlining
Uses headings and subheading
Takes clear notes
Records essential information
Develops organized outlines
Understands the importance of note taking
Report Writing
Organizes thoughts in writing
Completes written reports from outline
Includes only necessary information
Uses proper punctuations
Proofreads written assignments
Oral Presentation
Likes to participate in oral presentations
Speaks clearly
Uses proper language when reporting orally
Understands the  importance of oral reporting
Test Taking
Studies for   test in an organized manner
Covers all topics of the test
Reads and understands directions prior to asking  questions
Recognizes the clue words in questions
Properly records answers
Time management skills
Completes assignments on time
Plan and organizes daily activities
Self-Management
Monitors own behaviors
Thinks before acting
Takes responsibility for  own behavior
Identifies  behaviors that   interfere with their own learning
Changes own behavior as necessary

 

Summary of Study Skills

 

Please mark your response.

	Understands	Somewhat	Needs Assistance
Study Skills
Reading
Listening
Note Taking/ Outlining
Reporting  writing
Oral Presentation
Test Taking
Time Management
Self-Management

 

 

RECREATIONAL/ LEISURE

TRANSITIONS

Student: ________________________________Date: ___________________________

 

School _________________________________ Current placement _________________

 

Please mark the appropriate response.

 

Socialization/ Friends	Yes	Sometime	Not at all
Do you have friends your age?
Do you have close friends?
Do you have acquaintances?
Do you have friends that are older?

 

 

Leisure/ Recreation Activities	Yes	Sometime	Not at all
Do you have hobby? (using computer for fun, playing musical instrument, painting, collect books and collect coins etc,)
Do you participate in school activities?
Do you participate in community activities?
Do you participate in after school activities?

 

Please check the activities that you would like to explore

 

____ Reading

_____Listening to music

_____Watching television

_____Football

_____Baseball

____ Basketball

___Collecting stamps

___Collecting coins

___ Talking on the telephone

___ Skating

___ Wrestling

____Tennis

_____Traveling

_____Golf

_____Hunting

_____Badminton

_____Swimming

Parent Interview Form

Transition Planning

 

Student _______________________________________     Date of Birth ____________

Parent/Guardian ________________________________     School__________________

Grade __________Graduation Date _______________Current Placement ____________

 

Expectations:

 

After high school, what is your expectation for your child?

____College               ______Technical school        ______ Vocational Rehabilitation

 

After high School, will your child seek?

____ Full time employment  _____Part time employment  _____ Shelter employment

 

Please indicate the level that best describes your child.

Independent/Daily living skills

	Consistently Yes	Somewhat	Cannot Do No
Can your son or daughter do laundry?
Can your son or daughter shop for food?
Can your son or daughter manage money?
Does your son or daughter have a checking account?
Does your son or daughter have a savings account?
Does your son or daughter have an identification card?
Does your son or daughter have a driver’s permit?
Can your son or daughter read a paycheck stub?
Does  your son or daughter relate to others well?
Can your son or daughter locate places on a map?
Does your son or daughter know how  to locate legal advice?

Preferred Working Conditions

Think carefully about the following working conditions described in the list below

Check the following categories that you THINK your child would prefer. You may check more than one.

_____ With others                  _____Skilled              _____Travel in town

_____Alone                            _____ Unskilled         _____Travel out of town

_____ Wearing a uniform      _____Supervised        _____ Stay at one location

_____Outdoors                       _____Same task         _____Moving around

_____Indoors                          _____Different task   _____Busy place

_____More calm place

 

 

Student Interview Form

Transition Planning

 

Student _______________________________________     Date of Birth ____________

Parent/Guardian ________________________________     School__________________

Grade ____________ Graduation Date _________Current Placement ____

 

Expectations:

 

After high school, what would you like to do?

____College               ______Technical school        ______ Vocational Rehabilitation

 

After high School, will your seek?

____ Full time employment  _____Part time employment  _____ shelter employment

 

 

Please indicate the level that best describes your child.

Independent/Daily living skills

	Consistently Yes	Somewhat	Cannot do No
Can you do laundry?
Can your shop for food?
Can you manage money?
Do you have a checking account?
Do you have a savings account?
Do you have an identification card?
Do have a driver’s permit?
Can you read a paycheck stub?
Can you relate well to others?
Can you locate places on a map?
Do you know  how  to locate legal advice?

Preferred Working Conditions

Think carefully the following working conditions described from the list below

Check the following categories that you THINK you would prefer. You may check more than one.

_____ With others                  _____Skilled              _____Travel in town

_____Alone                            _____ Unskilled         _____Travel out of town

_____ Wearing a uniform      _____Supervised        _____ Stay at one location

_____Outdoors                       _____Same task         _____Moving around

_____Indoors                          _____Different task   _____Busy place

_____More calm place

 

Employee Evaluation Form

For

Work Experience Students

 

Student ________________________________________   School __________________

 

Training Site _____________________________________________________________

 

 

Please rate the student on his/her work performance.

 

	Does consistently	Needs Improvement
Attendance: Does the student come to work on a regular basis unless there is a reasonable excuse?
Punctuality: Does the student get to work on time?
Completed Assigned Tasks: Does the student stay/finish assigned tasks?
Understanding Instructions: Does the student understand instructions?
Following Instructions: Does the student carry out instructions satisfactory?  (Consider quality of work and level of effort)
Accepts Constructive Criticism: When corrected does the student respond appropriately and attempt to correct behavior?
Gets Along with Co-workers: Does the student get along with co workers?
General Appearance: Does the student have proper grooming habits and appropriate attire for the job site?
Rules of the Job: Does the student know the rules and regulations of the job?
Basic Skills:  Does the student have the basic skills necessary to perform the job?

 

Comments:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Student’s Signature ____________________________________ Date ______________

 

Supervisor’s Signature __________________________________ Date______________

 

Supervising Teacher’s Signature __________________________ Date _____________

 

Self Evaluation Form

For

Work Experience Students

 

Student _________________________________________School __________________

 

Training Site _____________________________________________________________

 

 

Please rate yourself on your work performance.

 

	Does Consistently	Needs Improvement
Attendance Do you go to work on a regular basis unless there is a reasonable excuse?
Punctuality: Do you get to work on time?
Completed Assigned Tasks: Do you stay/finish assigned tasks?
Understanding Instructions: Do you understand instructions?
Following Instructions: Do you carry out instructions satisfactory?  (Consider quality of work and level of effort)
Accepts Constructive Criticism: When corrected do you respond appropriately and attempt to correct behavior?
Gets Along with Coworkers: Do you get along with co workers?
General Appearance: Do you have proper grooming habits and appropriate attire for the job site?
Rules of the Job:  Do you know the rules and regulations of the job?
Basic Skills: Do you have the basic skills necessary to perform the job?

 

 

Comments:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Student’s Signature ____________________________________ Date ______________

 

Supervisor’s Signature __________________________________ Date______________

 

Supervising Teacher’s Signature __________________________ Date ______________

 

Employee Evaluation Form

For

Job Coach

Student _______________________________________   School ___________________

 

Training Site _____________________________________________________________

 

 

Please rate the student on his/her work performance.

 

	Does consistently	Needs Improvement
Attendance: Does the student come to work on a regular basis unless there is a reasonable excuse?
Punctuality: Does the student get to work on time?
Completed Assigned Tasks: Does the student stay/finish assigned tasks?
Understanding Instructions: Does the student understand instructions?
Following Instructions: Does the student carry out instructions satisfactory?  (Consider quality of work and level of effort)
Accepts Constructive Criticism: When corrected does the student respond appropriately and attempt to correct behavior?
Gets Along with Coworkers: Does the student get along with co workers?
General Appearance: Does the student have proper grooming habits and appropriate attire for the job site?
Rules of the Job:  Does the student understand rules and regulations of the job?
Basic Skills:  Does the student have the basic skills necessary to perform the job?

 

 

Comments:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Student’s Signature ____________________________________ Date ______________

 

Supervisor’s Signature __________________________________ Date______________

 

Supervising Teacher’s Signature __________________________ Date _____________

Employability Skills

 

Student _______________________________________     Date of Birth ____________

 

Parent/Guardian ________________________________     School__________________

 

Grade ____________ Graduation Date _________Current Placement _______________

 

 

	Yes	No	Not Sure
Can you complete an application without assistance?
Do you have a resume?
Do you know how to locate/look for jobs?
Can you explain the statement, “Dress for success?”
Can you discuss the interview process?
Do you have the math skills needed to perform your job?
Do you have the reading skills needed to perform your job?
Can you name one entry level position?
Can you describe an entry level job position?
Do you know how to compare jobs?
When comparing jobs, can you name three areas in which you would like to work?
Can you name three things you would have to do for job advancement?

 

Study Skills Inventory checklist

Student Interview

 

Completed by: ___________________ Student: ____________________ Date: _____________

 

Please mark the appropriate response.

 

Reading	Consistent	Somewhat	Needs Improvement
Skimming
Scanning
Listening
Attends to listening activities
Comprehends verbal messages
Understands the  importance of listening skills
Note Taking/ Outlining
Uses headings and subheading
Takes clear notes
Records essential information
Develops organized outlines
Understands the importance of note taking
Report Writing
Organizes thoughts in writing
Completes written reports from outline
Includes only necessary information
Uses proper punctuations
Proofreads written assignments
Oral Presentation
Likes to participate in oral presentations
Speaks clearly
Uses proper language when reporting orally
Understands the  importance of oral reporting
Test Taking
Studies for   test in an organized manner
Covers all topics of the test
Reads and understands directions prior to asking  questions
Recognizes the clue words in questions
Properly records answers
Time management skills
Completes assignments on time
Plan and organizes daily activities
Self-Management
Monitors own behaviors
Thinks before acting
Takes responsibility for  own behavior
Identifies  behaviors that   interfere with their own learning
Changes own behavior as necessary

 

Summary of Study Skills

 

Please mark your response.

	Understands	Somewhat	Needs Assistance
Study Skills
Reading
Listening
Note Taking/ Outlining
Reporting  writing
Oral Presentation
Test Taking
Time Management
Self-Management

 

 

RECREATIONAL/ LEISURE

TRANSITIONS

Student: ________________________________Date: ___________________________

 

School _________________________________ Current placement _________________

 

Please mark the appropriate response.

 

Socialization/ Friends	Yes	Sometime	Not at all
Do you have friends your age?
Do you have close friends?
Do you have acquaintances?
Do you have friends that are older?

 

 

Leisure/ Recreation Activities	Yes	Sometime	Not at all
Do you have hobby? (using computer for fun, playing musical instrument, painting, collect books and collect coins etc,)
Do you participate in school activities?
Do you participate in community activities?
Do you participate in after school activities?

 

Please check the activities that you would like to explore

 

____ Reading

_____Listening to music

_____Watching television

_____Football

_____Baseball

____ Basketball

___Collecting stamps

___Collecting coins

___ Talking on the telephone

___ Skating

___ Wrestling

____Tennis

_____Traveling

_____Golf

_____Hunting

_____Badminton

_____Swimming