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
In planning transition post-secondary goals, IEP team participation is imperative for the creation of an IEP document; it is vital that the case manager provides ongoing evaluation and use of best practices to ensure student transition outcomes. I use a Picture Interest Inventory to evaluate the future direction my students are interested in as they begin their transition discussion and move on to their post-secondary education and vocational opportunities. I also get parent feedback." The expectations of parents are among the most powerful influences on post-school employment pathways of young people with IDD (Blustein, 2016)."(1.1,1.7) For students with significant disabilities, this is an opportunity to solicit input on family transition ideas.
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The transition process is meant to be ongoing but is formally required to be added to the IEP by the student's 16th birthday. There are many stakeholders at play in the development process. School funding and vocational service support may change. This Team Collaboration is imperative for planning and often indicates student success as they age into other programs. "One measure of collaboration is alliance, referring to mutually supportive relationships and agreements in goals and strategies (Ruble, 2019)."Student and parent involvement needs to remain at the focus of this process, although barriers remain. In completing a Family Perspective Interview, I can set aside the time for planning and give students and families the space they need to discuss the students' future through an interview process. Parent involvement and expectation remains the most significant indicator of long-term student achievement. (1.3,1.4)
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As an educator, I strive to promote these practices by becoming the link for my students in IEP planning and work-based connections. In our classroom, I work to help my students become as independent as possible based on how they see themselves as adults in their community. I can provide the link to parents to facilitate these high expectations and guide the student and family to see plans in place the day they leave the educational system and for years down the road. If the highest indicator of success is parent expectation, I can evaluate and use best practices and assessments to help facilitate these expectations for post-secondary success for all my students. (1.3,1.7)
In examining parents' perspectives, there can be a disconnect between goal planning and conversations about linking IEP goals to future planning. I am able to use the Positive Personal Profile to see a larger picture of how my student connects to their family and lie outside the classroom. "Of particular concern, was the consistent opinion expressed by students, teachers, and parents that student goals and opportunities for carer preparation were not part of the conversation in goal planning (Cavendish, 2018)." Preplanning, assessment, and ongoing evaluation through informal assessments and open communication can help students and by extension families plan their own IEPs gaining ownership over their planning. (1.1,1.3,1.5)
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When the IEP document is in process, after the student, family, and other teachers have provided input. Using the Indicator 13 evaluation is a helpful tool to evaluate my own practice and ensure my students are getting the legal requirements met for their IEP. (1.8,1.9)
Artifacts:
Positive Personal Profile
Picture Interest Inventory
NSTTAC Indicator 13 Checklist
Vision Tool-
Family Perspective
IEP Team Collaboration
