Team Members and Responsibilities
Members of the IEP team
The student's IEP should include any needed transition services from outside agencies. Adult agencies whose services link school experiences with employment, future education or training, and independent living opportunities should be invited to IEP transition meetings. This is a critical component of transition planning. Many public and private agencies that offer adult services have eligibility criteria and waiting lists. The procedures used in each adult service system differ from school procedures. Some services from these agencies can begin before the student graduates. A smooth transition to adult services is more likely to occur if representatives from adult agencies are included in the transition IEP as early as possible.
o Central Missouri Regional Office-Department of Mental Health
o Boone County Family Resources
o Services for Independent Living
o Burrell Behavioral Health
o Vocational Rehabilitation Services
o Easter Seals
o Alternative Community Training
o More Group
o Job Point
The Transition IEP
The Plan Explained
The strengths of the child: This section discusses the strengths of the student and how they relate to the child’s post-secondary goals.
How the child’s disability affects his/her involvement and progress in the general education curriculum; or for preschool children, participation in age-appropriate activities: (For students with transition plans, consider how the child’s disability will affect the child’s ability to reach his/her post-secondary goals (what the child will do after high school).
Concerns of the parent/guardian for enhancing the education of the child: This section will document the parent/guardian’s expectations for the student after the student leaves high school.
Changes in current functioning of the child since the initial or prior IEP: This section of the IEP will include the statement(s) of the student’s present levels of academic achievement and functional performance and how changes in the child’s current functioning will impact the child’s ability to reach his/her post-secondary goals.
Pre-Employment skills such as: attendance, work habits, daily living skills, even school and community activities if applicable may be listed.
If the student has taken classes in his career interest area this information may be stated in this section. Volunteer and/or Work experience information and skills may also be reported here that support a student’s Post-secondary goal may also be reported.
Results of the transition services/activities that have taken place in the last IEP cycle should be recorded here.
If the student is being referred to an outside agency during this IEP, with parent permission, this can be stated. If the parent or student who has reached the age of majority does not grant permission for an agency to be invited to the meeting this should be noted in this section.
Formal or Informal age appropriate transition assessments:The student’s post-secondary goal and services must be based upon age-appropriate formal or informal transition assessment(s). This section will contain information used to determine whether there was or was not a concern in the post-secondary goal area of independent living.
FORMAL: Evaluation Report
INFORMAL: used within the classroom and incorporated into curriculum
• Online tool to help students explore and develop a plan to achieve their post-secondary goals.
• Determine skills & interests
• Explore careers
• Create an education plan
• Search for colleges & training opportunities
• Find a job
Brigance Transition Skills Inventory
Assesses independent living, employment, and additional post-secondary skills to support transition planning for middle- and high-school students.
Becker Work Adjustment Profile
The Becker Work Adjustment Profile helps evaluate work habits, attitudes, and skills important for job readiness, work adjustment, and job employability. It may be suitable for workers and trainees who are physically, intellectually or learning disabled, have a mental health diagnosis, or are economically disadvantaged.
Life-Course Portfolio: http://www.lifecoursetools.com
The Life Course Framework was created BY FAMILIES to help individuals and families of all abilities and all ages develop a vision for a good life, think about what they need to know and do, identify how to find or develop supports, and discover what it takes to live the lives they want to live.
Interviews with Student
Using information gained from age-appropriate transition assessment this plan is developed considering the individual student’s needs, preferences, and interests. The plan must include measurable postsecondary goal(s) that cover education/training, employment, and as needed, Independent Living. In addition, transition services that will reasonably enable the student to meet their postsecondary goal(s) will be listed and the responsible person/agency identified.