Transition Services Overview

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Transition Services Overview

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TRANSITION SERVICES OVERVIEW

Transition services means a coordinated set of activities for a child with a disability that—

1. Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

2. Is based on the individual child’s needs, taking into account the child’s strengths, preferences and interests, and includes—

(i) Instruction; (ii) Related services; (iii) Community experiences; (iv) The development of employment and other post-school adult living objectives; and (v) If appropriate, acquisition of daily living skills and functional vocational evaluation.

Transition services for children with disabilities may be special education, if provided as specially designed instruction; or a related service, if required to assist a child with a disability to benefit from special education.

Transition services

1. Beginning not later than the first IEP to be in effect when the child turns 14, or younger if determined appropriate by the IEP Team, and updated annually thereafter, the IEP must include a statement of initial transition components including the child’s needs, preferences and interests, and course(s) of study (such as advanced placement classes or a vocational education program).

2. Beginning not later that 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-

(i) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to education/training, employment, and, where appropriate, independent living skills, and (ii) The transition services needed to assist the child in reaching those goals, including if appropriate, a statement of interagency responsibilities or any needed linkages. 2

Transition services participants

(1) The LEA must invite a child with a disability to attend the IEP Team meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the Child and the transition services needed to assist the child in reaching those goals.

(2) If the child does not attend the IEP Team meeting, the LEA must take other steps to ensure that the child’s preferences and interests are considered.

(3) To the extent appropriate, with consent of the parent(s) or a child who has reached the age of majority, in implementing the requirements, the LEA must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.

Transfer of rights at age of majority Beginning not later than one year before the child reaches the age of majority, which under state law is 18, the IEP must include a Statement that the child and their parent have been informed of the rights under Part B of the IDEA, that will transfer to the child upon reaching age 18. 3

Secondary Transition Component Directions STEP 1 Identification  Identify child who is or will be 14 years of age or older during the duration of this IEP: Also, take into consideration students whose annual review will be during August, or September of the next school year.

STEP 2 Data  Review and collect any current transition assessment data that you may have on file.

Transition Assessment/Age appropriate: activities, assessments, content, environments, instruction, and/or materials that reflect a student’s chronological age. Transition assessment “is the ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments.”

All students have the following data sources on file and you can retrieve data to assist in developing transition components. 1. State mandated test scores (standardized or alternate) 2. Current psychological evaluation data 3. Quarterly grades, semester grades, or progress notes 4. Career Interest Inventory, Adaptive Behavior Scale, and/or Career Skill Inventory

All students who have been on a general education track and plan on enrolling in post-secondary education (2 or 4-year college) should have the following information in their files: 1. State mandated test scores gathered during high school 2. Quarterly or semester grades throughout high school 3. Current psychological assessment data indicating areas of strength and weakness, while documenting the presence of a diagnosed disability 4. College entrance exam scores if applying to 4-year colleges

Additional information may include: Informal interviews with students, Student completion of interest inventories or questionnaires

STEP 3 Transition Assessment  Administer the Pictorial Inventory of Careers (PIC), which helps students identify areas of potential occupational exploration and training on the basis of his or her affective response to actual work scenes. (Video/DVD).  Administer the Reading-Free Vocational Interest Inventory: # 2 (higher Moderate Intellectual students).  Vineland Adaptive Behavior Scales (Lower Moderate to Severe Intellectual students).  Administer the Vocational Implications of Personality Jr. (VIP Jr.) Assessment which focuses on self- assessment (worker preferences), occupational choices for potential success in employment, sources of personal satisfaction and motivation (job satisfiers), skill identification and effective techniques for interviewing.  Administer (Student Questionnaire); you may read this aloud in a group setting, or on an individual basis, it’s your preference. Discuss responses with student(s). 4

Public Schools of Robeson County

Student Questionnaire

____/____/_____ Date ______/__/______/__/__ Student DOB Phone # Expected Date of Graduation

I. VOCATIONAL NEEDS

1. After graduation from high school, what career path would you like to follow:

□ Competitive Part/Time Employment □ Competitive Full/Time Employment □ Supported Employment □ Sheltered Employment □ Military □ Vocational Technical/Training □ 2 Year College □ 4 Year College □ Adult and Continuing Ed. Program □ Other:

2. What kind of jobs seem most interesting to you?

3. What kind of jobs do you dislike most?

4. What vocational training programs do you prefer?

5. Do you have any medical concerns?

6. What skills do you need to develop to reach your career goals?

7. What vocational education classes would you like to enroll in?

8. What job do you foresee doing after school is completed?

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II. FURTHER EDUCATION

Please answer the following if you are considering the idea of attending college, business or trade school; if not, skip to section III. Personal Management/Living Arrangements

1. What further education beyond high school would you like to obtain? □ Adult and Continuing Education □ Business School □ Trade School □ Apprenticeship □ 2 year College □ 4 year College

2. Will you need assistance to decide on a specific career?

3. What do you like best about doing school assignments?

4. What do you like least about doing school assignments?

5. What skills do you need to develop in order to be a good student?

6. What living arrangements do you foresee while going on to further your education or training? □ Living at home and commuting □ Living away from home in a dormitory □ Other

7. Do you have any concerns about commuting to classes or living in a dormitory?

8. What kind of help on campus will you need to get the most out of classes?

9. What kind of financial aid will you need to be able to pay for the training?

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III. PERSONAL MANAGEMENT/LIVING ARRANGEMENTS

1. What chores or responsibilities do you presently have at home?

2. What other tasks would you like to be able to do at home?

3. After graduation from school, what do you think your living arrangement will be? □ Live with parents □ Live with relative(s) □ Live independently □ Apartment w/support □ Group home □ Other:

4. In which of the following independent living areas do you need instruction (check all that apply)?

□ Clothing care □ Meal preparation & nutrition □ Hygiene/grooming □ Transportation/mobility skills □ Parenting/child development □ Measurement □ Safety □ Interpersonal Skills □ Sex education □ Household management □ Health/first aid □ Consumer skills □ Community awareness □ Time management/organization □ Self-advocacy □ Other: 7

IV. LEISURE & RECREATION NEEDS

1. In what leisure or recreational activities do you participate alone?

2. In what leisure or recreational activities do you participate with your family?

3. In what leisure or recreational activities do you participate with friends?

4. What other leisure or recreational activities would you like to participate in?

5. Name leisure or recreational activities in which you do not want to participate in.

6. What classes or activities do you recommend for you in order to develop more leisure interests and skills?

V. FINANCIAL

1. As an adult, what financial support will you have (check all that applies)?

□ Earned income □ Insurance □ Supplemental security income □ Other support ______

2. What are the financial needs you think you will have as an adult?

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STEP 4 PIC & VIP Jr.  Score PIC & VIP Jr.  Send the Reading-Free Vocational Interest Inventory to Transition Coordinator for scoring.  Schedule a time with student to discuss interpretation of results before IEP/Transition Meeting.  Allow student(s) to go on line to Dictionary of Occupational Titles or just type in Occupational handbook http://www.bls.gov/oco/ and research information about their career interest:

Click Ways to use the Occupational Outlook Handbook site: Then the information you will see is written below. Option #3 allows you to search almost any career by clicking on the letter i.e., (c for carpenter)

Ways to use the Occupational Outlook Handbook site: 1. To find out about a specific occupation or topic, use the Search box that is on every page—enter your search term in the box. 2. To find out about many occupations, browse through listings using the Occupations links that are on the left side of each page. 3. For a listing of all occupations in alphabetical order, select a letter:

o A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

 A copy of the PIC, VIP Jr., and the Reading-Free Vocational Interest Inventory results will be placed in the student’s confidential folder during the IEP/Transition Meeting.  Students and Parents can be given a copy upon request

STEP 5 Parent Questionnaire  Option 1: Send parent questionnaire and letter explaining transition services by student or by mail, and request questionnaire to be completed and returned.  Option 2: 9 Schedule a meeting date and time to complete questionnaire at school.  Option 3: You may complete questionnaire over the phone, (document date/time completed).

Public Schools of Robeson County Transition Letter

Date / / Dear Parent

One of the most important changes in the law mandates that every eligible student have transition services incorporated into his or her IEP no later than age 16 and, when appropriate, beginning at age 14 or younger.

In the State of North Carolina, we begin the transition planning for a child who is or will be 14 years of age or older during the duration of this IEP.

Prior to convening the IEP meeting, data is collected, which is needed to determine transition services and in developing a plan to address your child’s personal goals for what he/she want to do after graduating from high school.

Transition planning is a partnership involving the student, their family, school, and other individuals who can interpret evaluation results, or provide outside services. You are a needed participant and your role is very important. You provide information about your child’s strengths, interests and areas where assistance is needed. You provide information about your child’s independent living skills and the help the child may need in order to achieve the desired post-school goals. Completing and returning the Parent Questionnaire is one means of collecting data which can be shared and discussed in the IEP meeting.

Thanking you in advance for your cooperation.

Sincerely,

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Public Schools of Robeson County

Parent Questionnaire

____/____/_____ Date ______/__/______/__/__ Student DOB Phone # Expected Date of Graduation

I. VOCATIONAL NEEDS

1. After graduation from high school, what career path would you like your child to follow?

□ Competitive Part-Time Employment □ Competitive Full-Time Employment □ Supported Employment □ Sheltered Employment □ Military □ Vocational Technical/Training □ 2 Year College □ 4 Year College □ Adult and Continuing Ed. Program □ Other: ______

2. What kind of jobs seem most interesting to your child?

3. What kind of jobs do they dislike most?

4. What vocational training programs do they prefer?

5. What medical concerns do you have about your child’s placement, if any? 11

6. What skills does your child need to develop to reach their career goal(s)?

7. What vocational education classes would you like for your child to enroll in?

8. What job do you foresee your child doing after school is completed?

II. FURTHER EDUCATION

Please answer the following if your child is considering the idea of attending college, business or trade school; if not, skip to section III. Personal Management/Living Arrangements

1. What further education beyond high school would you like for your child to obtain?

□ Adult and Continuing Education □ Business School □ Trade School □ Apprenticeship □ 2 year College □ 4 year College

2. Will your child need assistance to decide on a specific career?

3. What does your child like best about doing school assignments?

4. What does your child like least about doing school assignments?

5. What skills does your child need to develop in order to be a good student?

6. What living arrangements do you foresee for your child while going on to furthers their education/training? □ Living at home and commuting 12 □ Living away from home in a dormitory □ Other

7. Does your child have any concerns about commuting to classes or living in a dormitory?

8. What kind of help on campus will your child need to get the most out of classes?

9. What kind of financial aid will your child need to be able to pay for their training?

III. PERSONAL MANAGEMENT/LIVING ARRANGEMENTS

1. What chores or responsibilities does your child presently have at home?

2. What other tasks would you like for your child to be able to do at home?

3. After graduation from school, what do you think your child’s living arrangement will be? □ Live with parents □ Live with relative(s) □ Live independently □ Apartment w/support □ Group home □ Other: ______

4. In which of the following independent living areas does your child need instruction (check all that apply)? □ Clothing care □ Meal preparation & nutrition □ Hygiene/grooming □ Transportation/mobility skills □ Parenting/child development □ Measurement □ Interpersonal Skills □ Sex education 13 □ Household management □ Health/first aid □ Consumer skills □ Community awareness □ Time management/organization □ Self-advocacy □ Other: ______

IV. LEISURE & RECREATION NEEDS

1. In what leisure or recreational activities does your child participate in alone?

2. In what leisure or recreational activities does your child participate with your family?

3. In what leisure or recreational activities does your child participate with friends?

4. What other leisure or recreational activities would you like for your child to participate in?

5. Name leisure or recreational activities in which you do not want your child to participate in.

6. What classes or activities do you recommend for your child in order to develop more leisure interests and skills?

V. FINANCIAL 14 1. As an adult, what financial support will your child have (check all that applies)?

□ Earned income □ Insurance □ Supplemental security income □ Other support ______

2. What are the financial needs you think your child will have as an adult?

STEP 6 Invitation to Conference (send a copy to):  Student (use the appropriate invitation, for there are two different forms)

1 STUDENT INVITATION TO CONFERENCE (REQUIRED FOR STUDENTS AGES 14 through 17)

2 INVITATION TO CONFERENCE FOR STUDENTS AT AGE 18 OR OLDER

 Parent/guardian  Other invited members

See invitations on pages (15-20) 15

Student Invitation-Prior to Age 18/Prior Notice

STUDENT INVITATION TO CONFERENCE (REQUIRED FOR STUDENTS AGES 14 through 17)

Individuals responsible for issuing the invitation to the student need to ensure the student understands, to the best of his/her ability, what the form means.

Alternative means to allow for participation may be provided.

Please include the full name of the student below.

Date_____/_____/_____

Dear ______:

You are invited to come to a meeting to develop, review and, as appropriate, revise your Individualized Education Program (IEP). This meeting is about planning your future. You are the key person in this planning, so it is very important that you attend. We will discuss transition services at this meeting. The IEP will be written to help you reach your personal goals for what you want to do after you finish high school.

At this meeting you will have a chance to:  Share your preferences, needs, and interests;  Discuss where you would like to work, live, and/or continue your education.

Then, together all members of your IEP team may:  Discuss your strengths and areas for growth;  Develop a plan for the coming year;  Outline members’ roles and responsibilities to help you prepare for adult life; and  Discuss transfer of parental rights (inform student one (1) year prior to the 18th birthday). 16

The meeting is scheduled for (date)______, at (time)______, in (place) ______.

Your parent(s) have been invited to this meeting. If you have any questions about this letter or the meeting, please see me.

The following members of your IEP team are expected to attend the meeting:

□ LEA Representative □ □ □ Special Ed. Teacher of the Student □ □ □ General Ed. Teacher of the Student □ □ □ Individual who can Interpret □ □ Evaluation Results

Please sign this form and return it to me before the meeting.

Sincerely,

Special Education Provider

Student Signature: ______Date: ______/______/______

□ I will attend the meeting. □ I will not attend the meeting.

Directions 2-08

Student Invitation-Prior to Age 18/Prior Notice

STUDENT INVITATION TO CONFERENCE (REQUIRED FOR STUDENTS AGES 14 through 17)

Date_____/_____/_____

Dear ______:

You are invited to come to a meeting to develop, review and, as appropriate, revise your Individualized Education Program (IEP). This meeting is about planning your future. You are the key person in this planning, so it is very important that you attend. We will discuss transition services at this meeting. The IEP will be written to help you reach your personal goals for what you want to do after you finish high school.

At this meeting you will have a chance to:  Share your preferences, needs, and interests;  Discuss where you would like to work, live, and/or continue your education.

Then, together all members of your IEP team may:  Discuss your strengths and areas for growth;  Develop a plan for the coming year;  Outline members’ roles and responsibilities to help you prepare for adult life; and  Discuss transfer of parental rights (inform student one (1) year prior to the 18th birthday).

The meeting is scheduled for (date)______, at (time)______, in (place) ______.

Your parent(s) have been invited to this meeting. If you have any questions about this letter or the meeting, please see me.

The following members of your IEP team are expected to attend the meeting: 17

□ LEA Representative □ □ □ Special Ed. Teacher of the Student □ □ □ General Ed. Teacher of the Student □ □ □ Individual who can Interpret □ □ Evaluation Results

Please sign this form and return it to me before the meeting.

Sincerely,

Special Education Provider

Student Signature: ______Date: ______/______/______

□ I will attend the meeting. □ I will not attend the meeting.

Directions 2-08

Invitation-Student Age 18 & Older/Prior Notice

INVITATION TO CONFERENCE FOR STUDENTS AT AGE 18 OR OLDER Date: _____/_____/_____

Individuals responsible for issuing the invitation to the student need to ensure the student understands, to the best of his/her ability, what the form means. Parents of students, age 18 or older, are required to be notified of the IEP meeting. In other words, the parents must be sent a copy of the Invitation. Participation in meetings may be through alternative means. Please include the full name of the student below.

Dear ______: For you to receive the education you need and to plan for your post-secondary goals, it is important that you and the school work together. We are requesting that you attend a conference to discuss your special needs. You may also bring another person(s) who has knowledge or special expertise about you. Although it is not required for you to notify the school of additional participants, it is helpful in making appropriate arrangements. Your parents will be notified of the meeting. The purpose of this meeting is to: (Check all that apply) □ Discuss special education referral for initial evaluation or reevaluation determination. □ Discuss evaluation results to determine if you are or continue to be eligible for special education and related services. □ Discuss and/or develop, review, and/or revise your IEP and/or educational placement. □ Other: ______

IDEA requires the listing of participants’ positions, not individual names.

The following required members of the IEP team are expected to attend the meeting: (Attach Request to Excuse if all are not checked.) □ LEA Representative □ Special Education Provider of the Student □ General Education Teacher of the Student □ Individual who can Interpret Evaluation Results Other participants expected to attend the meeting: □ □

□ □ 18 The following agency representative(s) invited to attend the meeting are: (Student permission to invite agency representative(s) must be in the Exceptional Children confidential record.)

IDEA requires that the student receive adequate notice to participate in the meeting. Reasonable notice is defined as 7- 10 days. Adequate notice should be provided to all participants, including related service providers.

The meeting is scheduled for (date) ___/___/___, at (time) ______, (place) ______.

While it is not documented on this form, LEAs are responsible for ensuring that the student age 18 or older, receives a copy of the Handbook on Parents’ Rights at least one time each school year. If this time is inconvenient, I will be happy to reschedule the meeting at a mutually agreed upon time. Please call ______or email ______. If you are unable to attend or would prefer to participate by telephone, a conference call can be arranged. At this meeting, you are entitled to all the due process rights described in the Handbook on Parents’ Rights.

Sincerely, ______Name Title School Student Response to Invitation: Please respond to this notice by checking the appropriate option below and return one copy of this form prior to the meeting. If the LEA has documented notice that the student age 18 or older will attend the meeting and the student cancels on the day of the meeting, or does not attend, the LEA may conduct the meeting as scheduled.

□ I will attend the meeting as scheduled. □ I will participate in this IEP team meeting by phone or other means. I can be reached at the following phone number on the date/time mentioned above: ( ) ______. □ I cannot attend the meeting at this time. Please contact me to arrange another time. Phone ( ) ______Student Signature: ______Date:______/______/______

If the LEA has documentation that the student age 18 or older indicates he/she will be in attendance, a second notice is not required.

2nd Notice: ___/___/___ Type of Notice: ______Directions 2-08

Invitation-Student Age 18 & Older/Prior Notice

INVITATION TO CONFERENCE FOR STUDENTS AT AGE 18 OR OLDER Public Schools of Robeson County Date: 00 / 00 / 2000

Dear :

For you to receive the education you need and to plan for your post-secondary goals, it is important that you and the school work together. We are requesting that you attend a conference to discuss your special needs. You may also bring another person(s) who has knowledge or special expertise about you. Although it is not required for you to notify the school of additional participants, it is helpful in making appropriate arrangements. Your parents will be notified of the meeting. The purpose of this meeting is to: (Check all that apply) Discuss special education referral for initial evaluation or reevaluation determination. Discuss evaluation results to determine if you are or continue to be eligible for special education and related services. Discuss and/or develop, review, and/or revise your IEP and/or educational placement. Other:

The following required members of the IEP team are expected to attend the meeting: (Attach Request to Excuse if all are not checked.) LEA Representative Special Education Provider of the Student General Education Teacher of the Student Individual who can Interpret Evaluation Results Other participants expected to attend the meeting: Name Name Name Name Name Name Name Name WhileThe following itWhile is not agency it documented is representative(s) not documented oninvited this to attend onform, this the LEAsmeeting form, are:are LEAs responsible are responsible for ensuring for ensuring that that parentsparents receive receivea copy ofa copy the Handbook of the Handbook on Parents’ on Parents’ Rights atRights least atone least time one per time per year. year. 19 (Student permission to invite agency representative(s) must be in the Exceptional Children confidential record.) Name Name

The meeting is scheduled for (date) / / , at (time) , (place) . If this time is inconvenient, I will be happy to reschedule the meeting at a mutually agreeable time. Please call (phone) or email . If you are unable to attend or would prefer to participate by telephone, a conference call can be arranged. At this meeting, you are entitled to all the due process parental rights described in the Handbook on Parents’ Rights.

Sincerely, Name Title School

Student Response to Invitation: Please respond to this notice by checking the appropriate option below and return one copy of this form prior to the meeting. I will attend the meeting as scheduled. I will participate in this IEP team meeting by phone or other means. I can be reached at the following phone number on the date/time mentioned above: ( ) . I cannot attend the meeting at this time. Please contact me to arrange another time. Phone ( ) . Student Signature: ______Date: ______/ ______/ ______

2nd Notice: / / , Type of Notice:

You must adhere to the following, when a student turns 18, the LEA must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.

*(Student or parent permission to invite agency representative(s) must be in the Exceptional Children confidential record.) Please obtain permission by using the appropriate form below.

(Please insert school letterhead)

I, give permission for / _ __ Student name School/Teacher name to invite / to attend _ IEP mtg. Agency/Person’s name Student’s name

/ / Signature Date 20

You must adhere to the following, when a student turns 18, the LEA must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.

*(Student or parent permission to invite agency representative(s) must be in the Exceptional Children confidential record.) Please obtain permission by using the appropriate form below.

(Please insert school letterhead)

I, give permission for / _ __ Parent name School/Teacher name to invite / to attend _ IEP mtg. Agency/Person’s name Student’s name 21 / / Signature Date

Invitation/Prior Notice INVITATION TO CONFERENCE Date: _____/_____/_____ As team members, IDEA requires parents of students with disabilities to be invited to the IEP meeting. When parents share custody of a student, and educational rights of the parents are not in question, the LEA must issue an invitation to participate in the meeting to both parents. Participation in meetings may be through alternative means.

Dear ______: Re: (Student’s name) For a student to receive the education needed, it is important for the school and the parents to work together. We are requesting that you attend a conference to discuss ’s special needs. You may also bring another individual(s) whom you believe has knowledge or special expertise regarding your child. Although it is not required for you to notify the school of additional participants, it is helpful in making appropriate arrangements. If your child is transitioning from the Part C-Infant Toddler Program, you may request we invite one or more of the Part C-Infant Toddler representatives. Checking the following boxes informs the parent of the items that may be discussed at the IEP meeting. If a parent is not in attendance, the IEP team may not discuss items not checked on the original invitation.

The purpose of this meeting is to: (Check all that may apply) □ Discuss special education referral for initial evaluation or reevaluation determination. □ Discuss evaluation results to determine if your child is or continues to be eligible for special education and related services. □ Discuss and/or develop, review, and/or revise your child’s IEP. □ Discuss and/or review, and/or revise your child’s educational placement. □ Other: ______Transition Planning: For a child who is or will be 14 years of age or older during the duration of this IEP: □ Your child is being invited to attend this meeting as required by state and federal statute. IDEA requires the listing of participants’ positions, not individual names. The following required members of the IEP team are expected to attend the meeting: (Attach Request to Excuse if all are not checked.) □ LEA Representative □ Special Education Provider of the Student □ General Education Teacher of the Student □ Individual who can Interpret Evaluation Results Other participants expected to attend the meeting: □ □

□ □ The following agency representative(s) invited to attend the meeting are: (Parental permission to invite agency representative(s) must be in the Exceptional Children confidential record.) 22

IDEA requires that parents receive adequate notice to participate in the meeting. Reasonable notice is defined as 7-10 days. Adequate notice should be provided to all participants, including related service providers.

The meeting is scheduled for (date) ___/___/___, at (time) ______, (place) ______.

While it is not documented on this form, LEAs are responsible for ensuring that parents receive a copy of the Handbook on Parents’ Rights at least one time each school year.

If this time is inconvenient, I will be happy to reschedule the meeting at a mutually agreeable time. Please call (phone) ______or email______. If you are unable to attend or would prefer to participate by telephone, a conference call can be arranged. At this meeting, you are entitled to all the due process parental rights described in the Handbook on Parents’ Rights. Sincerely, ______Name Title School Parent/Guardian Response to Invitation: Please respond to this notice by checking the appropriate option below and return one copy of this form prior to the meeting.

If the LEA has documented notice that the parent(s) will attend the meeting and the parent cancels on the day of the meeting, or does not attend, the LEA may conduct the meeting as scheduled. □ I will attend the meeting as scheduled. □ I will participate in this IEP team meeting by phone or other means. I can be reached at the following phone number on the date/time mentioned above: ( ) ______. □ I cannot attend or participate in the meeting at this time. Please contact me to arrange a mutually agreed upon time. Phone ( ) ______

If the LEA has documentation that the parent(s) indicate they will be in attendance, a second notice is not required.

Parent/Guardian Signature: ______Date: ______2nd Notice: ___/___/___ Type of Notice: ______

Directions 2-08

Invitation/Prior Notice INVITATION TO CONFERENCE Public Schools of Robeson County Date: 00 / 00 / 2000 Dear : Re: Student's Name For a student to receive the education needed, it is important for the school and the parents to work together. We are requesting that you attend a conference to discuss Student's Name ’s special needs. You may also bring another individual(s) whom you believe has knowledge or special expertise regarding your child. Although it is not required for you to notify the school of additional participants, it is helpful in making appropriate arrangements. If your child is transitioning from the Part C-Infant Toddler Program, you may request we invite one or more of the Part C-Infant Toddler representatives. The purpose of this meeting is to: (Check all that may apply) Discuss special education referral for initial evaluation or reevaluation determination. Discuss evaluation results to determine if your child is or continues to be eligible for special education and related services. Discuss and/or develop, review, and/or revise your child’s IEP. Discuss and/or review, and/or revise your child’s educational placement. Other: Transition Planning: For a child who is or will be 14 years of age or older during the duration of this IEP: Your child is being invited to attend this meeting as required by state and federal statute. The following required members of the IEP team are expected to attend the meeting: (Attach Request to Excuse if all are not checked.) LEA Representative Special Education Provider of the Student General Education Teacher of the Student Individual who can Interpret Evaluation Results Other participants expected to attend the meeting: Name Name 23 Name Name Name Name Name Name The following agency representative(s) invited to attend the meeting are: (Parental permission to invite agency representative(s) must be in the Exceptional Children confidential record.) Name Name

The meeting is scheduled for (date) / / , at (time) , (place) . If this time is inconvenient, I will be happy to reschedule the meeting at a mutually agreeable time. Please call (phone) or email . If you are unable to attend or would prefer to participate by telephone, a conference call can be arranged. At this meeting, you are entitled to all the due process parental rights described in the Handbook on Parents’ Rights. Sincerely, Name Title School Parent/Guardian Response to Invitation: Please respond to this notice by checking the appropriate option below and return one copy of this form prior to the meeting. I will attend the meeting as scheduled. I will participate in this IEP team meeting by phone or other means. I can be reached at the following phone number on the date/time mentioned above: ( ) . I cannot attend or participate in the meeting at this time. Please contact me to arrange a mutually agreed upon time. Phone ( ) . Parent/Guardian Signature: Date: 2nd Notice: / / , Type of Notice:

STEP 7 During the IEP meeting (Transition Services Should Lead The IEP Process)  Actively involve the child and parents in the IEP meeting. Share and review all data collected from transition assessment(s). Give child an opportunity to indicate his/her preference, needs, and interests.

 Allow Child to discuss where he/she would like to work, live, and/or continue their education.

 IEP Team will discuss the strengths and areas for growth, develop a plan for the coming year, outline members’ roles and responsibilities to help student prepare for adult life; and

 If student is 17 years of age transfer of parental rights will be discussed.

STEP 8 Secondary Transition Component Read & Follow Directions Provided by NCDPI – Next pages Section A:  Identify individuals responsible for providing information  Indicate which age appropriate assessments were conducted and the date they were conducted Section B: The following section is required for all students age 14 and up. Check one of the options below. If possible, the four-year plan for the student who is in high school should be examined and attached. 24 *(Robeson County will continue to attach the four-year plan at age 14 for students transitioning to the high school) 25 26 27

PUBLIC SCHOOLS OF ROBESON COUNTY CURRICULUM FOR EXCEPTIONAL CHILDREN FOR STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES

School Name: ______Address: ______Student Name: ______SIMS #: ______EC Category: ______DOB: ______Sex: ____ RACE: AMIN BLCK WHITE ASIA HISP MULT Telephone #: ______

9th Grade 10th Grade 11th Grade 12th Grade Year Long Year Long Year Long Year Long Course Title/Course # Course Title/Course # Course Title/Course # Course Title/Course # EC Extended English /La I 93100A EC Extended English /La II 93110B EC Extended English /La III 93120C EC Extended English /La IV 93130D EC Extended Mathematics I 93200A EC Extended Mathematics II 93210B EC Extended Mathematics III 93220C EC Extended Mathematics IV 93230D EC Extended Life Science 93310A EC Extended Physical Science 93320B EC Extended Earth/Environment Science 93330C EC Extended Social Studies I 93400A EC Extended Social Studies II 93410B EC Extended Social Studies III 93410C Career Training 95610A Career Training 95610B Career Training 95610C Career Training 95610D Manipulatives I 00010A Manipulatives II 00010B Manipulatives III 00010C Manipulatives IV 00010D Business Marketing I 00020A Business Marketing II 00020B Business Marketing III 00020C Business Marketing IV 00020D Home Living I 00030A Home Living II 00030B Home Living III 00030C Home Living IV 00030D Industrial Tech I 00040A Industrial Tech II 00040B Industrial Tech III 00040C Industrial Tech IV 00040D

Student’s Signature: Date: Student’s Signature: Date: Student’s Signature: Date: Student’s Signature: Date:

Parent’s Signature: Date: Parent’s Signature: Date: Parent’s Signature: Date: Parent’s Signature: Date:

Guidance Counselor Signature: Date: Guidance Counselor Signature: Date: Guidance Counselor Signature: Date: Guidance Counselor Signature: Date:

EC Teacher Signature: Date: EC Teacher Signature: Date: EC Teacher Signature: Date: EC Teacher Signature: Date:

*Note: The course codes above should not be used for any student with disabilities following the Career Prep, College/Tech Prep, College/University Prep or Occupational Courses of Study. 28 Section C:  Write measurable post-secondary goal in the areas of education/training and employment; independently living is optional.  The IEP team will determine if a goal to support independent living is appropriate.  The post-secondary goals must be written for what the student will do after high school and should not reflect current course activities.  Sample of measurable post-secondary goals can be found in “Designing and Implementing Effective Transition Services” booklet, and in the Web-based Examples and Nonexamples for SPP/APR Indicator 13 Checklist manual, which is also on the following website. www.nsttac.org (remember to use as a resource)

Section D: *The Public Schools of Robeson County will implement the Section D during a student’s annual review in the 9th grade school year, or earlier, if determined appropriate by the IEP Team.

Remember this section concentrates on what you are doing or implementing while the student is still in high school that will help student achieve his/her goals?

 Transition sample activities can be found in “Designing and Implementing Effective Transition Services” booklet, and in the Web-based Examples and Nonexamples for SPP/APR Indicator 13 Checklist manual, which is also on the following website. www.nsttac.org (remember to use as a resource)

 Transition activities may or may not be required for each transition area; however, teams are required to discuss each area and indicate a statement from the IEP Team whether or not to provide an activity at this time.

*Do not leave sections blank, you must indicate a statement (e.g., The IEP Team discussed the transition area and decided activities are not needed to support this postsecondary goal at this time). 29 SECONDARY TRANSITION COMPONENT Public Schools of Robeson County Students with Disabilities, age 14 and older, are required to have a transition component to their IEP. Sections a, b and c of the component are required for students who are 14 and 15 years old. All sections of the component are required for students 16 years and older.

Duration of Special Education and Related Services: From: _____/_____/_____ To: _____/_____/_____ Student: ______DOB: _____/_____/_____ School: ______Grade: ______IDEA requires students be informed that rights will transfer to them at age 18. This notice must be given at age 17. Checking “yes” below will meet this requirement. Check N/A if the statement does not apply.

Has the student been informed of his/her rights, if age 17 and older? □ Yes □ N/A

The following section provides information and documentation regarding who provided information and how it was collected. IEP teams are instructed to provide details, as requested.

Section A - Student Needs, Strengths, Preferences and Interests The following people gave information about the student’s needs, strengths, preferences and interests and course of study selection: □ Student □ Parent(s), Guardian(s) and Family Members □ Adult Service Agency Representatives (specify): ______□ School Staff □ Other (Explain): ______

Indicate which age appropriate transition assessments were conducted for the development of measurable postsecondary goals and transition activities and the date they were conducted: INFORMAL ASSESSMENT(S): □ Interest and Skill Inventories ______□ Observations/Situational Assessments ______□ Rating Scales ______□ Interviews ______□ Other (Explain): ______FORMAL ASSESSMENT(S): □ ______□ Other (Explain):______

The following section is required for all students age 14 and up. Check one of the options below. If possible, the four-year plan for the student who is in high school should be examined and attached.

Section B – Course of Study (By age 14 and updated annually) The student is following a course of study that leads to the high school diploma:

_____ Future Ready Core Course of Study (effective with the 9th grade class of 2009/2010)

_____ College/University Prep Course of Study* _____ College Tech Prep Course of Study* _____ Career Preparation Course of Study* (*Not applicable to students entering 9th grade beginning with the freshman class of 2009-2010.)

_____ Occupational Course of Study

The student is following extensions of the standard course of study and pursuing the graduation certificate _____.

The student is in middle school and is following the North Carolina Standard Course of Study ____; or the extensions of the North Carolina Standard Course of Study _____ .

IDEA requires that students with disabilities have a measurable post-secondary goal in the areas of education/training and employment. The only optional post-secondary goal is independent living. The IEP team will determine if a goal to support independent living is appropriate. Post-secondary goals must be written for what the student will do after high school and should not reflect his/her current activities. Annual goals, based on the student’s present level of performance should clearly be linked to his/her post-secondary goals. What skills will the student need in order to accomplish his/her post-secondary goals?

Section C – Postsecondary Goals Indicate the student’s measurable post-secondary goals in each of the following areas on an annual basis:

Education/Training: ______Employment: ______Independent Living (if appropriate): ______SECONDARY TRANSITION COMPONENT 29

Duration of Special Education and Related Services: From: _____/_____/_____ To: _____/_____/_____ Student: ______

This section is required for students who are 16 and older and can reflect activities that span multiple years.

Transition activities should be written to support the student’s post-secondary goals and should answer the question, what things are necessary for the student to achieve his/her goals? The transition services/activities are the specific steps/strategies that focus on improving the academic/functional achievement of the child to facilitate his/her movement from school to post-school.

Transition activities may or may not be required for each transition area; however, teams are required to discuss each area and indicate in the space provided that an activity is not required.

It is important to remember that responsibilities for the activities can be assigned to individuals outside of the school (parents, student, outside agencies.)

If an outside agency(s) is assigned responsibility for a transition activity, a representative(s) of the agency(s) must be invited to the IEP meeting. Parent(s) or student(s) who are 18 years old and older, must consent to the involvement of the outside agency. Documentation of this consent is located on the “Invitation to Conference” form.

Section D – Transition Services (By age 16 and updated annually) Transition Transition Activities Responsible Anticipated Areas Person and/or Completion Agency Date

Instruction

Related Services

Community Experiences

Employment

Adult Living Skills

Daily Living Skills (if appropriate)

Functional Vocational Evaluation (if appropriate)

Final 3-08 Secondary Transition DEC 4a (1 of 40) 30 SECONDARY TRANSITION COMPONENT

Public Schools of Robeson County

Duration of Special Education and Related Services: From: 00 / 00 / 2000 To: 00 / 00 / 2000

Student: Student Name DOB: 00 / 00 / 2000 School: School Name Grade: Grade

Has the student been informed of his/her rights, if age 17 and older? Yes N/A

Section A - Student Needs, Strengths, Preferences and Interests (Beginning at age 14 and updated annually) The following people gave information about the student’s needs, strengths, preferences and interests and course of study selection: Student Parent(s), Guardian(s) and Family Members Adult Service Agency Representatives (specify): School Staff Other (Explain):

Indicate which age appropriate transition assessments were conducted for the development of measurable postsecondary goals and transition activities and the date they were conducted: INFORMAL ASSESSMENT(S): Interest and Skill Inventories Observations/Situational Assessments Rating Scales Interviews Other (Explain):

FORMAL ASSESSMENT(S):

Other (Explain):

Section B – Course of Study (Beginning at age 14 and updated annually) The student is following a course of study that leads to the high school diploma:

Future Ready Core Course of Study (effective with the 9th grade class of 2009/2010) College/University Prep Course of Study* College Tech Prep Course of Study* Career Preparation Course of Study* Occupational Course of Study (*Not applicable to students entering 9th grade beginning with the freshman class of 2009-2010.)

The student is following extensions of the standard course of study and pursuing the graduation certificate .

The student is in middle school and is following the North Carolina Standard Course of Study ; or the extensions of the North Carolina Standard Course of Study .

Section C – Postsecondary Goals (Beginning at age 16 and updated annually) Indicate the student’s measurable post-secondary goals in each of the following areas on an annual basis:

Education/Training: Employment: Independent Living (if appropriate):

Final 3-08 Secondary Transition DEC 4a (2 of 40) 31

SECONDARY TRANSITION COMPONENT

Duration of Special Education and Related Services: From: 00 / 00 / 2000 To: 00 / 00 / 2000

Student: Student Name

Section D – Transition Services (By age 16 and updated annually)

Transition Transition Activities Responsible Anticipated Areas Person and/or Agency Completion Date Instruction 00 / 00 / 2000

Related Services 00 / 00 / 2000

Community 00 / 00 / 2000 Experiences

Employment 00 / 00 / 2000

Adult Living 00 / 00 / 2000 Skills

Daily Living 00 / 00 / 2000 Skills (if appropriate)

Functional 00 / 00 / 2000 Vocational Evaluation (if appropriate) 32 STEP 9 September, 2007 1 National Secondary Transition Technical Assistance Center ANNUAL IEP GOAL

 You must write Annual Goal(s) included in the IEP that will help the student make progress towards the stated postsecondary goal(s)?

 Annual goals are "statements that describe what a child with a disability can reasonably be expected to accomplish (e.g., master some skill or knowledge [not an activity]) within a twelve month period in the child's special education program.” Source: Retrieved June 15, 2006, from http://www.calstat.org/iep/6_reading.shtml

 Measurable goals are defined as statements that contain four critical elements: timeframe, conditions, behavior and criterion.

A measurable goal includes the behavior or skill that can be measured at periodic intervals against some criterion of success.

A. Timeframe identifies the amount of time in the goal period and is usually specified in the number of weeks or a certain date for completion

B. Conditions specify the manner in which progress toward the goal is measured. Conditions are dependent on the behavior being measured and involve the application of skills or knowledge and describe the materials and environment necessary for the goal to be completed.

C. Behavior clearly identifies the performance that is being monitored. It represents an action that can be directly observed and measured.

D. Criterion identifies how much, how often, or to what standards the behavior must occur in order to demonstrate that the goal has been achieved. The goal criterion specifies an amount of growth. Source: Retrieved from: http://wvde.state.wv.us/ose/StandardsBasedIEPs.pdf On January 25, 2006. pp. 24-25 33

Chart

Annual Goal

Sample 34

Chart

Short-term objectives Sample 35 National Secondary Transition Technical Assistance Center ANNUAL IEP GOALS: EDUCATION TRAINING

7.2a: Example for “upon completion of high school, John will enroll in courses at Ocean County Community College (1.2a).” 1 • Given Ocean County Community College information, John will demonstrate knowledge of the college’s admission requirements by verbally describing these requirements and identifying admission deadlines with 90% accuracy by November, 2007. 1 o This annual goal meets I-13 standards for Item #2 for the following reasons: 2 a) Participation in education is the primary focus of this objective. 3 b) Learning about the college’s admission requirements is a step that will help John meet his goal of attending Ocean County Community College.

7.2c: Examples for “Allison will obtain a four-year degree from a liberal arts college with major in Child Development” (1.2c) and “after college, Allison will have a career in the field of early childhood education.” (1.3c) 1 • Allison will develop algebra skills, as measured by her homework completion and quiz scores, by using a planner to record assignments, prepare questions for class, and record formulas for study in the Algebra II course during her senior year. 1 o This goal meets I-13 standards for item #2 for the following reasons: 2 a) Developing algebra skills in her Algebra II course is consistent with Allison’s post- secondary goal of attending a four-year liberal arts university. 3 b) Allison’s employment goal is contingent upon her completion of college, therefore, annual goals that support her college completion, also support her employment goal. • Allison will demonstrate the organizational skills of using a planner to record her homework assignments for all classes every day and prepare questions for her teachers in English, Spanish, U.S. History, and Chemistry at least once each week for the duration of this IEP. 1 o This goal meets I-13 standards for item #2 for the following reasons: 2 a) Improving organizational skills through use of a planner to organize materials for her classes is linked to organizational skills that will also assist Allison at a college. 3 b) Use of a planner to prepare questions for her teachers is also logically linked to Allison’s success in planning for meetings with professors to advocate for her needs in the college environment. 4 c) Criteria, conditions, and a timeframe for the goal are provided. 1 b) Setting up an appointment is likely an activity that Allison can complete one time, not a goal that she would work toward all year. 7.2e: Example for “upon graduation from high school, Jamarreo will successfully complete welding courses at Central Piedmont Community College to attain the Entry Level Welding Certificate” (1.2e) and “Jamarreo will be a self-employed welder” (1.3 1 • Given transportation to Central Piedmont Community College, Jamarreo will achieve mastery (95% or better accuracy) of welding safety skills by completing an orientation course on welding safety by March 15, 2007. 1 o This annual goal meets I-13 standards for Item #2 for the following reason: 2 a) The annual goal will be accomplished by Jamarreo while in high school to prepare him for successfully completing welding courses at Central Piedmont Community College. 3 b) This annual goal focuses on skills and knowledge to be mastered, that are measurable.

36

7.2g: Example for “after graduation, Rolanda will participate in an in-home or center-based program designed to provide habilitative and vocational training with medical and therapeutic supports” (1.2g) and “after graduation Rolanda will participate in community-integrated recreational/leisure activities related to music, movies, and art at movie theaters, concerts at the local community college, art and craft museums downtown, and the entertainment store at the mall.” (1.4h)and “after graduation Rolanda will effectively utilize an augmentative communication device at home and in the community that allows familiar and non-familiar individuals to communicate with her regarding needs, wants, and desires.” (1.4i) 1 • Given a board displaying four choices of classroom and community topics (e.g., instructional activities, work-based instruction activities, locations in the school, movies, music, locations in the community, people), Rolanda will use a pointer, affixed to a head-piece to select the activity or item in which she wants to engage with 80% accuracy. 1 o This example meets I-13 standards for Item #2 for the following reasons: 2 a) Rolanda is not able to use a communication board effectively and learning to do so is a skill that will prepare her to participate in a habilitative and vocational training program after high school. 3 b) Similarly, communicating choices will prepare Rolanda for the goal of participating in leisure activities that interest her. 4 c) Finally, learning to use technology to select from 4 choices is a step toward preparing Rolanda communicating more effectively with familiar and non-familiar individuals in various settings.

7.2i: Example for Jodi’s postsecondary education/training goal of “the fall after high school, Jodi will enroll in courses (non-degree) at Gaston Community College”. (1.2i) 1 • Jodi will improve her reading comprehension scores by one grade level through daily instruction using high-interest reading materials such as the newspaper, teen magazines, and young adult women’s magazines, school-approved websites, and short stories for adults by April 1, 2007 0 o This example meets I-13 standards for Item #2 for the following reasons: a) The goal is clearly linked to Jodi’s postsecondary education/training goal because improved reading comprehension skills will better prepare her for continued coursework as an adult. 1 b) Improved reading comprehension scores indicate Jodi’s acquisition of a new skill. 2 c) The goal is measurable, based on the criteria provided. 3 7.2k: Example for the postsecondary education/training goal: “after graduation, Alex will enroll in a business math course at Kings College (a technical school)”. (1.2k) 1 • Given instruction in the high school Business Math course, Alex will learn to use (a) use an adding machine, (b) create spreadsheets using money management software, and (c) complete long-term projects for class with an average of 85% accuracy throughout the Spring semester of this IEP. 1 o This goal statement meets I-13 standards for Item #2 for the following reasons: 2 a) The goal is focused on Alex’s acquisition of math skills that will support his enrollment in a postsecondary level business math course. 3 b) The goal includes a measurable behavior, criteria, and a timeframe.

0 37 1 7.2m & 7.3m: Example for the education/training and employment postsecondary goals of “after graduation from high school, Lissette will complete the non-degree program at Montgomery County College” (1.2m) and “after graduation, through the assistance of VR and the staff of the non-degree program, Lissette will obtain part-time employment on campus at MCC, that does not interfere with the schedule for her program there.” (1.3m) 1 • Lissette will learn to accurately record her personal information including first and last name, date of birth, social security number, street address, city, state, zip code, age, and 10-digit telephone number with 100% accuracy by April, 2007. 0 o This annual goal meets I-13 standards for Item #2 for both education/training and employment for the following reasons: 1 a) The annual goal will be accomplished by Lissette while in high school to prepare her as a student at Montgomery County Community College, to independently complete applications and forms. 2 b) This annual goal also supports Lissette’s ability to independently complete a job application and important forms at work (e.g., tax forms, emergency information) 3 c) The goal indicates conditions, a timeframe, and a behavior with criterion that are measurable.

7.2o: Example for “After high school, Jeremy will improve his social, self-advocacy, and self-care skills by attending instruction at a center-based adult program.” (1.3o) 1 • Given school transportation and parent consent, Jeremy will demonstrate positive and appropriate (e.g., greeting one time, hand shaking upon arrival and departure, smiling/ nodding to acknowledge another person) social interactions with others at the adult program while observing or participating in activities and instruction for one hour four times each month during each month for the duration of this IEP. 0 o This annual goal meets I-13 standards for Item #2 for the following reasons: 1 a) Acquiring the developed through this goal logically supports Jeremy’s postsecondary goal of attending instruction at a center-based program. 2 b) This annual goal will be accomplished by Jeremy while in high school to prepare him for success at a center-based adult program within a given timeframe. 3 c) The conditions for the goal, “given school transportation and parent consent”, are stated. 4 d) The goal focuses on the behavior of interacting appropriately at the center-based adult program, which can be directly measured. 2 d) The criterion, “for one hour four times each month during each month during activities or instruction for the duration of this IEP”, is stated.

7.2q: Example for “After graduation, Paulo will participate in training to improve his work skills in his job at a grocery store.” (1.2q) 1 • Given a list of Paulo’s strengths and needs, Paulo will identify the work skills in which he needs to improve upon by circling his work-related needs 2 out of 3 times by January 23, 2007. 1 o This annual goal meets I-13 standards for Item #2 for the following reasons: 2 a) The annual goal is a step that will be completed during high school to help Paulo prepare for his training to improve his work skills at a grocery store after graduation. 3 b) The behavior of identifying work skills by circling work-related needs is measurable.

38 7.2s: Example for “immediately after graduation, Kevin will participate in habilitative and functional skill training through CAP services and will attend Compensatory Education classes 2 times per week at the community college” (1.2s) and “within three months of graduation, Kevin will obtain a supported employment position that allows him to work to his maximum stamina and incorporates the use of assistive technology” (1.3s) and “immediately following graduation, Kevin will participate in 1- 2 age-appropriate community and individual community-based activities per week related to horticulture, socialization with young adults, animals, and music” (1.4l) and “after graduation Kevin will effectively utilize an augmentative communication device at home and in the community that allows familiar and non-familiar individuals to communicate with his regarding needs, wants, and desires” (1.4m). 1 • Given the GoTalk20+ augmentative communication device and weekly community practice, Kevin will independently and accurately use the device to communicate single words to communicate a desire for an item in community settings, including restaurants and ticket counters. 1 o This example meets I-13 standards for Item #2 for the following reasons: 2 a) Kevin is not able to use a GoTalk20+ effectively and learning to do so is a skill that will prepare him to participate in a habilitative and vocational training program, recreational opportunities, and educational opportunities after high school. 3 b) Learning to use a GoTalk20+ effectively will prepare Kevin to incorporate assistive technology use in future employment 4 c) Similarly, communicating choices will prepare Kevin for the goal of participating in leisure activities that interest him. 5 d) Finally, learning to use the GoTalk20+ is a step toward preparing Kevin to communicate more effectively with familiar and non-familiar individuals in various settings.

7.5a: Example for “after graduating from high school, Jason will enroll in a four-year college to obtain his undergraduate degree in history and education to become a high school social studies teacher.” (1.5a) 1 • Through participation in the district’s teacher mentor program, Jason will write an essay about his expectations for his future career, including statements of (a) a goal (b) 3 or more negative aspects of teaching, (c) 3 or more positive aspects of teaching and (d) a summary statement of the mentor program experience with 80% or better accuracy in grammar and spelling by March 2008. 1 o This annual goal meets I-13 standards for Item #2 for the following reasons: 2 a) This annual goal supports Jason’s postsecondary goal of becoming a high 3 school teacher. 4 b) Writing well and synthesizing information are district standards and align with his postsecondary goal of attending college. 5 c) This is a step toward that postsecondary goal that can be completed while in high school. 1 d) The annual goal includes a condition, criteria, timeframe, and an observable behavior.

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