Transition Service Needs, e.g., COURSES OF STUDY A Documentation Guide

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Transition Service Needs, e.g., COURSES OF STUDY A Documentation Guide

Introduction

Individualized Education Program (IEP) teams frequently struggle with completing the IEP content requirement of identifying “transition service needs.” This technical assistance document is

intended to provide guidance and assist teams to thoughtfully and carefully plan and complete the required IEP content documentation associated with outlining the courses of study that address “transition service needs.” Throughout this document, the terms “courses of study” and “transition service needs” are used interchangeably.

The basis for requiring this documentation is rooted in one of the primary purposes of IDEA and that is to “… ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for employment and independent living…” (Sec. 300.1(a)). Oregon Administrative Rule, OAR 581-015-0068 (which derives from Federal law) requires that the IEP shall include:

(a) For each student with a disability, beginning at age 14 (or younger, if determined appropriate by the IEP team), and updated annually, a statement of the transition service needs of the student under the applicable components of the student’s IEP that focuses on the student’s courses of study.”

This statement must be reviewed annually and included in all subsequent IEP’s. “The purpose of this requirement is to focus attention on how the child’s educational program can be planned to help the child make a successful transition to his or her goals for life after secondary school.” (House Committee Report on IDEA amendments)

What are “courses of study?”

Neither IDEA ’97 nor the final regulations for implementing IDEA ’97 specifically defines courses of study. However, a simple way to think about courses of study is to look at the series of courses and experiences that the student needs to achieve his or her desired post-school goal(s). These goals (post-school outcomes) may include further education or training, employment, community living and recreation.

Transition service needs (i.e., course of study) should directly relate to the student’s goals beyond secondary education, and assist him/her to achieve desired post-school outcomes. The IEP team, including the student, parent, special and regular education teachers, and representatives from other agencies, begins the process with a discussion of the student’s vision for the future. This vision should reflect the student’s interests, preferences and needs.

Once the IEP team determines the student’s interests, preferences and needs, it can assist in determining the desired post-school outcome. The IEP team delineates the direction of the student’s course of study by outlining the coursework. This may also be the time that the team determines what type of diploma the student will earn, given that some school districts offer alternative diploma options for students. This information will then be reflected in the courses of study statement.

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Conceptual Framework and Guide

The following conceptual framework has been developed as a guide for IEP teams to use to promote discussion and inform the decision-making process. A flow chart is included to help capture and document relevant information and decisions.

POST-SCHOOL OUTCOME: This is the place to identify what the student will be doing after school.

STUDENT’S interests, needs and preferences: The discussion begins with the student’s interests, preferences and needs and what the student is interested in pursuing. It is important that the student and the team have as clear as possible a “picture” of what the student desires and where the student is going when he or she exits school.

PARENT’S, TEACHER’S, OTHER’SIDEAS/CONCERNS: This is the time to discuss any ideas or concerns parents, teachers and others may have regarding the student’s post-school goals.

SUMMARY OF IDEAS/CONCLUSIONS: This documents the collective thinking of the IEP team.

COURSES OF STUDY: This is where the team identifies those courses of study the student will need to achieve post-school outcome(s). In most cases, the specific course options will be directed by the courses outlined in the course catalog for the particular high school. Other courses, such as those a student might take at a community college would also be identified here. If a student were taking a more functional curriculum, those would also be noted here. (See attached examples.)

REMEMBER—The IEP is a written communication tool that documents the connection made between the student’s interests, preferences and needs, the impact the disability has on his/her ability to learn, the special education and related services needed to address the student’s needs that result from this impact, and any necessary

accommodations/modifications needed to access the general curriculum. It also documents the commitment made by other agencies as appropriate.

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Transition Service Needs, e.g., Courses of Study

Post-School Outcome

Supported living arrangement

Other’s interests, ideas & concerns Agrees with others and adds concern about available living options in the home community Teacher’s interests,

ideas & concerns Agrees with student and parent

Parent’s interests, ideas & concerns Supports the student, but is concerned about safety

Student’s interests, preferences & needs Wants to live with a friend in their own place

Summary of Ideas Conclusions

• Needs functional curriculum focused on safety and daily living skills

• Explore possible living arrangements in local community

• Seek out “appropriate” roommate

Courses of Study

• Functional math, writing

• Community instruction re: travel • Daily living skills development in

budgeting, shopping, home skills

• Safety instruction to include personal and community safety

Required IEP Content Documentation

! PLEP

! Specially Designed Instruction

! Transition Services/Activities

! Participation in Regular Curriculum

! Accommodations/Modifications

! Supports for Personnel

! Agency Participation Remember:

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Transition Service Needs, e.g., Courses of Study

Post-School Outcome

College, to study Engineering

Other’s interests, ideas & concerns Not participating at this time

Teacher’s interests, ideas & concerns Agrees with parent and adds the student hasn’t met the 8th grade benchmark for math problem solving Parent’s interests,

ideas & concerns Supports the student, but is concerned stu-dent’s reading sills may cause continued problems

Student’s interests, preferences & needs Wants to go to a four-year college and study Engineering

• Complete necessary coursework for graduation with a regular diploma • Math classes through Algebra II

• Vocational classes that focus on engineering

• Job shadow with engineer at local engineering company • Possible community work experience

Courses of Study

• Algebra, Geometry, Algebra II • English 1, 2 and 3

• Job shadow for two periods per day • _{Geology, Biology and Chemistry} • Electives

EXAMPLE

! PLEP

! Specially Designed

!

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Transition Service Needs, e.g., Courses of Study

Post-School Outcome

Other’s interests, ideas & concerns Teacher’s interests,

ideas & concerns Parent’s interests,

ideas & concerns Student’s interests,

preferences & needs

Courses of Study

! PLEP

! Specially Designed Instruction

! Transition Services/Activities

! Supports for Personnel

! Agency Participation Remember:

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Additional examples of documenting “courses of study”

Some examples of the way “courses of study” may be documented on the IEP are:

♦ For a student interested in pursuing post-secondary education in engineering, the course of study might read:

Math through algebra II, all industrial arts classes that focus on engineering and technology in the construction fields, job shadowing and possible community work experience.

♦ For a student needing skills for independent living:

As many family and consumer science classes as possible to acquire adult living skills, functional math, and community-based work experience in health and food service areas.

♦ For a student interested in child care:

Child development, health and hygiene, and time management classes combined with work experience in various child-care settings.

♦ An example of a more detailed course of study for a student interested in teaching children with disabilities might look like the chart below:

School Year

Grade Level

List Courses to be taken each year

Grade 8

Grade 9 6

99-00 Grade 10 Child Development (1/2), English 10 (1), Band (1), Phys Ed (1/2), Spanish I (1), Algebra (1), Adv Biology (1), Resource Room (1)

7 13 00-01 Grade 11 English 11 (1), Spanish II (1), Geometry (1), Bank (1), Phys Ed (1/2),

Family & Consumer Science I (1/2), Chemistry (1), Resource Room (1)

7 20 01-02 Grade 12 Psychology (1/2), English 12 (1), Algebra II (2), Band (1), Cooperative

Work Experience (1 ½), Phy Ed (1/2), US History (1/2), Resource Room (1)

7 27

Ages 18-21

Total number of credits required by this district for graduation: 21 Anticipated month and year of graduation: May, 2002

Will this student graduate with fewer credits than required of all students by the district? [ ] Yes [X] No If Yes, identify graduation adaptations:

Credits Earned /Total

This document was prepared by Lu Ann Anderson, Jay Gense and Suzy Harris. For further information contact Lu Ann Anderson at 503-378-3600 ext. 2335 or mailto:[email protected].