EDUDEAF: Transition Plans in the IEP

Key Words: Deaf education information, Deafness and related issues, Deaf Education

Subject: Transition Plans in the IEP Date: Tue, 10 Dec 1996 10:11:51 -0500
From: "Marilyn W. Galloway"
Reply-To: A Practical Discussion List Regarding Deaf Education
Sender: A Practical Discussion List Regarding Deaf Education

To: Multiple recipients of list EDUDEAF

In response to Richard's questions from the Idaho School for the Deaf and Blind.

First, I applaud Richard for raising issues regarding the IEP process. This is an area that I believe is causing "fits", confusion, and misinterpretation, for those of us involved in the IEP process.

In your question you said, "We were told that you can now write the ITP and then include the IEP goals and objectives," You have the right idea. The transitional component of the IEP should lead to the development of the child's educational plan.

At Pre-College National Mission Programs we use the following statement to assist us in developing each IEP for our students (*)14 years of age and older (younger if appropriate):

"The transition statement shall be the guiding force for developing each IEP for students 14 years of age and older (or younger if appropriate). A statement of transitional services needed to foster movement from school to post-school activities shall be developed. The statement shall include, when appropriate, objectives for instruction, community experiences, employment and post-school adult living."
(*) NOTE: This is PCNMP age determination. The law is 16 years or younger, if appropriate.

As you can see, both the IEP and ITP are already woven together. As parents and professionals understand how transition is incorporated into the IEP, the need to separate the "IEP" into two parts...IEP/ITP becomes less of a concern.

With transition being the driving force behind all of our students' IEPs at PCNMP, we call all of our conferences "IEP Conferences".

See below a summary/outline from a presentation that Dr. MaryAnne Royster, a former Director and colleague of PCNMP, gave during one of our staff training sessions.

TRANSITION COMPONENT OF THE IEP

Transition services are a coordinated set of activities for a student which:
1. are outcome oriented
2. promote movement from school to post-school activities including the following:

These coordinated set of activities must:
1. Be based on the student's needs and take into consideration the student's preference and interests.
2. Include the following:

Beginning no later than age (*)14 or at younger age if appropriate, a statement of the needed transition services must be included in the IEP.
(*) note: This is PCNMP age determination. The law is 16 years or younger, if appropriate.

If appropriate, a statement of each public agency's and each participating agency's responsibilities, or both, before the student leaves the school setting shall be included.

If the IEP team determines that such transition objective/services in one or more areas (instruction, community experiences, employment, and post-adult living) are not necessary, the IEP must include a statement stating that services were not needed and the basis upon which the determination was made.

As the IEP at PCNMP is guided by a transitional statement/goal, each IEP document must always include the following:

The following participants (in addition to those required for IEP meetings) shall be invited to an IEP meeting in which transition services are being considered.

The notice for the IEP meeting in which transitional services will be considered will state that one purpose of the IEP will be consideration of needed transition services. Such notice shall also indicate that the student will be invited. It will also identify any other agencies invited to send a representative.

For additional information on transition check the following web page:

viii3htm

Submitted by:
Thomas M Quinn
Guidance counselor
Pre-College National Mission Programs
E-Mail address: TMQUINN@GALLUA.GALLAUDET.EDU
With Permission:
Notes from a presentation by
Dr. MaryAnne Royster

Uploaded by: B.J. Lawrence/ Kent State University/ Deaf Education Major