General Information
The person responsible for reviewing and writing updated transitions.
Who is the case manager?
These may be some preferred methods of input for a student to provide data.
What are:
Interview
Online Survey
Video- Recording
Paper-Pencil Survey
The student participated in all Transition Grid Service/Activities. This is the next step.
What is, Draft the IEP II. Present Levels- Bullet Three?
Before drafting Present Levels -Bullet One, the Case Manager should follow up on this.
What is the Parent/Guardian survey or interview?
The following people should be including in the IEP meeting (name 4)
Parent/Guardian
Local Education Agency Rep. (such as: Principal, Superintendent, Spec. Ed. Director)
Agency Representative provide Transition Services
Content Area Teacher(s)
Student Guidance Counselor
Student Aid or Support Staff
The Services Flow Chart should be initiated approximately this many days before the IEP anniversary date.
What is 90 days?
The Case File contains valid, reliable, and extensive data collection to drive the Transition Services in the current IEP. This is the next step.
What is meet with the student?
Before using their own researched transition tools, the Case Manager should first start with this.
What is quantitative and qualitative data?
True or False: While the student is allowed to be a part of the IEP meeting, they should only sit and listen.
What is false?
Updating IEP services is for students under these categories.
What are:
Student with an IEP
IEP with Transition Services currently in place
High Incidence Disability
New to your Case Load (you did not write the IEP currently in place)
The case manager should do this when meeting with the student to gain a sense of their updated vision for their future for life after graduating high school.
What is interview the student?
What are:
Self-Determination Skills
Academic
Post-Secondary Education and Training
Employment skills
Independent Living Skills
These bullets focus on finalizing the list of “Strengths” and “Needs” sorted by transition domains and self determination skills and executive Functioning.
What are bullets 6 and 7?
True or False: At the time of the IEP meeting, the IEP is a legally binding document that cannot be edited.
What is false?
When notifying the parent/guardian of upcoming IEP meeting with Transition Services, this is the amount
of attempts that should be made.
What is 3 documented attempts?
The current Case Manager reaches out to the former Case Manager and finds Transition Assessments were administered but never reported in the IEP. After obtaining these copies, the current Case Manager must do this.
What is convert the previous Transition Assessments results into qualitative and quantitative data?
The previous Case Manager confirms the student did not participate in Transition Service/Activities. This is the current Case Managers next step.
What is report the findings to the special ed. Chair, document your discussion, and agree to a plan moving forward?
These three important steps come at the end of drafting, before scheduling an IEP meeting with the parents.
What are:
Drafting the IEP Observable and Measurable Goals connected to Transition “needs”
Completing the Indicator 13 checklist
Drafting the remaining IEP
While meeting with the student, the Case Manager should encourage them to develop a plan regarding their participation in the IEP meeting. This may include these (4) strategies (name two).
What are:
A Speaking Role
Visual aid (consider ppt. or PATH)
Independent Living Goal statement
Recorded video of student sharing their goals, aspirations, input, etc.
The Case Manager should review the following (6) sections of the IEP when preparing to update Transition Services.
What are:
III. Transition Services (the Grid)
II. Present Levels- Bullet One
II. Present Levels- Bullet Three
II. Present Levels- Bullet Four
II. Present Levels- Bullet Six
II. Present Levels- Bullet Seven
The case manager should review these (6) cumulative case file documents.
What are:
Career Portfolio
Formative Assessments connected to “strengths” and “needs” in career aspirations, independence, employment skills, future education, life skills, etc.
Teacher reports
Parent input Guidance
Counselor Reports/Records
Career Ready index portfolio
Research Transition Assessment Tools are administer the student in order to gather further insight on these.
What are the student's strengths, needs, preferences, and interests?
These 5 things must be included when drafting IEP Section III. Transition Services (aka the Grid).
What are:
Post-secondary Education and Training Goal statement
Employment Goal statement
Independent Living Goal statement
Course of Study (across all three domains)
Service/Activities (across all three domains)
Post IEP implementation, the Case Manager should start or build-upon the students’ Transition Portfolio by documenting this.
What is involvement, success, and challenges of Transition activities/services?