Group+2-Sam's+IEP


 * Group2: Chun-yu, Megan, Whitney, Cole**[[file:Sam's IEP.doc]]
 * by**

**Part I :** Indicator 13 Checklist: (Megan) No- The goal doesn't clearly define that it's in the "future". The goal should read something more like - After high school Sam will work as a professional car washer or cleaner- to have it define the fact that it's a postsecondary goal. It also doesn't seem like the goal comes from the students perspective. In some ways the postsecondary goal is related to a couple of Sam's annual goals/interests but you have to really "think outside of the box" to come to that conclusion. Caya: Sam was in 7th grade when the plan was developed. Perhaps when the IEP team update the plan in a year it would be stated clearer?
 * //__1. Is there an appropriate measurable postsecondary goal or goals in this area?__//**

Whitney: I agree with Megan. I think that can be an ultimate goal, but that there needs to be some smaller goals along the way that can help Sam obtain his goal of being a professional car washer.

(Megan )Yes- According to the checklist as long as the postsecondary goal is documented in the student's current IEP then it is considered updated annually.
 * //__2. Is the postsecondary goal(s) updated annually?__//**

Whitney-I think it's harder to tell if this was updated annually, but the October and December 2009 and 2010 dates seem to indicate that these would be updated annually.

//__3. Is there evidence that the measurable postsecondary goals were based on age appropriate transition assessment?__// (Megan) No - There is no evidence that a transition assessment was completed on the student in the current IEP. Caya: It was not explicit, but there were some descriptions of the present level of academic and functional performance, parents' concerns, and how Sam's disbaility impact his access to gen ed curriculum (http://transitioncoalition.org/transition/module.php?moduleId=1&pageId=244).

Whitney-I think that they listed his current level of academic achievement and functional performance, as well as Sam's goals and his parents' thoughts. There was no evidence, however, of mentioning about academic work (such as a work-study program) that would help Sam to become a professional car washer.

//__4. Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goal(s)?__// (Megan) Yes but needs improvement - There were social services like interacting with adults, cleaning, and the use of calculators, however what Nichole mentions below is true of the outside agency. Nichole No- There is the mention of a job coach being needed but no agency that will be able to provide those services in the future. Though it is far in future those agencies have long waiting lists and if that is truely what needs to happen the student needs put on a wait list and the agency needs to participate in the meeting. Also there needs to be some agency or group in the field of cleaning mentioned so that he is getting training and one the experience in those areas as he progresses through school. For those reasons I don't feel that the IEP has transition services to enable the student to meet his postsecondary goals. Caya: Nichole, I agree that I couldn't find transition services listed. Again, maybe it is because Sam was 14 and in 7th grade. I wonder when an IEP team plan for students at such an early age how much information would be included in the transition section.

Whitney-I also agree with Nicole. I think that Sam should at least be put on a wait list. In order to beef up his application, his IEP team might consider allowing Sam to take some JOb Skills courses at his high school. These will concentrate on interviews, as well as general skills that Sam would need to be effective in the workplace. These skills would include interaction with peers, your boss, showing up on time, completing tasks in a timely fashion, and a vast array of other topics.

(Megan) This might take some discussion. It does list that the student will need intensive supports and plans to get a job as well as that the student will participate in a functional curriculum with a focus on the development of communication skills however it doesn't list specific classes. With that said this student is pretty low functioning and it might be that he participates in the Functional program only and doesn't and will not go out to classes. I want to say NO to this question though because either way it should be documented differently ... like broken down into years and such. The curriculum they mention however doesn't mention anything about te actual job in itself listed in the postsecondary goal, for example: cleaning should be something listed as an example under the "functional" curriculum unless that's just an understood standard in the curriculum. Nichole- I agree with Megan that it should be listed out year by year. I do know though that the district I am going to work in counts the section at the end of the IEP with the weird code and minutes as a plan of study and include mention of different courses in the IEP like music, art, PE, etc, as the course of study. I am not saying this is correct, as I am just starting and inheriting these IEPs but that might be what they are counting. I too would say NO. Caya: I, too, agree with Megan. "student need support to get a job" and "he will participate in a functional curriculum with a focus on the development of communication skills" seem disconnected.
 * __//5. Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goal(s)?//__**

Whitney-Yes, I think they need to provide a better focus on skill sets for this student. For example, it would be good is he focused on basic math skills, such as adding and subtracting figures. It's also never too late to help a student learn more about a ledger-maybe taking a few courses in high school on how to manage a budget would be helpful. I also agree that these should be listed out by year because it would give the IEP team a set amount of time to fix things.

(Megan) Goal 1- Yes, Sam will be able to use the balance and coordination skills along with the object manipulation skills in the job mentioned in his postsecondary goal. Goal 2- Yes, personal boundaries are going to be something important for Sam to learn in order to work with others at his future job. Goal 3- No, washing cars doesn't involve working with money. If the goal were more detailed and mentioned collecting money from the customers after cleaning the cars then this goal would be more appropriate. Goal 4- No Goal 5- Yes, I do think that this goal needs to be more specific though and maybe include words and situations that are related to the job mentioned in Sams postsecondary goal. Goal 6- Yes, this is important in so many ways. Sam needs to know days of the week so that he knows when to report to work, seasons so that he knows how to dress for work, etc. Goal 7- Yes, although "talking" is probably not encouraged in most places of work is Sam is going to be working with customers or getting "trained" by other employees being able to hold a conversation is important. Asking questions is also going to be a very important skill for Sam to be working on. Goal 8- Yes
 * // __6. Is (are) there annual IEP goal(s) that are related to the student’s transition services needs?__ //**

//__7. Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed?__// (Megan) No Whitney-No,but he's also not required to be until he reaches the age of 17. Sam's only 14 right now. Caya: ditto. In the IEP there was a few places showing Sam likes physical activity and putting equipment in place. If the team has included more about Sam's preferences and interests, it might be considered as meeting the minimal requirement of taking student's preferences into account.

//__8. If appropriate, is there evidence that a representative of any participating outside agency responsible for providing or paying for transition services was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority?__// (Megan) No Whitney- Agreed. Maybe it can be revised to include something like Vocational Rehabilitation Center.

**Part 2 Summary and Reflections (Here put your summarization of your analysis and reflections on the strenghts/ weaknees of the IEP)**

Nichole: I feel this IEP is strong in a couple of areas but weak in the areas we were analysing. This IEP is strong because it starts at a very young age thinking about transition and the teamed atleast tried to think ahead when writing goals. I feel this IEP is week because when analysing it against the criteria there are more no's than yes'. I liked this activity though. I feel this to some extent is what teachers or atleast schools should be doing to ensure that IEP's are meeting all the criteria necessary. **(Megan) I feel that this student's IEP has its strengths and weaknesses. Some areas that the IEP was well written were the health/physical, fine motor, medical condition, adaptive physical education plan, general intelligence, supplementary aids/modifications/accommodations, educational placement, the appropriate annual goals along with their benchmarks, and the behavior intervention plan. However, the IEP does lack documentation of any sort of transition assessment, documentation of an outside agency being invited, and an appropriate postsecondary measurable goal. Like others in my group mentioned I feel that the IEP was vague in some areas and I would suggest that the IEP reconvene and rewrite the transition IEP after a transition assessment has been completed. Although the annual goals could benefit the student in their future I feel that there are too many and there should be an annual goal concentrating more on the postsecondary measureable goal itself, for example; actually have the student practice the skill of washing a car or something similar. **

Whitney-it's also worthy to note that Sam's IEP does not include anything related to transitioning to high school. How is he going to get familiarized with his new environment? I also would say that having four specific goals per year oriented towards transition education, and indicators and benchmarks for those goals, would probably fare better in this IEP. These give clearer vision towards where things are going for Sam because they can be focused on more specifically.

Caya: I think this IEP plans looks more like the plans I've seen in middle schools. It's more oriented toward the annual plan but not so much for the post-secondary goal. The eight goals are aligned with a typical self-contained curriculum in my opinion. Megan has a good point that based on the indicator 13 the team really needs to revise the IEP.