Group+4-Kirk's+IEP

**Group 4** **Part I :** Indicator 13 Checklist: (Sue)Yes there are goals in three needed areas: Education Training Goal, Employment, and Independent living. These goals also meet the 3 components:Measurable, Future plans, and From the student perspective.
 * by** **Katy, Neeley, Sue, Judith**
 * //__1. Is there an appropriate measurable postsecondary goal or goals in this area?__//**

(Neeley) Yes, I believe appropriate goals are in this area. Kirk will participate in a hands-on science course at the local County Extension Program and participate in on-the-job training and work part-time. Kirk ill also prepare simple meals in the microwave.

(Judith) There are three measurable goals: __Education Training:__ Kirk will take a hands-on science course at the local County Extension Program, __Employment:__ participate in on-the-job training in a part-time position at the local County Extension Program & upon graduation from high school, Kirk will work part-time, __Independent living:__ Kirk will prepare simple meals in the microwave and manage personal-care attendants.

(Katy) There are two measurable postsecondary goals that are appropriate for Kirk and one that could be improved to better meet his needs. The postsecondary goal for education (Upon graduation from high school, I (Kirk) will take a hands-on science course at the local County Extension Program and participate in on-the-job training in a part-time position) meets the requirements of Indicator 13. The postsecondary goal for employment also meets the requirements for Indicator 13 (Upon gradution from high school, I (Kirk) will work part-time). However, while the postsecondary goal for Independent Living is measurable (Upon graduation from high school, I (Kirk) will prepare simple meals in the microwave and manage personal-care attendants), it is not appropriate for Kirk. On the "Independent Living Postsecondary Goal IEP Team Decision Assistance Form" checklist and in the notes on parental concerns, preparing simple meals and managing personal-care attendants is not mentioned as highly important. The checklist notes that the "3 most important independent living skills to be addressed in the IEP" are "choosing healthy foods, managing personal care, and choosing wardrobe". One example of how to incorporate these skills is to provide "instruction in choosing healthy foods and cooking simple meals". "Managing personal-care attendants" is not mentioned, nor is it conveyed as a practical goal for Kirk within the checklist. The majority of skills that could be related to managing personal-care attendants are marked as "No" meaning, "performs inconsistently or not at all; consider an independent living goal". Furthermore, Kirk's mother is mentioned as wanting Kirk to "become more independent in his daily care skills..."; she wants for Kirk to move away from using his personal-care attendants (someone from United Cerebral Palsy and Kirk's mother) so much. While this goal is well-written and could be used, there may be other options that better stem from Kirk's present levels. For instance, a goal such as this might be used: "Upon graduation from high school, I (Kirk) will choose healthy foods and practice daily personal hygiene." Perhaps this goal is crude in its honesty, and could also be written like this: __**"Upon graduation from high school, I (Kirk) will choose/cook healthy foods, choose my apparel, and practice daily personal care."**__

(Neeley) After reading Katy's view on the appropriate measurable goals - I think I do have to agree with her. I did notice the checklist of the important living skills...and they werent really mentioned in the goal. I think that the new goal Katy came up with ,"Upon graduation from high school, I (Kirk) will choose healthy foods and practice daily personal hygiene." is much stronger than the one previously written in the IEP. I do still feel that the 1st 2 goals are strong and dont need to be changed.

I agree with you about the independent living goal. I think the team's thinking when writing this goal is that Kirk might learn necessary independent living skills through managing personal care attendants. My thinking (and maybe the team's thinking) is that once Kirk learns how to manage personal attendants, he will be able to transition those management skills into improving his own independent skills for daily living -- remember, Kirk just turned 16 and he needs direct and intentional instruction of daily living skills.


 * //__2. Is the postsecondary goal(s) updated annually?__//**

(Sue)Yes this is the student's first IEP that addresses secondary transition services because he is just 16, so this is considered an update.

(Neeley) As stated above - the student did just turn 16, so goals will be updated annually.

(Judith) Kirk's birthday is 2/1/92, the date of the IEP is 2/5/08. Kirk just turned 16 -- the IEP will be updated annually or more often, as needed.

(Katy) __**Yes, this is the first IEP with transition-related information, as Kirk just turned 16; and, therefore, is new, or updated, for this annual IEP**__.

**//__3. Is there evidence that the measurable postsecondary goals were based on age appropriate transition assessment?__//** (Sue)Education goal - It states that formal or informal assessments stated that Kirk enjoys activities related to science, Employment goal - Kirk has earned math credit (observation?) from one of his jobs, and he likes interactions with other people, Independent living goal - he had a high score on personal living skills on the Vineland Adaptive Behavior Scale.

(Neeley) In the overview it stated that Kirk already participated in on-site work experiences through the school working the cash register (Math credit) and volunteered as an office assistant - and used a checklist system to stay on task. I believe that his goals were based on age appropriate transition.

(Judith) The goals were based on age-appropriate transition assessment. The case manager states: Kirk now works several hours a week in the school café as part of his vocational math class. He is learning how to use the cash register and working on his social skills and speech in that job also. He makes copies, collates, and distributes information to teachers via a mailbox system. He uses a checklist system that keeps him on task. There are plan in place to help Kirk learn to staple and file information within the next year. **Kirk is being exposed to different vocational experiences. Observation and student interview can determine which type of job he is good at and which type of job he enjoys.**

(Katy) __**The postsecondary goal written for Education demonstrates the use of age appropriate transition assessments. Kirk was tested with MAP/MAP-A and scored 3 standard deviations below his peers. Furthermore, Kirk's IEP team included information from observations, from student interviews, and from cognitive testing completed one year prior to the date of this IEP.**__ __**For Kirk's Employment goal the IEP team completed a vocational assessment earlier in the year (Reading-Free Vocational Interest Inventory) in which he demonstrated an interest in materials handling and patien care. This test's results showed that Kirk has strengths in receptive communication along with some other areas; and that he has needs in expressive and written communication along with some other areas. Kirk also completed the McCarron-Dial Visual Discrimination Test and Verbal-Spatial Cognitive Factor, a student interview and a Career Interest Survey.**__ __**Kirk's Independent Living goal is also backed with age appropriate transition assessments in the form of the Vinland Adaptive Behavior Scale.**__

**//__4. Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goal(s)?__//** (Sue)Yes there are transition services that address instruction, related services, community experience, development of employment and other post-school adult living objectives, and daily living skills. Does the Reading-free vocational Interest Inventory fulfill the "functional vocational evaluation"? There is talk of collecting information. (Katy) The Vocational Interest Inventory coupled with the McCarron-Dial Visual Discrimination Test and the Verbal-Spatial Cognitive Factor should fulfill this requirement.

(Neeley) The appropriate assessments were administered for areas of independent living, but other information is still needed. Kirk will continue education and get on the job training, he will have a job and work part time, and he will begin preparing simple meals on his own. I believe that these will enable Kirk to meet his goals.

(Katy) Yes, for the most part. The transition services written on the form do comply with the requirements, however, the school might have mentioned (on the Education goal, in the school's transition services provided) that they would provide Kirk with on-the-job training for his positions in the office and in the school cafe or that they would provide instruction on applying for part-time work. The school is already doing these things, but they need to be noted on the services page as it directly relates to Kirk's postsecondary goal. All services for both the Employment goal and the Independent Living goal will assist Kirk in meeting his postsecondary goals.

(Neeley) As I mentioned in my summary/reflection I am still learning the IEP process, rules, wording, laws, etc. Katy did a great job explaining where, specifically, the changes needed to be made - that helped me understand a little more. Thanks Katy!

(Judith) __**I think the team did a good job of making sure Kirk's transition services are in place to meet his postsecondary goals. I think the services are coordinated -- United Cerebral Palsy is providing independent living services, the school (case manager & related services) are providing educational training and employment training. I understand Katy's point that these services should be listed directly on the services page -- however, i think this is the format of this district's IEP program.(?)**__

(Sue)Yes there are Chemistry and Biology (ed. goal) life-skills english/civics and math(employment goal), Cooking, etc. (independent living goal)
 * __//5. Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goal(s)?//__**

(Neeley) Yes - Kirk is taking a science course at the County Extension Program.

(Judith) Yes, Kirk's courses of study are outlined for this year, as well as requirements for graduation. This year: Life Skills English and Life Skills Math. Other requirements for graduation: Life Skills English, Life Skills Math, Life Skills Government, and Life Skills Chemistry.

(Katy) __**Yes, the courses of study are all Life-Skills oriented and have been tailored to meet Kirk's goals. The descriptions of what will be focused on in each class is especially noteworthy, as this piece breaks down the goals into tasks, experiences, and skills.**__
 * // __6. Is (are) there annual IEP goal(s) that are related to the student’s transition services needs?__ //**

(Sue)English word list (Educ and Employ), Healthy foods, Adaptive P.E. (independ living), Keyboarding, Money (educ, employ, and Independent living)

(Neeley) There is an English (word pronunciation) goal, A healthier food choice goal, navagating wheelchair goal, a sentence writing goal, and a cash register/change goal. The majority of these goals are related to all three transition areas; education, employment, and independent living.

(Judith) __**Kirk has two IEP goals that are related to his transition service needs. Goal 1: When given a word from his English word list, Kirk will pronounce the word correctly in 8 out of 10 trials. This goal could be the responsibility of related services -- Speech and Language Pathologist (SLP). Goal 4: Using his adaptive keyboard, Kirk will produce simple sentences on a topic provided by his teacher in 3 out of 4 trials. This goal could be the responsibility of many people on the team -- the Life Skills English teacher, the case manager, or related services: Speech and Language Pathologist and/or Occupational Therapist.**__

__**(Katy) Additionally, Kirk's second annual goal (When given two choices, Kirk will choose the healthier food 70% of the time) addresses his postsecondary goal for Independent Living whether the goal is changed or not. Choosing healthy foods (his annual goal) could be considered a precursor to preparing simple meals (his postsecondary goal). Annual goals 1, 3, and 4 all support Kirk's aquirement of new skills which will impact his postsecondary life by increasing the quality and the ease by which he goes to vocational school, works part-time, and cares for himself more. Goal 5 directly relates to postsecondary employment and is a quality annual goal for Kirk.**__

**//__7. Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed?__//** (Sue)The meeting notification was sent to mother but listed that student was invited.

(Neeley) On the Record of District Attempts, on the 1st attempt there was a verbal face to face invite and response to the IEP meeting and mother said she would be there. On the Notification of Meeting form, it was indicated that the student was invited to the meeting.

(Judith) The Notice of Meeting indicates that Kirk was invited to participate in the meeting.

(Katy) As previously mentioned, the evidence to prove **__Kirk was invited to the meeting is found in the Notification of Meeting as well as in the "Participants in IEP Meeting and Roles" section of the IEP, where Kirk is noted as being in attendance__**. His presence at the meeting further proves he was invited to attend.

**//__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?__//** (Sue)It states on the Notification of Meeting that Agency representative was invited and I would assume there is prior consent since United Cerebral Palsy have been providing services in the home.

(Neeley) On the NoM it stated that an agency representative from United Cerebral Palsy was invited. I would agree with the above statement about assumption of prior consent.

(Judith) The Notice of Meeting indicates that the outside agency United Cerebral Palsy was invited to attend. I agree with Sue -- the parents must have signed a consent form for communication between the school and United Cerebral Palsy.

(Katy) As previously noted, the __**Notice of Meeting shows record that a representative from United Cerebral Palsy was invited. Although there is not any paper evidence to show that parental consent was given before inviting the outside agency, it is safe to assume that permission was given by the parent verbally for the same reasons that Sue mentioned (the outside agency have already been providing services**__). **Part 2 Summary and Reflections (Here put your summarization of your analysis and reflections on the strengths/ weaknees of the IEP)** (Neeley) I personally feel that the IEP did a great job focusing on the students strengths and needs. I feel that the goals were definitely appropriate...and are moving towards the right direction of Kirk becoming more independent. I have not had much experience with IEP's and its been well over 2 years since I even looked at one. One question I did have is in relation to Form C - Post-Secondary Transition. I know that there was a specialist from UCP, but if the student is going to be attending a class at the County Extension Program, should a representative been present or at least invited? To me, that is a weakness of the IEP...but like I said I have not had much experience and I am very new to this transition process. I do think the goals are strong, and the benchmarks are reasonable.

(Sue) I agree that the IEP did a good job focusing on the students strengths and needs. I also felt the goals were appropriate and help make Kirk more independent. I am assuming that the post-graduation Science class would be taken because it is an interest for Kirk? As for inviting someone from the County Extension Program I think that would be a good idea. Then they could elaborate and share with the parent and team what they can provide to fill a need/preference/future interest for Kirk. I believe that it didn't target a specific job because Kirk has not yet decided what he wants to do after high school.

(Judith) Like Neely, I am new to secondary transition. However, I feel the team did a great job of assessing Kirk's strengths and weaknesses. His goals are observable and measurable -- as well as focused on educational training, independent living, and employment. I think the team did a good job of exposing Kirk to several opportunities -- working at the local County Extension Program, working at the School Cafe, and volunteering as an office assistant for the after school program secretary. This will provide Kirk with different vocational experiences so he and the team can best determine what the best fit is for Kirk when he graduates from school. I think this is a critical step in determining Kirk's transitional planning throughout the rest of his school experience. I think this IEP is in compliance and meets all of the standards on the Indicator 13 checklist.

(Katy) __**This IEP has more strengths than weaknesses. It is especially strong in identifying who Kirk is and assessing him in many different ways. The Present Levels are clear and thorough. Additionally, the goals are appropriate for Kirk for the most part and the annual goals are all appropriate for Kirk's progress towards his postsecondary goals. One weakness is the Independent Living transition goal. Based on his mother's comments and the checklist of independent living skills, I believe this goal should be adjusted as I mentioned in my response to question 1. Provided that this goal were changed, and that, as Neeley smartly noticed, the County Extension Program representatives were invited, this transition IEP would be higher quality.**__ On the other hand, I am skeptical about the quality of the benchmarks for the annual goals. Some of the goals have different benchmarks as time on the goal progresses and some of the annual goals have benchmarks that seem to flow more smoothly towards attainment of the goal. Overall, this Transition IEP was well-written and detailed.