Group+3+Discussion

Please share your ideas, opinions here for your group discussion. For Tom's IEP (Jessica) I apologize, I didn't quite realize that we were all completing a summary together. I thought we were doing individual summaries. I do not mind adding to whatever sections need more.
 * by** **Jessica, Micheal, Lynette, Kathleen**

(Michael) Hi Jessica can you please add how Tom's IEP stands in regards to indicator 13 in the summary section on Tom's IEP page?

(Jessica) Sure! Please call or e-mail me if I need to add to anything. I have completed the summary for Indicator 13 as it relates to Tom's IEP and have added my input for each of the questions on the checklist. My email is jgoode88@gmail.com and my phone number is (913) 645-3609. Thanks! Everything looks good so far, and we all seem to agree on most everything.

Hi - it's Kathy...sorry I have been unavailable...computer issues. I saved everything on my other computer that now has hard drive issues, so I am looking for my hard copies. I will be back. It looks like I will do the weaknesses part? (Michael)Because the agency CLO, is not responsible for paying or providing any services as seen on the transition addendum page, does the team need consent? What do you think? (Lynette) - Hi Michael, it is my understanding that consent needs to be gained from parent/and or student in order to even begin sharing information with an outside agency or invite them to the IEP meeting. Due to the lack of documentation of this consent even through there is documentation at the CLO agency was invited. Second half of question 8 states "with prior consent of the parent or student who has reached the age of majority?"

(Michael) I have added my recommendations piece to the working summary. I will be able to check back later tonight to see if any more needs to be added and to address the highlighted question on Tom's IEP page. I reinserted my name next to my additions. I noticed on the home page that we are instructed to do so. I have noticed other groups doing the same so I think we should follow suit by labeling our contributions. (Lynette) - Hi Michael, sorry, I didn't mean to make more work for you by deleting your parentheses. I guess I over looked this instruction. Not my intention. I will add my inserts.

(Lynette) Please pay special attention to the yellow highlighted sections on this discussion page and the IEP page, for these are parts we need to address. Thanks - Lynette

(Lynette) Hi Everyone, Question on #5 - There is no course of study, but in the present level section, it is indicated that Tom requires a functional curriculum. Does this mean that Tom's IEP does no require a "course of study"? Let me know what you guys think. Feel free to edit the response on the IEP page. - Lynette

( Michael) I added to your answer for question number 5. On his IEP on page 12 it states that he takes some gen ed. classes. I believe they are in noncompliance on this indicator. Feel free to edit my answers if you see anything that needs any correcting. Please read my posts on the bottom of the page. When do you plan on starting the summary? - (Lynette) Hi Michael - Thanks for your addition to number 5. I edited the text to add your points. Nice eye for the bottom of page 12. - Lynette

(Lynette): Hi Everyone, It is my understanding that we are to provide a completed response on the "Tom's IEP" page and use this "discussion" page to discuss points. Please correct me if I am incorrect. I am slowly adding my points to the "Tom's IEP" page over the course of the next few days. I am also trying to take the points on the discussion page that I agree with and add them to the final document page.

(Michael) I added to the questions on Tom's IEP page. Please make edits where you feel they are needed. Please read my posts on the bottom of the page. When do you plan to start on the summary? (Lynette) - I will add to your summary on the bottom of this discussion page. I will get back on the board on Friday evening to hopefully edit and merge all of our comments together in some cohesive form. - Lynette

Kathy....: 1. **Appropriate measurable post secondary goals?** The goals cover employment, training/education, and independent living, as well as community involvement and leisure/recreational activities. Some of the goals appear rather generic, but I think this is ok. This IEP appears to be his first transition IEP and could be more specific as he gets further into the transition process.

2. **Evidence of post-secondary goals based on age appropriate assessment?** There does not seem to be any indication that assessment has taken place. It is not mentioned in the Present Levels, nor is it listed as supporting data. This could be the reason that the goals seem so generic.

3. **Post secondary goals updated annually?** This is the student's first transition IEP since he has recently turned 14. (Lynette) - on page 3, it say's that Tom is 18 year old senior...correct? This information would affect our answers.

4. **Transition services in the IEP reasonably enable the student to meet post secondary goals?** There are three goals in this IEP that appear to address some areas of weakness that Tom needs to strengthen in order to be employed. He has a goal for using prompts and gestures, one for a pickup routine and the third for choosing items on his AAC device. There are not goals connected to independent living or recreation. (Lynette) **In the addendum to the IEP, there are 6 domains with suggestions and these cover the all areas.** (Lynette) Hi Kathy: Can you explain this statement. Are you suggesting in an addendum to alter these 6 domains in order to met all the areas of the post-secondary goals. If so which 6? Thanks, Lynette
 * 5. Course of study to enable meeting goals?** There is no course of study.

6. **Annual IEP goals related to transition needs?** I think they are related. Tom needs to improve his communication skills to enhance his chances of gaining employment. I think based on Tom's needs, there might be more goals needed.

7. **Evidence that student was invited to the meeting?** I did not see any evidence that Tom was invited to the meeting.

8. **Evidence of outside agency involvement?** PLO has been invited to the meeting, but there is not paperwork that shows that there was parent consent.

9. **Summary:** I think this is an average transition IEP. It doesn't seem to be very individualized for Tom. He has lots to do in the next 4-8 years. There is no mention of his interests or preferences. It is missing the course of study, which is an important part. The age appropriate assessment does not seem to have been done, which is a driving force for the transition IEP. The Present Levels paint a good picture of where Tom is currently and his goals are tied to his transition needs, although I think the goals are probably the same goals he has had throughout his school years.

(Michael) After reading Tom’s IEP thoroughly and completing the checklist my reaction is that the plan is overall too vague. Many key elements of best practices are missing. One example, although there are many, would be the interagency linkages in regards to the delegation of responsibility and involvement in the transition of the student. It appears the school is fully responsible for all transition services. So, my question is why was CLO invited to the meeting if they did not take on part of the plan as their responsibility? They may provide services after graduation but, where is the documentation of what they are doing now?

I am currently in the process of adding my “2 cents” to each of the questions this afternoon.

Finally, we need to write our summary. I believe our Instructor is looking for group participation in producing a final product. I propose that we write the summary together by delegating different areas of the summary. One of us can cover the strengths, the other the weaknesses, the other compliance in regards to indicator 13, and the other recommendations on how to strengthen the IEP. I envision four strong cohesive paragraphs as our final response. I think we will need to do them in a set order (strengths, then weaknesses, indicator 13, finally recommendations) in order to make our response fully cohesive. Before it is due we could then all edit it to ensure an excellent response! Let me know if this works for you or if you think this is a good idea at all. My email is micgraham@gmail.com. (Lynette) - Hey Micheal - I can do a mini introduction and the strengths paragraph (great idea by the way). I think you should do the recommendations section (based on our mini summary above and you additions for the IEP page, great recommendations). (Lynette)- Kathy and Jessica - what do you guys think and/or what parts would you guys like to be responsible for? - Lynette

(Michael) 6:30 pm Thursday the 7th - I have added content to the answers on the Tom's IEP page for our group. I attempted to expand and add on to what was already written as I feel that is the goal of the project. I hope to begin on the summary tomorrow morning. Please email me as to if you would like to use my idea above or not. - I think dates/times would have been a good idea when we started the discussion board. I can see how it might be hard to follow. I like your paragraph idea, see above - Lynette

(Lynette)Working Summary Strengths: After thorough review of Tom's IEP, we as a team of reviewers feel that the IEP is a mediocre transition IEP. Many of the key elements of best practices are missing. Overall the IEP was written with vague descriptions of present levels of academic achievement and functional performance, courses of study, specifications of annual goals, and responsibilities of the transition agency. Overall the annual goals were written in a generic way, that did not fully met the interests and needs of Tom. One of the largest concerns is the lack of integration of Tom's interest, likes, and future hopes into his annual goals, and transition services. Tom's IEP team did attempt to include Tom's love for interacting with other into his future goals of ability to use a AAC device, and keeping in mind to include Tom in school wide social activities. The team also included annual goals to increase his independence with daily living routines, a skill needed for independent living and a desire of Tom's parents. Although the present level of skills lacked age appropriate assessments, the wording did paint a informal observers opinion of Tom's skills. After reviewing the IEP, we as a group did not the IEP team fully integrated Tom's interests fully. The attempt to do so and have Tom's desires in the overall theme of the IEP is one strength of this IEP. Another strength is the specificity in terms of percentages for use of his device or percent of time in which an annual goal would be deemed as being met. Although more description would have included the location of where the goal would be implemented and with whom. It was also good that the IEP team invited an outside agency in order to begin the bridge between school and the community. Tom's IEP team attempted to cover the accepts of Indicator 13 and to create a comprehensive IEP, there are many parts in which the team could improve upon.

Weaknesses-

Indicator 13-

Recommendations

(Michael) Using best practices in creating transition plans can strengthen Tom's IEP. Because transition is the focal point of Tom’s ultimate success after graduation, the entire IEP must relate in all aspects to post-secondary outcomes. Tom’s post-secondary goals need to be more specific. His learning/training goal is not measurable, all other goals are. The goals themselves, even those that are measurable lack specificity needed to define clear outcomes. Additionally, the team should provide documentation of previous post-secondary goals being updated annually. This will ensure progress is being made and inform the team of any adjustments that may need to be made to his plan. The use of transition assessment is stated within the IEP, however the results of the assessments are not. Because assessment is so crucial in providing a baseline to which form and design a plan around student interests, preferences, and strengths; the results of which need to be documented to ensure effective planning. All transition services listed in on the addendum cover the 6 domains. The services listed will reasonably enable Tom to meet his broadly defined post-secondary goals. However it is recommended that there be inter-agency linkages also responsible for transition services. Tom’s IEP needs to include a course of study to be in compliance with indicator 13 item #5. His annual goals relate vaguely to his post-secondary outcomes. These goals need to be better defined to bring more focus to Tom’s education plan. Finally, documentation of the student being invited to the meeting needs to be attached to the filed IEP.