Transition Interview
Pulling everything together before writing the Transition IEP
Do you know what you want to be when you grow up?
Yes
Yes
Is this the same career as last year? If no, ask what has inspired the student to explore a new career. This helps you understand their interest better.
Next, go to the Occupational Outlook Handbook and identify the Education, Training and Pay Requirement with the Student.
Ensure that the findings support the students wants, needs, and commitment level.
If yes, record for the MPG for Employment, Education, and Training based on given data.
When you get into the activities, you will want one assessment (not an interview) build more support in the vocational category and one for independent living at a minimum.
NO
NO
Have the student complete vocational assessments such as My Next Move or Pathfuls (Clever).
Consider working with the student to complete the One Pager App.
Define and review student's Strengths, Preferences, Interests, and Needs.
Based on this data, support the student in discovering an interest for a future career(s). Alternatively, you can search careers based on interest, desired education, income, etc on the OOH, O*Net and MyNextMove.
Go to the Occupational Outlook Handbook review career matches with the student and compare job description, commitment to education, their desire for training, and the income to ensure compatibility to students SPIN.
Upon selection- record for the MPG for Employment, Education, and Training based on given data.
2. With all the conversation and work you just did (reviewing collected data from last years formal and informal assessments, written assessments, observations, academic testing, and work based learning) with the student/parent, you now have the data to support your Employment, Education, and Training Measurable Postsecondary Goal (MPG)....Write the MPG based on student voice and supporting evidence that it is desirable, realistic, and attainable. It must also occur "after graduation."
Best Practices:
Always ensure MPG occurs after graduation
Ensure it is specific- will be...(the job title)
Never use words that are not concrete- Pursue and Explore are not measurable
If all else fails, ask them if they had to get a job-that they were qulified for after graduation, what would it be?
Best Practices:
Match it to the job requirements
If it not required of the job, what would be? Consider Professional Development?
Never use words that are not concrete- Pursue and Explore are not measurable
If all else fails, ask them if they had to learn something, such as a hobby or interest, what would it be?
Best Practices:
Match it to the job requirements
If it not required of the job, consider on the job or mentorship.
Never use words that are not concrete- Pursue and Explore are not measurable
If all else fails, ask them how will. they get started?
Best Practices:
Based on responses, discuss with the IEP team which activities, if any, should support an MPG for independent living.
Wrong: After graduation, student will live independently
Correct: After graduation, student will live independently by managing their own finances
Ensure MPG is age appropriate- For eample, the above goal would be apporpriate after an age appropriate deficit showed itself, after taking personal finance. Drivers license would not be appropriate unless the student did not pass the Driver's Ed course or has not been successful.
4. Now let's look at the Student's Course of Study
Share how the general curriculum classes, clubs, or activities directly support this goal and state the Academic Career Plan is attached to the finalized IEP.
Share how the general curriculum classes, clubs, or activities directly support this goal and state the Academic Career Plan is attached to the finalized IEP.
Share how the general curriculum classes, clubs, or activities directly support this goal and state the Academic Career Plan is attached to the finalized IEP.
Share how the general curriculum classes, clubs, or activities directly support this goal and state the Academic Career Plan is attached to the finalized IEP.
Reminder: Attach the student’s Academic and Career Plan (ACP) to the finalized IEP. The ACP can be obtained from the Counseling Department, the student’s permanent folder, or in Xello. It lists all suggested classes and should be updated at least in 8th grade and again in 11th grade. If you notice any errors during your review, please share them with Counseling for correction.
5. Next, Let's have fun and create a few activities to support each MPG! Not to many! Maybe two or three that supports growth and build off the past activities. Remember: Quality is more meaningful and intentional than Quantity. Also, we are not writing a dissertation, keep it simple! Do not duplicate!
Writing a lot complicates it! Keep it clear and concise so all can follow!
Let's start with asking the student, "What can you do to get closer to this goal this year?" the student can usually identify a few things they would like to do, that you can support. Sometimes, the simplest of ideas are best! But, if you need more... below are a few places (and assessments) to help support student voice. Also, don't forget to check out the student's transition folder in PowerSchool. Make sure all activities are supporting the MPG you are working on!
Also...don't forget to include transition assessments that would be great for the following year!
Special Note* All activities and services are the responsibility of the LEA. If responsibility is given to someone outside the LEA and it is not completed, the LEA is responsibility. Ensure all parties at the table have a clear understanding of the LEAs responsibilities and activities are written in a way that clearly defines the LEAs role.
When an activity is selected for all topics for each goal-remember to state:
The IEP team considered all transition domains; however, areas not addressed this year were determined not appropriate at this time, as the team prioritized activities that align with the student’s current needs and postsecondary goals.
6. Now it is time to Connect an Annual Goal! We know all annual goals support MPG since MPG is our ultimate finishing line. But, when connecting MPS to your annual goals, it is important to be deliberate. Don't make students/families try to figure out how it is connected. Ensure that at least one goals is clearly connected to an annual goal.
7. Don't leave the table until the IEP team decides whether or not to invite an outside agency. Remember, we must have written consent and it must be uploaded to VA IEP. This is done at the same time you are creating the invitation in VA IEP and should be sent together. Remember, there is also more than one agency! Select the one who might be responsible to support the student after graduation. If a familiy/student consents or denies an agency to their meeting, that request must be signed by the student/family and attached to the finalized IEP.
8. I think it's time to record all of the data you have in the Transition IEP !
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