D. IEP Development

Assessments

• BRIGANCE® Transition Skills Inventory (TSI)
• Career Assessment Inventory (CAI) - Enhanced or Vocational Versions
• Career Scope
• COPS Picture Inventory (COPS-PIC)
• Daniel Memorial, Inc. Objective Short ILS Assessment
• Myers-Briggs Strong Interest Inventory®
• Picture Interest Career Survey (PICS) – Third Edition
• Reading-Free Vocational Interest Inventory (R-FVII: 3)
• Student Rubric for IEP Participation
• World of Work Inventory (WOWI) Career Assessment

Skill-Building Resources

• CPAC - Stepping Forward: A Self-Advocacy Guide for Middle and High School Students
• The Ohio State University, Nisonger Center – EnvisionIT (EIT)
• Transitions ACR - Adulting Shorts: The "TEA" on IEPs
• VDOE - I'm Determined Project
  • IEP Meeting Exit Surveys: Student, Parent, and Teacher versions
• Zarrow Institute – ChoiceMaker Self-Determination Curriculum

Federal & State Guidance:

• CSDE - A Parent's Guide to Special Education in CT
• CSDE - IEP Manual
• CSDE - Procedural Safeguards Notice Required Under IDEA Part B
• CSDE - Summary of Performance (SOP)
• CSDE - Transition Bill of Rights for Parents of Students Receiving Special Education Services
• U.S. Department of Education (US ED), Office of Special Education and Rehabilitation Services (OSERS) - A Transition Guide To Postsecondary Education and Employment For Students and Youth With Disabilities
• US ED, OSERS - Coordinating Transition Services & Postsecondary Access

English Language Arts College and Career Readiness Anchor Standards

1. CCRA.R.3 – Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
2. CCRA.W.4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
3. CCRA.SL.1 – Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Other Applicable Anchor Standards

• CCRA.R.1
• CCRA.R.2
• CCRA.R.4
• CCRA.R.10
• CCRA.W.5
• CCRA.SL.3

Example Annual Transition Goal

Example Short-term Objectives

1. Given (insert condition), Student will increase IEP awareness (e.g., know what IEP stands for, purpose of an IEP meeting, and tell others about these meetings) as measured by increasing from baseline of Level III to Level IV on the Student Rubric for IEP Participation by (insert Date).
2. Given results of specific transition assessments, Student will identify SMART goals/objectives as well as accommodations needed to achieve the established goals as measured by an increase from 0 to 3 student-developed goals/objectives and at least 2 accommodations recorded on student's IEP by (insert Date).
3. Given practice during mock PPTs, during the actual PPT Student will participate in conversations and collaborations with the PPT members to finalize the secondary transition components of the IEP as measured by increase from baseline of (insert current score) to (insert target score) on PPT participation rubric by (insert Date).

Additional Transition Activities/ Services to Consider

• Expose student to personal leadership and youth development.
• Student creates a one-page document listing the Student's Postsecondary Outcome Goals, annual IEP goals, accommodations, as well as interests and learning styles. At the beginning of the semester, student shares the snapshot with each of their teachers and discuss strategies for successfully completing the class/course.