The Transition IEP is the cornerstone of the student's education and defines the student's program and services. We know that when teachers write a quality Transition IEP, students experience better outcomes. Every Transition IEP is student specific and should be a useable document which can be reviewed daily to guide and prioritize academic programming, transition services, and support services.
You will recall in Part 1:Talking About Transition we outlined the federal and state requirements for Transition IEPs. Hoosier educators are striving to surpass minimum compliance and develop and implement quality Transition IEPs. For a quality Transition IEP it is essential for students to be active contributors to the Transition IEP process. The case conference committee must always include the student and should always remain focused on the student and his individual interests, strengths, preferences, and support needs. You will find that Kohler's Taxonomy (1996) specifies requirements for a quality Transition IEP. Each quality indicator for a Transition IEP is listed below. (Click on the underlined items for a related resource.)
When you compare this list with one of your Transition IEPs, can you say that your Transition IEPs have a student focus in each of these areas? If not, you will want to complete more in-depth training than provided in this introductory module. The Indiana Secondary Transition Resource Center (INSTRC) has developed multiple resources and online training modules which are available by clicking HERE.
Indiana IEP Resource Center(indianaieprc.org) contains many online resources and training modules for Indiana teachers.
CLICK HERE to watch an online training module entitled The IEP Case Conference: Collaborating for Student Success.
Click HERE for an IEP tip sheet for teachers to assist in preparation, conducting meeting, and follow-up after IEP meetings.