May 2022 Secondary Transition Survey

Please take a few moments to provide feedback about the Transition Bulletin and Network by completing the Secondary Transition Survey. Your honest responses are appreciated!

Transition Community Network

There will not be a Transition Community Network zoom in May. The 2021-2022 Bulletin and recorded Network sessions will continue to be available for you to review!

Graduation Documentation

When a student graduates or ages out, the school district and/or AEA, depending upon the services provided, must provide a summary of the student’s academic achievement and functional performance, including recommendations on how to assist the student in meeting his/her post-secondary goals.

Either a Summary for Postsecondary Living, Learning, and Working form, or a Support for Accommodation Request form (SAR) must be completed to meet this requirement. The Summary for Post-Secondary Living, Learning and Working should be completed using family-friendly language.

Support for Accommodation Request (SAR)

The SAR is used for students who may be enrolling in postsecondary education to determine eligibility for services and to begin the conversation about the accommodations at the college level that will help the student advocate for their learning needs.

Student Written Response: Statement of Goals

The purpose of the student's written response is to engage the student in the process of his or her transition and self-determination. This could be worked on throughout the senior year, with revisions made at the time of graduation, if needed.

Summary of the Postsecondary Living, Learning and Working (PSS)

The SOP is a summary of the student’s academic achievement and functional performance, including recommendations on how to support the student in the workplace. It provides students with a brief detailed overview of the supports and services received in high school as well as recommended linkages in preparation for the student’s targeted post-secondary expectations.

The Iowa IDEA Information (i3) Secondary Transition page and the i3 Documentation Guide provide further information regarding these forms and requirements.

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Upcoming Trainings and Conferences - see full list here!

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GPAEA Transition Kit

TR 5 - 7: Resources & Tools: Living, Learning, and Working

After transition assessment data are collected, the IEP team should use the evaluation results to determine supports the student will need to be prepared for their Post Secondary Expectations in living, learning, and working. When a need has been identified, the IEP team should determine how to best address that need through the IEP.

The type of supports provided will depend upon the intensity of the need, and may include:

• Services

• Goal and SDI

• Activities and Supports

• General Education courses/activities

• Accommodations

• Modifications

• Linkages

The GPAEA Transition Kit provides many supports that may be used to meet the identified needs of students. TR 5-7 Resources and Tools documents include the types of supports students may need to be prepared for their Post Secondary Expectations, with definitions from Iowa IDEA Information (i3). In addition, an example of each support is given. On the next few pages, the chart defines each area that impacts living, learning and working. A definition of each area is provided along with questions or considerations for IEP teams to consider as they work to meet the student’s needs. A sampling of instructional resources/tools within each transition area can also be accessed to support student needs. This is not an exhaustive list, but can be used as a starting point for IEP teams.

For more information or professional development focusing on the Kit, contact your Transition Coordinator.

Transition Community Network

To dive deeper into TR 5-7: Resources & Tools in Living, Learning, and Working, watch the recorded Transition Community Network zoom on April 12, 2022 from 11:30 - 12:30.

IVRS student & parent feedback event

ASK Resource Center is working with Iowa Vocational Rehabilitation Service (IVRS) to offer an opportunity for parents and students to give feedback on services from Iowa Vocational Rehabilitation Services- April 11th at noon.

Please bring your feedback and ideas about how to help IVRS to engage with parents in the process.

You can register for this event here: https://www.askresource.org/events/ivrs--parent-and-student-feedback

Feel free to pass this along to anyone who might be interested.

Upcoming Trainings and Conferences - see full list here!

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GPAEA Transition Kit

TR 4 Diagnostic Process: Working

The GPAEA Transition Kit provides many assessments to assist teams in determining student’s skills and needs in living, learning, and working, along with resources and tools to meet the identified needs. Rather than simply providing lists of assessments and resources, each section of the Transition Kit begins with an overview of the process that teams must engage in to determine which assessments and tools to use to develop a quality IEP.

Working is defined as the skills and needs in the areas of employability, career interests, soft skills, classroom behavior, adaptive behavior and physical needs that impact the working environment.

The working assessment process includes going through RIOT (Record Review, Interview, Observation, Test/Task) to gather information about a student’s needs in the area of learning. Begin by considering a broad range of learning skills, and gather more specific information when the team is unsure about the student’s skills, what they need to learn, and if there are any unanswered questions or conflicting information.

The Diagnostic Process: Working document outlines this assessment process, along with questions to consider within RIOT, and specific tools to assess student’s skills.

For more information or professional development focusing on the Kit, contact your Transition Coordinator.

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Transition Community Network

To dive deeper into TR4: Diagnostic Process: Working, join the Transition Community Network zoom on March 8, 2022 from 11:30 - 12:30.

Iowa Work Based Learning Conference

April 14, 2022

The Iowa Work-Based Learning Coordinators’ executive board is excited to invite MOC/WEC coordinators, CTE teachers, work-based learning coordinators, school-to-work coordinators, business partners, and interested colleagues to join us for our professional development conference on Thursday, April 14th. This collaborative conference is a personalized learning and networking event for anyone interested in providing quality work-based learning for students.

This year’s breakout sessions and speakers will help you develop or expand the best work-based learning program possible by offering sessions covering the entire work-based learning continuum. This event also includes our annual business meeting and voting for new executive board positions.

Early bird registration through March 11th - $140

After March 11th - $200

Register by March 25th to guarantee meals and conference materials.

ASK Resource Transition Series

ASK Resource is sponsoring a 3 part series on Transition topics in March. Presenters are Kim Drew (Special Education Consultant for the Iowa Department of Education) and Kirsten Lane (Secondary Transition Facilitator for the State of Iowa)

The 3 topics are:

• Transition 101 - March 14, 12:00 - 1:00

• Graduation for Students Eligible for Special Education - March 21, 12:00 - 1:00

• 4+ Services - March 28, 12:00 - 1:00

Find more information in the Events tab at Ask Resource.org

Upcoming Trainings and Conferences - see full list here!

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Navigating the Transition Process

Free course for educators and families

Tuesday, February 15, 2022 • 4 – 5pm

Tuesday, February 22, 2022 • 4 – 5pm

Tuesday, March 1, 2022 • 4 – 5pm

Tuesday, March 8, 2022 • 4 – 5pm

The goal of this hybrid/blended workshop is to help educators and families broaden their understanding of the special education secondary transition process in Iowa and how to participate effectively.

Participants will receive the Iowa Transition Modules that include:

• Road to Discovery: Transition to Adult Living, Learning and Working

• From Disability to Possibility: The Power of High Expectations in Transition Planning

• Exploring and Preparing for Work as an Adult

• Taking the Next Step: Planning for Success in Postsecondary Education.

Participants will be provided information and resources through local community service provider panel presentations. Participants will use these materials to share information and facilitate other educators’ and families’ understanding of the transition process.

Recertification credit is available.

Participants will also be expected to independently watch 4 recorded sessions that cover the content in the Iowa Transition modules. For relicensure credit, brief written/video reflections will be required, along with an Implementation Plan. Registration Ends 2/14/22

GPAEA Transition Kit

TR 3 Diagnostic Process: Learning

The GPAEA Transition Kit provides many assessments to assist teams in determining student’s skills and needs in living, learning, and working, along with resources and tools to meet the identified needs. Rather than simply providing lists of assessments and resources, each section of the Transition Kit begins with an overview of the process that teams must engage in to determine which assessments and tools to use to develop a quality IEP.

Learning is defined as the skills and needs in the areas of academics, technology, communication, behavior, adaptive behavior, vision, hearing, learning styles, self-determination, self-advocacy, physical needs that impact the learning environment.

The learning assessment process includes going through RIOT (Record Review, Interview, Observation, Test/Task) to gather information about a student’s needs in the area of learning. Begin by considering a broad range of learning skills, and gather more specific information when the team is unsure about the student’s skills, what they need to learn, and if there are any unanswered questions or conflicting information.

The Diagnostic Process: Learning document outlines this assessment process, along with questions to consider within RIOT, and specific tools to assess student’s skills.

For more information or professional development focusing on the Kit, contact your Transition Coordinator.

Transition Community Network

To dive deeper into TR3: Diagnostic Process: Learning, watch the recorded Transition Community Network from February 8, 2022.

Upcoming Trainings and Conferences - see full list here!

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GPAEA Transition Kit

The GPAEA Transition Kit was created as a resource for Great Prairie AEA and LEA staff who support students in the area of Secondary Transition planning. The Kit provides many assessments to assist teams in determining student’s skills and needs in living, learning, and working, along with resources and tools to meet the identified needs. Rather than simply providing lists of assessments and resources, each section of the Transition Kit begins with an overview of the process that teams must engage in to determine which assessments and tools to use to develop a quality IEP.

Over the next few months, sections of the transition kit will be shared in-depth through the Transition Bulletin and Transition Community Network, to provide an exploration of the myriad of resources available. The Transition Kit is available as a google site, and is updated regularly with relevant resources.

For more information or professional development focusing on the Kit, contact your Transition Coordinator.

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GPAEA Transition Kit

TR 2 Diagnostic Process: Living

Living is defined as the skills necessary to live as independently as possible and includes the areas of self-care/hygiene, financial literacy, mobility, recreation/leisure, health/fitness, safety, interpersonal relationships, personal safety, and community living.

The assessment process includes going through RIOT (Record Review, Interview, Observation, Test/Task) to gather information about a student’s needs in the area of living. Begin by considering a broad range of living skills, and gather more specific information when the team is unsure about the student’s skills, what they need to learn, and if there are any unanswered questions or conflicting information.

The Diagnostic Process: Living document outlines this assessment process, along with questions to consider within RIOT, and specific tools to assess student’s skills.

Transition Community Network

To dive deeper into TR2: Diagnostic Process: Living, watch the recorded Transition Community Network zoom on January 11, 2022 from 11:30 - 12:30.

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Upcoming Trainings and Conferences - see full list here!

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Documentation of the Transition Process within the IEP

After gathering transition assessment data and determining student's needs in living, learning, and working, the IEP must be written to document the rich information gathered, and the supports and services required to meet the identified needs. The Documentation Format Sentence Starters follow the steps of the Iowa Transition Model and provide a formatted outline to help IEP teams document all of the necessary information for a quality IEP. GPAEA and other AEA’s support these documentation practices. The sentence starters are aligned to the GPAEA Conversational Rubric and the Quality Transition IEP checklist.

IEP Documentation: Sentence Starters Examples provide guidance on writing a quality IEP, but keep in mind that the IEP needs to be individualized to meet the needs of the student.

We would strongly encourage you to use this documentation format when writing IEPs.

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Transition Community Network

December 14, 2021

11:30 - 12:30

To watch the recording, click on this link

Topic: Documentation of the Transition Process within the IEP

Secondary Transition 101 Iowa Transition Model

To learn more about how to implement the Transition Planning process using the Iowa Transition Model, check out the Secondary Transition 101 Iowa Transition Model recorded webinar. This learning opportunity was created through the Iowa Secondary Transition Learning Community (ISTLC) which was designed to meet the collective needs of Secondary Transition teams across the state, providing opportunities to connect, learn, and support one another.

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Supporting People Living with Brain Injury Four-Part Course

The Iowa Coalition for Integration & Employment (ICIE) is delighted to sponsor this free four-part course on Supporting People Living with Brain Injury. Sessions will be held 3:30-4:30 on: January 6 & 20, February 3 & 17, 2022

Register once for all four sessions by going to this link:

https://us02web.zoom.us/meeting/register/tZcpce-qqjksGdMiZpNOJnTn6e7HVux_usJC

Upcoming Trainings and Conferences - see full list here!

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Department of Education State Performance Plan (SPP) Input Session

The Department of Education is holding a series of webinars to gather input from stakeholders regarding our State Performance Plan (SPP). There will be an Input Session on Secondary Transition (Tuesday, November 2nd from 3:30-5:00).

Link to register: Input for Special Education: Secondary Transition

This webinar features a panel discussion of transition services for youth with disabilities exiting high school to living, learning and working in their communities. Emphasis will be on identifying possible improvement strategies to reach Iowa’s performance goals. Participants will be asked to provide input and reaction to the panel discussion.

Each of these webinars will include a panel that will provide input and perspectives pertaining to the topic area, primarily by responding to the following questions:

1. What is helping us reach our targeted outcomes?

2. What is keeping us from reaching our targeted outcomes?

3. What future activities could help us reach our outcomes?

In addition to panelist input, zoom participants will have the opportunity to write in reactions or other answers to the three questions. This is a link to all the SPP Input Sessions.

GPAEA Transition Community Network

November 9, 2021

11:30 - 12:30

You may view the recorded November Network session here.

Topic: GPAEA Conversational Rubric & Quality Transition IEP Checklist

GPAEA Conversational Rubric & Quality Transition IEP Checklist

Have you ever felt overwhelmed when planning for or writing an IEP? Have you wished for a tool to guide you through that transition process? Guess what? Such tools are available for you to use! Bookmark, save, or print these tools to use during transition planning conversations for students.

The GPAEA Conversational Rubric was developed to support the best practices, services, and procedures for transition age students. It is intended to enable conversations and as a means of growth and self-improvement in the practices of transition and post-secondary outcomes for students.

The Quality Transition IEP Checklist was created as a summarization of the most important items to be considered for documentation within the IEP. It is a tool that could be used after implementing the Conversational Rubric, within guided IEP conversation. It could also be used to assure that all necessary components of the IEP are documented.

Upcoming Trainings and Conferences - see full list here!

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Transition Community Network

You may view the recorded October Network session here.

Please join us for Great Prairie's first Transition Community Network! We plan to host this network once a month, as a place to come together to discuss timely secondary transition related topics. This month our topic will be the Secondary Transition Decision Guide - Learning & Working.

Secondary Transition Decision Guide - Learning & Working

The Secondary Transition page on the DE website now contains a new section called Additional Resources. Currently, you will find 3 documents that were just finalized this summer (2021).

The Decision Guides for Learning and Working were created for IEP teams to use during transition planning in the areas of learning and working. The documents should guide teams in the discussion around what might be provided during the traditional four years of high school, and when to consider the possibility of continuing services for students beyond the traditional four years of high school. This should be a starting point for creating an individualized plan and should be adjusted based on student need. These documents may look familiar, as they were previously known as "When is Done, Done?"

Supported Decision Making Brochure

Supported decision making is the act of supporting an individual with a disability to make their own decisions, which can include natural supports, case management, etc. The Supported Decision Making brochure includes information about the many additional resources available for individuals requiring differing levels of support. It is a high-level overview of supported decision making that provides links to additional resources and more detailed information.

It may be used to help students, families, educators and others explore a continuum of options for supporting students in planning for the transfer of rights at the age of majority.

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GPAEA Transition page

Great Prairie AEA offers transition services to assist schools, students and families in the preparation that needs to be made for post-secondary living, learning and working in the community. The goal of transition planning is to make the adjustment from high school to life in the community as easy and successful as possible.

On the GPAEA Secondary Transition page, you will find:

• GPAEA Transition Coordinator and Family Educator Coordinator contact information

• GPAEA Resources

• Community Resources

• Transition Related Links and Documents

• Assessments

• Work Experience Information

• WIOA

• 4+ Programs

• College Related Information

This page contains resources to use and explore as you support students in their transition planning process. Information and resources will be added and updated frequently!

Upcoming Trainings and Conferences - see full list here!

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It is the policy of the Great Prairie Education Agency not to discriminate on the basis of race, color, national origin, sex, disability, religion, creed, age (for employment), marital status (for programs), sexual orientation, gender identity and socioeconomic status (for programs) in its educational programs and its employment practices. There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy please contact Greg Manske, 3601 West Avenue, Burlington, IA 52601, (319) 753-6561 x1217, greg.manske@gpaea.org (employment practices) or Dr. Angelisa Fynaardt, 2814 N. Court Road, Ottumwa, IA 52501, (641) 682-8591 x5311, angelisa.fynaardt@gpaea.org (educational programs).