[IEP_guide] In the IEP, what is a coordinated set of activities?

[Guest guest]

Q: In the IEP, what

is a coordinated set of activities?

A: A coordinated set of activities is a long-range plan for adult

life, and should reflect all the activities, experiences and services

that need to be done beginning at age 16, or younger when

appropriate, to help the student prepare for the transition to the

adult world. In preparing the coordinated set of activities, several

important questions should be asked, including: What are the students

current levels of educational performance based on his long range

goals for adult life? What activities and strategies can be included

in the IEP to help the student move toward the realization of post-

secondary outcomes? What community linkages, services, supports or

programs will the student need in order to achieve his desired post-

school goals and ensure success as he enters the adult world? The

schools responsibility is to ask these questions and to help identify

activities and strategies, involve appropriate agencies, and

coordinate the process so that the students goals are met.

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Q: What activities and strategies will a student need to assist her

in acquiring a desired job or career?

A: Activities and strategies can focus on the developing work-related

behaviors, seeking employment, exploring careers, pursuing skills

training, taking apprenticeship training, and finding actual

employment. Students may need to focus on basic employee behaviors to

succeed in the workplace, such as staying on task, responding

appropriately to instructions, working with a team, working under

pressure, and developing skills for self-advocacy. Workplace

readiness skills may be gained through part-time (supported or non-

supported) employment, community service, apprenticeship programs, or

involvement in the local Official of Vocational Rehabilitation (OVR)

and/or Career Link Offices.

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Q: What does transition planning accomplish?

A: Transition planning helps students and their families think about

the future and jointly plan with the school and supporting agencies

to make the school experience contribute directly to achieving the

necessary skills for a successful adult life.

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Q: What experiences and activities outside the school building will

prepare a student for participation in community life.

A:

These activities can include government, social activities,

recreation and leisure, routine appointments, shopping, banking, and

transportation. Some examples include:

Securing a drivers license

Appling for a state identification card

Visiting or joining a community recreation center or YWCA

Investigating opportunities for socialization (bowling, ice skating)

Participating in community and civic organizations

Investigating participation in a local church, temple, or synagogue

youth group

Learning the location of convenient and affordable places to shop for

food, clothes, etc.

Identifying transportation options within the community.

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Q: What is a functional vocational assessment?

A: The IEP team may need information about a students aptitudes,

interests, and skills in relation to employment. A functional

vocational assessment is information gathered through situational

assessments, preferably in the setting where the job is performed. It

can include observations, surveys, interviews, and formal or informal

measures. It focuses on practical skills needed for job and career

success. Information can be collected about personal/social

interactions, ability to manage money, mobility, personal hygiene,

following directions, ability to complete a task, etc. The

information that is collected can be used to refine the transition

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