Activity #1 - Indicator-13 Compliance Pre-Test
For each of the questions, click on all of the I-13 compliant responses and then click "View Answer" to self-check your responses.
1) Choose the compliant example(s) of measurable postsecondary goals in education/training
Upon completion of high school, John will participate in on the job training from his father in the family owned landscaping business which he will co-own with his father after graduating from high school
Following high school, Troy will earn a marketing/management degree at a four year college.
Maria has been found eligible for DVR/SWAP services. Maria will complete job development activities provided by DVR and SWAP during her district's 18-21 year old program.
2) Choose the compliant example(s) of measurable postsecondary goals in career/employment
After completion of high school, Jenny will apply for a job at a daycare center or be a nurse's assistant.
Because of the significance of Max's support needs, he will not be employed after graduating from high school.
Jason has been found eligible for DVR/SWAP services. Following exit from the district's 18-21 year old program, Jason will work competitively in a service industry job obtained through job development activities provided by DVR and SWAP.
3) Choose the compliant example(s) of measurable postsecondary goals in independent living skills.
Jackie will prepare for each day by dressing and feeding herself with assistance.
After completion of the 18-21 year old program, Barry will live independently in his own home, direct his own supports, schedule medical and work appointments, pay his own bills, acquire various types of insurance, and access services in his community.
After high school, Josh wants to live in an apartment with roommates.
4) Choose the compliant example(s) of a statement of transition assessment.
Independent Living Skills Postsecondary Goal Worksheet 10/30/10 and informal interview, 11/02/10, by case manager. Chris has helped on jobs involving auto body repair with his uncle, is aware of the community college application process, has his driving permit, has taken a foods class, and regularly does chores at home. A review of MAPs benchmark assessment data indicates that his current reading and writing skills are not high enough for him to be accepted into the auto body repair program at the Aims Community College without remediation.
The TPI (Transition Planning Inventory) was initiated in 2009 to establish a baseline in determining PSGs. The student also completed the Ansell-Casey Life skills assessment on 10/30/10. The student took this assessment independently. He states that he would benefit from further instruction in the areas of knowing resources in the community that provide some peer tutoring, as well as information on the importance of personal contacts for job placement and where to find on the job training. During an interest survey 10/20/10, he indicated that he is still interested in pursuing journalism as a profession. It is recommended that the student continue to explore writing classes both at the high school and outside of school in the community to hone his craft.
Student is interested in working with animals and would like to have a job as a vet assistant.
5) Choose the compliant example(s) of transition services.
The special education teacher will provide direct instruction to Marty in the resource room and provide sample Accuplacer questions in order to help him successfully score above level 56 in arithmetic and 61 in reading comprehension on the Accuplacer, which is the score needed to enter the autobody program, and to increase reading and writing skills to facilitate successful completion of the written part of the autobody class.
The consumer math teacher will provide direct instruction in real world application of practical math skills, including creating a budget, understanding taxes, balancing a checking account, and determining interest charges on credit cards.
The special education teacher will support the student in general education classes and will provide access to the counseling center to look at college options.
6) Choose the compliant example(s) of transition services.
Bill will visit McDonald's food prep area to determine skills needed for a short-order cook.
Vocational prep teacher will provide direct instruction in the skills needed to obtain and maintain competitive employment. The counselor will assist Sam in applying for an Area Vocational Program Auto Mechanics slot for his senior year. Sam has been found eligible for DVR/SWAP services; SWAP will provide job seeking skills, resume assistance, and work-based learning opportunities (tour, job shadow) in the field of auto maintenance to teach Sam the job duties of an auto mechanic.
Jeremy's case manager will assist Jeremy and his parents in developing a picture schedule for his morning preparation (including dressing, making his bed and packing his lunch). The case manager will also support Jeremy and his family in establishing services with Metro Mobility, by providing them with contact information and assistance completing the application paperwork.
7) Choose the compliant example(s) of a course of study.
In order for Harrison to be prepared to meet the entrance requirements for college credit at Bel-Rea Institute of Animal Technology, he will take the district required courses in math, science, social studies, language arts, PE, and Career/Technical Education. In the area of science, he will take biology and chemistry. In the area of math, he'll take geometry. In addition to the general education requirements, he will receive direct instruction in basic reading skills and reading comprehension skills. In order to avoid a need for remediation when entering the college system, Harrison will also enroll in LEAD (Learning and Educating About Disabilities) to learn to advocate for his academic needs and better understand his own learning strengths. He will participate in on the job training as supported by the ACE program his senior year. In this course, he will have an opportunity to gain credit and experience within the veterinarian field by either volunteering and/or completing an unpaid work experience or internship.
To prepare Tyler for his postsecondary independent living goal to live with his parents and to maximize his level of independence in that setting, Tyler will take consumer math to gain independent money, time-telling, and computational skills; English for practical communication skills; life skills classes that focus on cooking, home management, self-advocacy; and meditation classes. Tyler will also participate in the district's 18-21 transition program where he will practice using public transportation, grocery shopping and food preparation, and communicating his needs and wants to different people in the community.
Barbara will take 2 more credits of social studies, 3 credits of English, 2 credits in math, and 2 credits in science to meet her post school goals and graduation requirements.
8) Choose the compliant example(s) of a measurable annual goal related to transition needs/PSGs.
In order to be successful in a community college setting, Holly will research the eligibility requirements for and services provided by the disability access center at 2 community colleges and list the pros and cons of each college's disability access center.
In order to be an underwater welder, Joe will increase his reading level from 3.5 to 4.5.
9) Choose the compliant example(s) of a measurable annual goal related to transition needs/PSGs.
In order to participate in a supported living setting, Samantha will respond to questions and make choices using alternative communication methods, as measured by the following: when given a choice between two activities or objects, Samantha will indicate her preference using eye gaze 90% of the time.
In order to participate in a supported living setting, Renee will add and subtract two digit numbers with 90% accuracy.
10) Evidence of compliant agency invitation to an IEP meeting includes:
Agency listed on the Notice of Meeting only
Agency listed on the Notice of Meeting, written parental consent dated prior to the agency invitation and documentation of agency invitation to IEP meeting in Susan's file.
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