Level One Assessment Student Interest Inventory

DIRECTIONS: State Performance Plan (SPP) Indicator #13 requires that transition drive the student’s IEP (for the IEP in which the student turns 15). The Level One Assessment must be given beginning at age 12 and transition should be mentioned in the document. As students answer the following questions on their Level One Assessments, record the answers in the corresponding section on the student’s IEP. Note parent concerns and affirmations of the student’sabilities and needs.

I. MEASURABLE POST-SECONDARY GOALS: CORRESPONDS TO CITATION 3. These goals must be written in AFFIRMATIVE, MEASURABLE language. The “will” statement makes the goal measurable. The parents’ responses to these questions DOES NOT have to be recorded in this section of the IEP. Examples are below:

Employment: What job(s)/career field(s) are you interested in after you finish your high school education?

Steve will be employed as a public relations representative in special interest firm.

Peter will be employed with support in a maintenance job.

Education/Training: What kind of education/training after high school will you need to achieve your job/career goal? After you graduate from high school what classes/course of study might support your interest area?

Steve will attend college to obtain a four-year degree in communications.

Peter will receive on the job training in maintenance- related activities and procedures.

Independent Living Skills: Do you have the skills necessary to live independently upon thecompletion of high school? What skills do you need to develop in order to live more independently in your community after you complete high school?

Steve will be able to manage his financial interests and live independently.

Peter will live in a supported apartment program.

II. PRESENT LEVELS OF PERFORMANCE: ALL 4 (FOUR) AREAS MUST BE ADDRESSED IN THE IEP. SUPPORTS CITATIONS 1, 2, AND 5.

What skills does the student have or will need to have to prepare for living, learning and working in the community as an adult? What strengths, preferences and interests does the student have that relates to the transition from school to post-school activities? What the student and parent has written will then be included in the academic, social, physical and management PLPs as all four areas MUST be addressed in order to be compliant with the citations of SPP Indicator #13.

Reference the information in this section specifically citing the Level One Assessment.

For example: According to the Level One Assessment, Steve had stated that his career interests lie in the areas of communications or history. His abilities in language arts, as well as his level of motivation, will likely continue as assets for him in his preferred career areas in any post-secondary environment (see Draft of “Transition and IEPs”). This provides evidence for Citation 1 and 2.

For example: Steve states that his keyboarding skills could use improvement and his parents feel that these skills could assist him in the writing process (see Draft of “Transition and IEPs”).

For example: Currently, Steve is enrolled in classes that will lead to a Regent’s diploma and he is taking elective courses in public speaking and military history (see Draft of “Transition and IEPs”). This provides evidence for Citation 5.

III. COORDINATED SET OF ACTIVITIES: ALL SIX (6) AREAS MUST BE ADDRESSED (instruction, related services, community experiences, the development of employment and other post-school adult living objectives, daily living skills and functional vocational evaluation). SUPPORTS CITATIONS 5, 6, AND 7.

If related services are not required, you must write a statement indicating this. You CAN NOT leave it blank or write N/A.

This is the student’s and teacher’s “To Do” list for the next year with the teacher acting as a case manager who monitors the status of the activities.

Parents can not be listed as responsible for completing any of the coordinated set of activities.

IV. DEVELOP SKILL BASED ANNUAL GOALS THAT WILL HELP THE STUDENT PREPARE FOR LIFE AFTER HIGH SCHOOL. SUPPORTS CITATION 4.

For example: Given a multiple step directions, Steve will identify the steps in sequential order in writing and complete the task independently in three out of five trials over a period of 3 weeks.