1. Planning for Successful Transition from School to Post School Lifed P r o
Presented by
Development

2. E P o d r Development WELCOMEs You!
Providing professional development to schools with over 30 years of combined experience.  2

4. Workshop Outcomes
Upon leaving this transition workshop, participants will:
Know the variety of research-based actions that facilitate a student’s smooth transition from school to post school options.
Know how to use the Transition Service Plan Checklist to assist in addressing the variety of actions that facilitate a smooth transition over 4-8 years and to document transition action results.
Be familiar with IDEIA 2004 regulations as it relates to transition.
Know how implementing research-based best practices for promoting smooth transitions addresses IDEIA requirements.
Know how to address transition in student IEPs including use of the TOPS Checklist to assist in meeting transition requirements.

5. Please ensure that cell phones do not ring
Name Tag
Restrooms
Quiet Cue

6. 14 credit hours + 1 additional credit every 2 hours
TASL:
14 credit hours + 1 additional credit every 2 hours
9:30-9:45
11:30-12:30
2:15-2:30
Break
Lunch
Raffles

7. Pre-Test

8. Materials

9. State Director of Transition Services
Thank you to...
Jane Winstead
State Director of Transition Services
Transition Requirements Under IDEIA
Update on TOPS Project

10. ”Society widely accepts that a key barrier preventing successful outcomes after they leave school is the lack of adequate transition planning.”
From Journal of Rehabilitation Research & Development, 2005.
Available at:

11. Why Plan for Transition?

12. Outcomes Postsecondary Education
Young people with disabilities drop out of high school at twice the rate of their peers. (Harris Poll, 1998; President’s Commission on Excellence in Special Education, 2002)
Although rates have increased, students with disabilities are still three times less likely to have aspirations that include postsecondary education.
Youth in the general population were more than twice as likely as those with disabilities to be attending a postsecondary school in (National Longitudinal Study 2 (Wagner, Cameto, Newman, 2003)

13. Outcomes
Employment
Only 29% of Americans with disabilities aged 18 to 64 are working, compared to 79% of Americans without disabilities in this age category. (Harris Poll, 1998)
The proportion of all adults with disabilities under 65 who are working has remained virtually unchanged at 32% since (Harris Poll #59, Oct. 2000)

14. Outcomes Employment of Youth with Disabilities – Some Good News!
In 2003, 70% of youth with disabilities who had been out of school up to 2 years had worked for pay at some time since leaving high school; 55% had done so in (National Longitudinal Study 2 (Wagner, Cameto, Newman, 2003)

15. Outcomes
Employment
Despite substantial policy and system change efforts to improve employment outcomes for individuals with disabilities, disabled Americans still experience higher rates of unemployment, lower average earnings, limited access to employee benefits, disproportionately higher representation in lower-skilled jobs, and higher rates of poverty than their non-disabled peers.
(Journal of Rehabilitation Research & Development, Available at:
jour/05/42/3/graham.html)

16. Outcomes Quality of Life
31% of people with disabilities (compared to 16% of those without disabilities), do not socialize at least once a week with close friends, relatives or neighbors. (Harris Poll 1998)
Only one-third of people with disabilities (33%) say they are "very satisfied" with their lives, compared to nearly two-thirds (61%) of people without disabilities. (Harris Poll, 1998)

17. State Performance Plan/Annual Performance Report Report Card Data Indicator 13:  Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals. Indicator 14: Percent of youth who had IEPs, who are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school.

18. The Rehabilitation Act of 1973 & Amendments of 1992
...It’s the Law
The Rehabilitation Act of 1973 & Amendments of 1992

19. The Rehabilitation Act of 1973 & Amendments of 1992
Key Provisions Related to Transition Include:
Incorporates the language and definition of transition services from the Individuals with Disabilities Education Act
Requires the state plan to include plans, policies and procedures for cooperating with agencies and schools responsible for students with disabilities receiving special education services to facilitate their transition to employment
Requires the development and completion of an Individualized Plan Employment (IPE) before the student leaves the school setting for each VR eligible student

20. ...It’s the Law The Rehabilitation Act of 1973 & Amendments of 1992
School-To-Work Opportunities Act

21. School-To-Work Opportunities Act:
Passed May 4, 1994
Key Features
Provided seed money to states and local partnerships of business, labor, government, education, and community organizations to develop school-to-work systems
Emphasis was on:
(a) relevant education, allowing students to explore different careers and see what skills are required in their working environment;
(b) skills, obtained from structured training and WORK-BASED LEARNING experiences, including necessary skills of a particular career as demonstrated in a working environment;

22. ...It’s the Law The Rehabilitation Act of 1973 & Amendments of 1992
School-To-Work Opportunities Act
Individuals with Disabilities Education Act (IDEA)

23. IDEIA 2004, 602(34)(A) defines transition services:
“Transition services” means a coordinated set of activities for a student, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including
postsecondary education
vocational training
integrated employment (including supported employment)
continuing and adult education
adult services
independent living
community participation

24. A Coordinated Set of Activities
IDEIA 2004, Section 623(34)B requires that the coordinated set of activities be based on the individual children’s needs, taking into account the child’s strengths, preferences, and interests, and shall include:
Instruction
Related services
Community experience
Development of employment and other post-school adult living objectives
If appropriate, acquisition of daily living skills and functional vocational evaluation

25. ...and it is supported by the law
Carl D. Perkins Act
Tech Act
Ticket to Work
Work Incentives Improvement Act
Workforce Investment Act
Americans with Disabilities Act
Higher Ed. Access for Students with Disabilities of 1998

26. It just makes sense...
Transition planning reduces fears and discomfort experienced by parents or guardians
AND
Transition planning empowers students and their parents by providing choices, possibly never considered, about their futures!

27. To assist in Meeting IDEIA Requirements for Transition Planning….

28. Transition Outcomes Project (TOPS)
District-level support for addressing transition requirements outlined in IDEIA. State selected district teams review the outcomes, set compliance goals for each transition requirement, and problem solve how best to improve compliance. Funded by the state department of education, division of special education.

29. Using the “Transition Requirements Checklist”, districts enter a sample of students’ IEP data into the TOPs web-based data management system. The data is translated into graphic displays representing the district’s compliance with each of the IDEIA transition requirements.
EXAMPLE: Question 1 - If a purpose of the meeting was the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals, did the public agency (school) invite the student?
N=781

30. Activity
For the next activity you will need your seasonal partners sheet and your Transition Requirements Checklist from…
INDIVIDUALS WITH DISABILITIES EDUCATION IMPROVEMENT ACT
OF 2004
TRANSITION REQUIREMENTS and INDICATOR 13 CHECKLIST©
Directions
Please respond to the following two questions before completing the checklist. If your response is “yes” to either question, complete the checklist.
1. Will this IEP be in effect when the student turns age 16 or older? ____ yes ____ no
2. Are transition services determined to be appropriate by the IEP team if the student is younger than age 16? ____ yes ____ no
SEASONAL PARTNERS

31. Activity
Move around the room and find four different partners, one for each season of the year. If someone signs your paper for “winter”, you must do the same for him/her.
Once you have four different signatures on your seasonal partners sheet, find your summer partner and stand somewhere in the room
With your summer partner, take 2 minutes a piece and discuss what you know about transition planning .

32. See Tops Checklist Now with Your Summer Partner
Review the TOPS Checklist:
Note what documentation you would
need to answer yes to each question.
INDIVIDUALS WITH DISABILITIES EDUCATION IMPROVEMENT ACT
OF 2004
TRANSITION REQUIREMENTS and INDICATOR 13 CHECKLIST©
Directions
Please respond to the following two questions before completing the checklist. If your response is “yes” to either question, complete the checklist.
1. Will this IEP be in effect when the student turns age 16 or older? ____ yes ____ no
2. Are transition services determined to be appropriate by the IEP team if the student is younger than age 16? ____ yes ____ no
A Transition Requirements Checklist

33. Making the Connection
Through this presentation we will connect the federal/state regulations to best practice for a smooth and effective transition process.

34. The Transition Planning Process is Person- Centered.
KEY COMPONENTS IN TRANSITION
The Transition Planning Process is Team-based. Students with Supports From Their Families, Take an Active Role in the Transition Planning Process.
The Transition Planning Process is Person- Centered.
Transition Planning Results in Individualized Actions focused on Student-Desired Post School Outcomes

35. KEY COMPONENTS…
Students Learn to Apply Authentic, Community- Referenced Skills During Their Educational Years
Students Engage in Employment Experiences that Promote Personal Choice & Allow Each Student to Attain Improved Quality of Life
Business Plays an Important Role in Transition Planning
Participation in Postsecondary Institutions of
Higher Education Are Pursued & Expanded

36. KEY COMPONENTS…
Each Student Graduates into Paid Community Employment and/or in a Post Secondary Educational Opportunity
All Necessary Connections with Adult Services, Funding Agencies, and Other Supports Are Established and Maintained, as Needed.

37. Transition Planning is a That MUST Begin with the STUDENT
Team Based Process!
That MUST Begin with the STUDENT

38. TRANSITION REQUIREMENTS
CHECKLIST
Question 1: If a purpose of the meeting was the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals, did the public agency (school) invite the student?
Question 2: Did the student attend the IEP meeting?
Question 3: If the student did not attend the IEP meeting, did the public agency take other steps to ensure that the student's strengths, preferences and interests were considered?

39. Student Invitation
Does your student invitation include the following: ?
Did the student receive an invitation to the meeting?
Did the student attend the meeting?
If the student did not attend, did the school take steps to ensure that the student’s strengths, preferences and interests were considered?
If No, what do you need to do to revise your student invitation?

40. Example of Student Invitation

41. _________________ County Schools *Student Invitation to a Meeting*
Dear:      
Date:      
Our school system would like to invite you to attend a meeting to discuss your transition needs. It will be at ________(location) on ______(date) at ______(time).
Your parent(s)/guardian will also be invited to attend this meeting.
Members of our staff would like to meet with you for the following reasons: (All that apply are checked.)
To review your educational status and determine what data, if any, are needed to complete your evaluation/re-evaluation.
To review the results of your initial evaluation/reevaluation and determine eligibility for special education and related services.
To review and/or develop your Individualized Education Program (IEP).
To consider your educational placement (includes a change in educational placement, graduation and termination of eligibility).
To consider a manifestation determination based upon your disability prior to a disciplinary action/hearing.

42. ... and his/her family

43. TRANSITION REQUIREMENTS CHECKLIST
Question 8: Was a parent notice (invitation) provided?
Question 9: Does the parent notice (invitation) (invitation) indicate that a purpose of the meeting will be the consideration of the postsecondary goals and transition services of the student?
Question 10: Does the parent notice indicate that the public agency will invite the student?
Question 11: Does the parent notice (invitation) identify any other agency that will be invited to send a representative?

44. Does your parent invitation include the following:?
Did you send a parent invitation to the IEP meeting?
Does the invitation include the purpose of the IEP meeting?
Does the invitation include notice of any other agency that was invited?
Does the invitation state that the student has been invited?
If No, what do you need to do to revise your parent invitation?

45. Parent Invitation Please note…..
Even once the student turns 18, you DO NOT need the consent of the student to invite the parent to the meeting (Bill Wilson, Division Attorney)
You must, however, have consent of the parent and the student to invite an outside agency.

46. Example of Parent Invitation

47. _________________ County Schools
*Invitation to a Meeting*
Dear:      
Date:      
Our school system would like to invite you to attend a meeting to discuss the transition needs of _______(child); your child is also invited to attend this meeting. The meeting will be held at _________(location) on _______(date) at ______(time).
Members of our staff would like to meet with you for the following reasons: (All that apply are checked.)
To review your child’s educational status and determine what data, if any, are needed to complete your child’s evaluation/re-evaluation.
To review the results of your child’s initial evaluation/reevaluation and determine eligibility for special education and related services.
To review and/or develop your child’s Individualized Education Program (IEP).
To consider the educational placement of your child (includes a change in educational placement, graduation and termination of eligibility).
To consider a manifestation determination based upon your child’s disability prior to a disciplinary action/hearing.
To consider the need for a functional behavior assessment of your child.
To consider the need to create or revise a behavior intervention plan.

48. In addition to the student and his/her family/extended family, ....

49. Transition-Related Educational Service Providers
Special education teacher(s)
Consulting teacher
Itinerant/Consultant teacher
General education teacher(s)
Vocational education teacher(s)
School Counselor
GED Teacher(s)

50. Transition-Related Educational Service Providers (con’t)
Work-Based Learning Coordinator
Transition Specialist/Coordinator
Transition Case Manager
Paraprofessional
School Social Worker
School Psychologist
Speech/Physical and/or Occupational Therapist
Orientation & Mobility Specialist
Nurse
IHE Disabilities Support Services Representative

51. Agency/ Community Supports
Vocational Rehabilitation Services
On the Job Training
Supported Employment Services
Rehabilitation Engineering
Tuition for College
Developmental Disabilities Council
Supported Living programs
Social activities
Bureau for the Blind
Readers for college students
One Stop Career Centers
Core, Training, and/or
Intensive Services
Independent Living Center
Independent living services or training
Social Security Administration
Plan for Achieving Self Support (PASS) Plans
Information on SSI work incentives
State Employment Services
Work Opportunities Tax Credit
State training inventory
Dictionary of Occupational Titles
“Family” & Neighbors
Local Adult Service Providers

52. TRANSITION REQUIREMENTS CHECKLIST
Question 4: Will this student need involvement from any outside agency in order to make a successful transition?
Question 5: For transition services that are likely to be provided or paid for by other agencies with parent (or child once the age of majority is reached) consent, is there evidence that the representatives of the agency(ies) were invited to IEP meeting?

53. Activity
1. Target one of the students on your case load. Create a tent with his/her name on it and visual if necessary.
2. Find your fall partner and list five different people who were members of his/her IEP team, and/or who may potentially be team members. Who were they? What relation did each have to the student? Who if anyone could be added as potential team members.

54. Transition planning is a team-based, person-centered planning process.

55. Motivational Activity
What is Person-Centered Planning?
Planning Process
Assessment Tool
Intervention
Motivational Activity
Team Building Process

56. Person-Centered Planning
Five Essential Goals
Being present and participating in community life
Gaining and maintaining satisfying relationships
Expressing preferences and making choices in everyday life
Having opportunities to fulfill respected roles and live with dignity
Continuing to develop personal competencies

57. Person-Centered Planning Characteristics
It’s all about the student and his/her perspective.
Empowers the student, family, and team.
Uses natural resources to address the short and long term goals/vision.
Attends to and builds a network of support for the student, family, - and team!
Identifies student strengths, gifts, interests, preferences, and needs.

58. Person-Centered Planning Components
Personal Profile
History of the individual
Accomplishments
Preferences and desires
Action Planning
Vision for the future
Opportunities & obstacles
Strategies for achieving the vision
Preliminary action steps

59. Person-Centered Planning Personal Futures Profile
Processes
MAPS
Personal Futures Profile
PATH

60. Making Action Plans (MAPS)
What is
the story?
History?
What is the
Dream?
What are the
nightmares?
What is a
MAP?
What is
Plan of
Action?
Who is this
person?
What does
this person
need?
Strengths,
gifts,
talents?

61. Personal Profile Personal Profile
A team works to develop an understanding of a focus person
Series of “frames” about the focus person
Who is here? Choices People Places Strategies History Hopes & Fears Themes Health Barriers & Opportunities

62. Planning Alternative Tomorrows with Hope PATH
Collaborative process
Extension of MAPS process.
Creates a definitive, concrete action plan, for the student and those closest to the student.
Action plan includes long and short term goals and actions and provides a timeline for achieving the goals and actions.
Uses group graphic techniques and involves a team of individuals committed to the focus student
Takes 3 hours to complete
Gives the student REAL choices about his/her future

63.  PATH
Eight steps define the Path process and guide the team to clarify the student’s and team’s goals, visualize the results, experience the tension between where they are now and where they want to be, and outline positive actions to move towards the goals and dreams.
(Kincaid & Fox, 2002).

64. Date P.A.T.H. Goals Enrol Grow Stronger Next Months Steps 6 Months
Date
1. Touch the DREAM - get people to explore images of how they want their future to be and ask them to name their 'north star' - their purpose
P.A.T.H.
Goals
Enrol
Grow
Stronger
Next Months
Steps
6 Months
from now
Now
Next Few
Months
What are your goals and dreams that you want to achieve in the next 2 – 5 years?
What do we need to achieve in the next few months?
What are your first steps?
What is in place now?
What do we need to do to grow stronger?
Who will we need to
enrol?
What do we want or need to achieve in 6 months time 3. 4. 5. 8. 7. 6. 2.
“Go confidently in the direction of your dreams. Live the life you have imagined.” 1.
Dreams

66. TRANSITION REQUIREMENTS
CHECKLIST
Question 3: If the student did not attend the IEP meeting, did the public agency take other steps to ensure that the student's strengths, preferences and interests were considered?
Question 18: Are the transition services designed within a results-oriented process that is focused on improving the academic and functional achievement of the student with a disability to facilitate the student’s movement from school to post-school activities?

67. Share Student Involvement
Activity
Student Involvement
At your table brainstorm for 3 minutes, on a poster, ways students can participate in the transition process!
Share

68. Steps Students Can Take
Lead own IEP meetings!
With school counselor identify interests and find out what education and training are required.
Complete interest inventories to identify interests, skills, abilities, and aptitudes as they relate to employment.
volunteer or do entry-level jobs in field(s) of interest.
Observe and interview adults who perform the type of work that interests him.
Visiting training institutes and colleges to learn about entrance requirements

69. Transition Planning results in establishment
of measurable Post Secondary Goals.

70. Measurable Postsecondary Goals
Three Aspects:
The understanding and distinction between the terms: education; training; employment; and independent living skills;
The term “measurable” tied to post secondary goals, and
The distinction between “measurable annual goals” and “measurable post secondary goals”
(Ed O’Leary 2006)

71. Measurable Postsecondary Goals “Measurability”
What would one measure?
How would one measure whether
the student achieved his/her postsecondary goals?
Who will measure the extent with which student’s achieve postsecondary goals?
When would one measure the extent to which the student achieved his/her postsecondary goal?

72. Measurable Postsecondary Goals “Measurability”
What would one measure?
Two perspectives
Student - the extent to which the student has demonstrated improvement and achievement of his/her stated postsecondary goals.
2. Education System - the extent to which the education system implemented best practices in preparing all students with IEPs for the next step in life.

73. Writing Measurable Post Secondary Goals
Postsecondary goals should be stated in such a way that we could measure:
The extent to which the student has been able to achieve what he/she set out to do, and
The extent to which the transition services prepared the student for taking the next step

74. How do I write measurable postsecondary goals?
Use results-oriented terms such as “enrolled in”, “work”, “live independently”
Use descriptors such as “full time” and “part time”
Begin with “After high school…”
Key upon completion from HS, (advise from the National transition center

75. Measurable Postsecondary Goal Areas
Training or Education
Specific vocational or career field, independent living skills training, vocational training program, apprenticeship, OJT, job corps, 4 year college or university, technical college, 2 year college, Vocational Technical School (less than a two year program) etc.
Employment
Paid (competitive, supported, sheltered); unpaid employment (volunteer, in a training capacity); military; etc.
Independent Living, where appropriate
Adult living, daily living, independent living, financial, transportation, etc.
Community Involvement (Recommended but NOT Specifically Referenced In IDEIA)
Specific outcomes related to being a member of a community and democratic citizen. (May be included under “Independent Living” area.)

76. Should measurable postsecondary goals be specific?
Initially, broad descriptions of the student’s preferences, interests, or vision of what he/she might like to do in employment, education, training, and independent living .
Each year reassess and refine.
Should be specific and measurable one year out by last year/IEP.

77. Must there be a measurable postsecondary goal in each area?
YES for Education/Training and Employment
Can be combined into one all-inclusive goal or two or three separate goals
OPTIONAL – (Where appropriate)
Independent living
Community involvement (NOT referenced in IDEIA)

78. Measurable Postsecondary Goals Postsecondary Education/
FOR SALE
Houses 'R' us
Realty
SOLD
Postsecondary Education/
Training
Independent/ Supported Living
Employment
Community Involvement
(including a social network & having fun!)
Lifelong
Learners

79. Measurable Postsecondary Goals
Student/team identifies key attributes -
What he/she wants from a job
Employment
Ultimate Outcome:
Satisfying Career
Lifelong
Learners

80. Measurable Postsecondary Goals Employment Considerations
To be independently employed as ____
To be Independently employed??
A job with some support
A job with long term support
Employment through an adult service provider
Sheltered employment

81. Examples
Employment:
Juan will be employed full-time as a nail technician.
I will work with machines although I’m not sure what type.
Rose will work in a retail business where she has the opportunity to interact with many people throughout the day.
I will work with support from my coworkers at Starbucks Coffee.

82. Measurable Postsecondary Goals Postsecondary Education/
Training
Employment
Lifelong
Learners

83. Measurable Postsecondary Goals Education/Training Considerations
Four year college or university to gain a degree in a specific area
Four year college – unsure of area
Community college prior to university
Community college
Community college for nonacademic courses

84. Attend TRC or other technological training center/institute
Measurable Postsecondary Goals Education/Training Considerations (continued)
Attend TRC or other technological training center/institute
Vocational training in specific area of study
Non-academic classes at the local library, UT Extension Program, etc.

85. Post-Secondary Education/Training
Examples:
Post-Secondary Education/Training
I will take classes at the community college in the evenings to develop a hobby in an area of personal interest such as photography or gardening.
Macy will enroll in the local Adult Basic Education Program to continue developing her reading, writing, and math skills.
Jake will explore possible career options through classes at Alpha Community College and will continue to take technical courses at school.
I will enroll at TN State University in the Fall 2009

86. Measurable Postsecondary Goals Postsecondary Education/
FOR SALE
Houses 'R' us
Realty
SOLD
Postsecondary Education/
Training
Independent/ Supported Living
Employment
Lifelong
Learners

87. Measurable Postsecondary Goals: Independent/Supported Living Considerations
Live independently
Live in a supervised arrangement
Live with a friend
Live on a military base
Live in a dorm
Live in a group home
Live in a family home with support
Live in a specialized care facility

88. Examples Independent/Supported Living
FOR SALE
Houses 'R' us
Realty
SOLD
Examples
Independent/Supported Living
I will live in an apartment near my parents with my best friend Lisa.
Jake will live in an apartment close to the community college he will attend when he exits high school.
I will live with my parents to save money before I get married.
After high school, Mary will live with a roommate in an apartment.

89. Measurable Postsecondary Goals Postsecondary Education/
FOR SALE
Houses 'R' us
Realty
SOLD
Independent/ Supported Living
Postsecondary Education/
Training
Employment
Community Involvement
(including a social network & having fun!)
Lifelong
Learners

90. Measurable Post Secondary Goals Community Involvement Considerations
To be independently mobile in the community and access services
To be independent with support for transportation
To access community with family or friends
To access community with a provider
To be active in local politics by …
To volunteer at …..

91. Measurable Post Secondary Goals Community Involvement Considerations (continued)
To participate independently in specific activities
To join specific facilities
To engage in specific activities with family or friends
To engage in specific activities with a provider
To participate in group activities supported by a provider

92. Examples Community Involvement
Takisha will volunteer at the local Homeless Rescue Mission, but will need to find someone to support her physical needs there.
I will join the YWCA in her hometown and take exercise classes at least three times a week.
Jake will remain active in his church and engage in routine activities with his neighborhood “buddies.”
I will talk to high school students about the importance of volunteering in the community

93. TRANSITION REQUIREMENTS CHECKLIST
Question 13: Is there a measurable post secondary goal or goals that covers education or training, employment, and, as needed, independent living?
A. education/training ___yes ___no ___ N/A
B. employment ___yes ___no ___ N/A
C. where appropriate, independent living skills ___yes ___no ___ N/A
Question 14: Is (are) there annual IEP goal(s) that will reasonably enable the child to meet the postsecondary goal(s)? ___yes ___no

94. Can a Student have More than One Postsecondary Goal in a Postsecondary Goal Area?
Yes
For instance: postsecondary goals for residential and community participation under the area of “Independent Living”

95. EXAMPLE #1 (as two separate goals)
1. Training/Education
After high school, I/David will get on the job training to become a farmer.
2. Employment
After high school, I/David will work full time as a farmer.

96. OR (as a combined goal)
1. Training/Education and Employment
After high school, I/David will get on the job training while working full time as a farmer.

97. Example #2 (as two separate goals)
1. Training/Education
After high school, I/Mary will enroll at UW-Eau Claire in the teacher training program.
2. Employment
After high school, I/Mary plan(s) to work full time as a teacher.

98. OR (as a combined goal)
1. Training/Education and Employment
After high school, I/Mary will enroll full time at UW-Eau Claire to prepare me/her to work full time as a teacher.

99. 14 year old student with a specific learning disability
1.Training/Education
After high school, Eric will get on the job training in an area related to dirt bike racing.
2. Employment
After high school, Eric will work full time with dirt bikes.
3. Independent Living
After high school, Eric will live in an apartment with friends.
This is an example of Eric’s goals written as two separate goals for training/education AND employment. Eric is a 14 year old EBD student who doesn’t know what he wants to do, but frequently talks about dirt bike racing. He said he plans to go right into employment following his exit from high school and doesn’t want to seek training/education. Therefore, the training/education goal is based on the need for Eric to get job orientation or specific on the job training for him to work successfully full time. We also added an independent living skills goal so we can help prepare Eric for that.
These can be written in the first person (I) instead of using the student’s name.
See the example of Eric’s IEP – Handout B.

100. 17 year old student with a specific learning disability
1. Training/Education
After high school, I will enroll full time at UW-Eau Claire in the nursing program.
2. Employment
After high school, I will work full time as a nurse.
This is another example of a measurable post-secondary goal. Sheila plans to go on to the university but does not plan to work. So we write an employment goal which focuses on what kind of employment goal she has after she completes her education. Again these can be written in the first person.
Another item for consideration…what Assistive Technology does Sheila need to be benefit from special education? What will be available to her at UW-Eau Claire? What are you doing to teach Sheila to use the AT that will be available to her in the post high setting? According to many postsecondary instructors one of the biggest barriers students face in the postsecondary setting is that they don’t know how to use the technology that is available, get overwhelmed and drop out. So we need to be cognizant of preparing our students in this area.
See an example of Sheila’s IEP – Handout C

101. Example Postsecondary Goals National Secondary Transition Technical Assistance Centers September 2006
Upon completion of high school, John will enroll in the general Associates Degree program at Ocean County Community College in August of (Separate – education or training)
Jason will get his undergraduate degree in history and education, to become a high school social studies teacher. (Combo – education or training and employment)

102. Transition Services Planning Desired Post School Outcomes
SMALL TOWN PUBLIC SCHOOLS
IEP Meeting Date: 05/20/2006
Student Name: Billy Ray Jones
DOB: 02/29/1986
Transition Services Planning
Desired Post School Outcomes
Employment:
Post-Secondary Education/Training:
Billy Ray will work in a green house or for a nursery.
Billy Ray will go off to college like his friends. His mother suggested some course work at a community college or even a technical school before college.
Independent/Supported Living:
Community Involvement:
Billy Ray will live separate from his parents but does not want to live by himself. His parents would like him to have a supportive roommate (for pay if needed.)
Billy Ray will work in the community, shop for his own needs with help from his mom or a friend, go out to eat, attend church, and rent movies on his own.

103. Desired Post School Outcomes
SMALL CITY PUBLIC SCHOOLS
IEP Meeting Date: 05/21/2006
Student Name: Patti Smith
DOB: 05/29/1988
Transition Services Planning (Beginning at age 14, or younger)
Has a comprehensive vocational evaluation been administered? (Optional) [ X ] Yes [ ] No
Desired Post School Outcomes
Employment:
Post-Secondary Education/Training:
Patti will work at least hours a week in a retail job, like Macey’s, Wal-Mart or Goody’s.
Patti will attend classes at the Adult Improvement Center
Independent/Supported Living:
Community Involvement:
Patti will live in a supported apartment with her cat Sneaky and possibly a roommate.
Patti will use the YWCA, attend church activities weekly, and possibly attend classes at the Adult Improvement Center. One day she plans to meet a man just like her dad and get married. She does not want to have any kids of her own!

104. Transition Services Planning (Beginning at age 14, or younger)
ACME PUBLIC SCHOOLS
IEP Meeting Date: 05/20/2006
Student Name: Star Elaine Brownlow
DOB: 12/29/1986
Transition Services Planning (Beginning at age 14, or younger)
Has a comprehensive vocational evaluation been administered? (Optional) [ ] Yes [ X ] No
Desired Post School Outcomes
Employment:
Post-Secondary Education/Training:
Star will work in a hospital or doctor’s office as an ultrasound technician.
Star will go to ACME Community College.
Independent/Supported Living:
Community Involvement:
Star will live in her own apartment until she can save enough money to buy her own house.
Star will continue to be involved in church, in the Smoky Mtn. Hiking club, & with her family & friends.
Transition Services Needed (Beginning at age 16, or younger)
Grade 9 Course of Study: English I, Creative Writing, Physical Science, General Music, Wellness & Teen Living, World Geography
Grade 10 Course of Study: Culinary Arts, Math Foundations, English II, Biology I, Wellness & Teen Living, Chorus
Grade 11 Course of Study: Math Foundations II, Algebra I, Economics, English III, Government, American history, computer science, chorus
Grade 12 Course of Study: Algebra II, English IV, Health Occupations, Work-Based Learning/Health Occupations, Chorus, sociology, driver’s education.

105. SHARE Activity Find your winter partner.
Assuming you have discussed with your targeted student his/her goals and dreams, help each other draft your student’s current “Desired Post School Outcomes” for each major area. Be prepared to share. Are there unanswered questions you needed prior to drafting one or more outcomes?
SHARE

106. Transition Services Plan Checklist
Transition Planning is a PROCESS
The IEP team cannot get it all done in one year! (4-6 Years)
Introducing the…..
Transition Services Plan Checklist
To assist IEP teams in addressing a comprehensive and coordinated set of activities across the 4-6 year transition process.

107. for Smooth Transitions
Best Practice Actions
for Smooth Transitions

108. Pull out your Transition Services Planning Checklist

109. CE = Community Experiences
I = Instruction
RS = Related Services
CE = Community Experiences
E&ALO = Employment and Post-School Adult Living Options
DLO = Daily Living Objectives
FVE = Functional Vocational Evaluation
ALI = Agency Linkage and/or Involvement

110. TRANSITION REQUIREMENTS
CHECKLIST
Question 16: Are there transition services in the IEP that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post-school?
A. Instruction?
B. Related services?
C. Community experiences?
D. Employment and other post school adult living objectives?
E. When appropriate, acquisition of daily living objectives?
F. When appropriate, functional vocational evaluation?

113. Action 1
Share with the student and his/her parent(s)/guardian(s) information concerning the transition process, including the recommended actions needed for transitioning from high school to work and/or postsecondary institutions of
higher education. Provide
student and parent(s)/ guardian(s) with information and materials on post school employment and post secondary education options, agencies and resources.
WHEN: Yearly
TS code: ALI

114. Competitive Employment Supported Employment Self-employment
 Employment Options
Competitive Employment
Supported Employment
Self-employment
Personalized job development
Part-Time Employment

115. Employment Resources Division of Rehabilitation Services
Social Security Administration, including the Ticket-to-Work
One-Stop Career Centers
Division of Mental Retardation Services
Local adults service providers

116. Post-Secondary Education/ Training Options
Technology Centers
Junior College
2 Year College (Private Institution)
2 Year College (Public Institution)
4 Year College/University (Private Institution)
4 Year College/University (Public Institution)
Visit: for more information on TN state IHEs

117. Disabilities Services Coordinators from various IHEs
Post Secondary Education/Training Resources
Disabilities Services Coordinators from various IHEs

118. Community Involvement Options & Resources
Volunteer organizations
Political organizations
Church organizations
Neighborhood organizations
YMCA/YWCA/Fitness Center
Community Sports Leagues

124. Get out your Transition Services Plan Checklist

125. Activity
Making it personal…
Using your Transition Services Plan Checklist, note any areas that have not been addressed on Action 1 for your targeted student.