1. Transition Services in the IEP
November 15, 2010
Community of Practice
Secondary Transition Symposium

2. Presenters Susan Bobbitt-Vot Kathy Brown Kurt Leptich Vicki Shadd
Kings County
Kathy Brown
Glenn County
Kurt Leptich
Imperial County
Vicki Shadd
In Spirit
Chris Lohrmon
North Orange County
Connie McCoy
Siskiyou County

3. The Session The IEP Educational Benefit Overview Needs Assessment
Resources
Questions & Answers
Wrap up
Overview
Needs Assessment
Law
Spirit
State Performance Plan

4. Who do we have? Teachers Administrators Job Developers Job Coaches
WorkAbility Staff
TPP Staff
Psychologists
Parents
Youth
Instructional Assistants
Other

5. Needs Assessment The Transition Process
The Transition Section of the IEP
The Transition Assessment
The Post Secondary Goals
The Connection of Post Secondary Goals to the Annual Goals
The Transition Services
The Transition Activities
Course of Study
Summary of Performance
Resources
Reporting

6. Comfort Level Scale 1-5 (5 being high)
Level of Use
School Based
Work Based
Connecting
Cursory
Mechanical
Routine
Second Nature

7. Transition Services in IDEA 2004
...a coordinated set of activities ...designed to be within a results-oriented process, 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...
(IDEA 2004)
Individuals with Disabilities Education Act of U. S. C. §1400 et seq. (2004).
IDEA 2004 changed the definition of “transition services.”
The term “transition services” means a coordinated set of activities for a child with a
disability that:
Is designed to be within a results-oriented process, 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 education, integrated employment (including supported employment); continuing and adult education, adult services, independent living, or community participation;
Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and
Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation.
[34 CFR (a)] [20 U.S.C. 1401(34)] 7 7

8. Spirit
We Value:
Full compliance with the letter and the spirit of the law for transition services.
Student self-determination and self-advocacy.
Person-centered planning.
Interagency collaboration.
A single planning process for all involved.
Support for parents to make informed choices.
Student programs in the least restrictive and least exclusive settings.

9. Why Should We be Concerned?
Recent research studies have documented that when compared to their non-disabled peers, students with disabilities enroll and complete post-secondary education programs at half the rate, and are employed at approximately one-third the rate of their non-disabled peers.
Less than 1% of these individuals ever become self-supporting through employment.
Three times as many individuals with disabilities live
below the poverty line.
(National Center for Education Statistics, 2000; National Council on Disability, 2004; National Organization on Disability, 2004; Wagner, Newman, Cameto, & Levine, 2005)
National Center for Education Statistics. (2000, June). Postsecondary students with disabilities: Enrollment, services, and persistence. Stats in Brief. Washington, DC: U.S. Department of Education.
National Council on Disability (2004). National disability policy: A progress report, December 2002-December Washington, DC: Author.
National Organization on Disability (U.S.), & Louis Harris and Associates. (2004). The N.O.D./Harris survey on employment of people with disabilities. Retrieved November 4, 2008, from
Wagner, M., Newman, L., & Cameto, R., & Levine, P. (2005). Changes over time in the early postschool experiences of youth with disabilities. Menlo Park, CA: SRI International. 9 9

10. Research Based Best Practices in Promoting Positive Adult Outcomes
Self-Determination Training
Student Involvement in Planning
Person-Centered Planning
Age Appropriate Assessments 10

11. State Performance Plan Indicator #13
Indicator #13 - Secondary Transition Goals and Services
Indicator - Percent of youth aged 16 and above with an Individualized Education Program (IEP) that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the postsecondary goals. (20 U.S.C. 1416(a)(3)(B)) 11 11

12. State Performance Plan (SPP) Indicator #13
Includes 8 individual questions to determine compliance with Indicator 13 12 12

13. education or training, employment, and, as needed, independent living?
1. Is there an appropriate measurable postsecondary goal or goals that covers
education or training, employment, and, as needed, independent living?
Y N
Can the goal(s) be counted?
Will the goal(s) occur after the student graduates from school?
Based on the information available about this student, does (do) the postsecondary goal(s) seem appropriate for this student?
• If yes to all three, then circle Y OR if a postsecondary goal(s) is (are) not stated, circle N
2. Is (are) the postsecondary goal(s) updated annually?
Was (were) the postsecondary goal(s) addressed/ updated in conjunction with the development of the current IEP?
• If yes, then circle Y OR If the postsecondary goal(s) was (were) not updated with the current IEP, circle N
3. Is there evidence that the measurable postsecondary goal(s) were based on
age appropriate transition assessment?
Is the use of transition assessment(s) for the postsecondary goal(s) mentioned in the IEP or evident in the student’s file?
• If yes, then circle Y OR if no, then circle N
4. Are there transition services in the IEP that will reasonably enable the
student to meet his or her postsecondary goal(s)?
Is a type of instruction, related service, community experience, or development of employment and other post-school adult living objectives, and if appropriate, acquisition of daily living skills, and provision of a functional vocational evaluation listed in association with meeting the post-secondary goal(s)?
5. Do the transition services include courses of study that will reasonably
enable the student to meet his or her postsecondary goal(s)?
Do the transition services include courses of study that align with the student’s postsecondary goal(s)?
6. Is (are) there annual IEP goal(s) related to the student’s transition services
needs?
Is (are) an annual goal(s) included in the IEP that is/are related to the student’s transition services needs? 13

14. • If yes, then circle Y OR if no, then circle N
7. Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed?
Y N
For the current year, is there documented evidence in the IEP or cumulative folder that the student was invited to attend the IEP Team meeting?
• If yes, then circle Y OR if no, then circle N
8. If appropriate, is there evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority?
Y N NA
For the current year, is there evidence in the IEP that representatives of any of the following agencies/services were invited to participate in the IEP development including but not limited to: postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation for this post-secondary goal?
Was consent obtained from the parent (or student, for a student the age of majority)?
• If yes to both, then circle Y
• If no invitation is evident and a participating agency is likely to be responsible for providing or paying for transition services and there was consent to invite them to the IEP meeting, then circle N
• If it is too early to determine if the student will need outside agency involvement, or no agency is likely to provide or pay for transition services, circle NA
• If parent or individual student consent (when appropriate) was not provided, circle NA
Does the IEP meet the requirements of Indicator 13? (Circle one)
Yes (all Ys or NAs for each item (1 – 8) on the Checklist or No (one or more Ns circled) 14

15. State Performance Plan Indicator #14 “Post-Secondary Outcomes”
Students enrolled in higher education = (# of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled in higher education within one year of leaving high school)
Students enrolled in high education, or in some postsecondary education or training program; or competitively employed or in some other employment.

16. Educational Benefit?
Was the Transition Plan and Service language in the IEP reasonably calculated over a 3-year period to provide Educational Benefit in the area of Post-Secondary Transition? K

17. Glenn SELPA and Kathy Brown
ASSESSMENT
(Grade-level Transition Assessment)
Identifies…
PRESENT LEVELS OF PERFORMANCE
(Define Areas of Need)
Drives…
MEASURABLE POST-SECONDARY GOALS
(Written to meet areas of Need)
Which Drives…
ANNUAL TRANSITION GOALS
(In the areas of Training, Education, Employment, Daily Living)
SERVICES
Ensures…
PROGRESS
Did the student make yearly progress? If not, were the goals and objectives changed?
Were there enough transition services/activities to ensure student progress towards?
Career Education Work-Based Learning
Grade-level Transition Assessment
Career/Interest inventories
TPP match class
Senior Portfolio or Senior Project
Student-led Individual Education Plan (IEP) and Self-Advocacy Exercises
INSTRUCTION, LRE & ACCOMMODATIONS and/or MODIFICATIONS
(Does the instruction ensure student post-secondary outcomes?)
(Is the Accommodation & Modification Plan complete?)
EDUCATIONAL BENEFIT
(Was the Transition Plan and Service Language in the IEP reasonably calculated over a 3-year period to provide
Educational Benefit in the area of Post-Secondary Transition?)

18. Chris Lohrman North Orange County SELPA CLohrman@ocde.us
Individual Transition Plan (ITP) Linking Students with Disabilities to Post-Secondary Education, Employment, & Daily Living Skills
Chris Lohrman
North Orange County SELPA
Please use the following to cite this Presentation:
Gutierrez-Lohrman, C. M. (2010). Individual transition plan: Linking students with disabilities to post-secondary education, employment, & daily living skills [PowerPoint slides]. Fullerton, CA: North Orange County SELPA.
Approved by:
Frank Tocco, Ed.D
Regional Director
North Orange County SELPA
1021 W. Bastanchury Road, Suite 161
Fullerton CA, 92833
September 14, 2010 18 18

19. Acknowledgements Linda O’Neal, M.A. Frank Tocco, Ed.D.
Transition Specialist
Irvine Unified School District
Richard Rosenberg, Ph.D.
Vocational Coordinator
Whittier Union High School District
Orange County Adult Transition Task Force (OCATTF)
SELPA Administrators of California
Frank Tocco, Ed.D.
Regional Director
North Orange County SELPA
Pamela Ptacek
SELPA Administrator
San Mateo County Office of Education
Vicki Shadd
SELPA Director
Glenn County SELPA 19

20. The Power of Transition Service Language
“The transition planning mission is to empower all individuals with disabilities with the skills necessary to achieve their full potential in adult living, through support and collaboration with families, education, and communities.” - Linda O’Neal & Dr. Richard Rosenberg
(O’Neal, 2009)
O’Neal, L. (2009 February). Secondary Transition Training. PowerPoint presented at the meeting of the Orange County Administrators of Special Education, Fountain Valley, CA. 20 20

21. The New State SELPA - ITP Form21

22. How Did You Prepare for the ITP
Note if the student was invited; remember this is a legal requirement.
Note if other agencies were invited; remember this is also a legal requirement. “…the LEA, to the extent appropriate, and with consent, must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services to attend the child’s IEP Team meeting.”
Other agencies can decline to come but there must be evidence of attempt to invite.
Describe how the student actually participated in the ITP process.
IDEA 2004 added the requirement to invite child to IEP Team meeting when purpose includes “consideration of postsecondary goals.”
The LEA must invite a child with a disability to attend the child’s IEP Team meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under § (b).
[34 CFR (b)] [20 U.S.C. 1414(d)(1)(B)]
Authority:
The requirement for consent to invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services to the child’s IEP Team meeting is found in 34 CFR § (b)(3). See also 34 CFR § (b)(2).
The requirements for parental consent for initial evaluations are found in 34 CFR § (a). The requirements for parental consent for the initial provision of special education and related services are found in 34 CFR § (b)(1)-(2). The requirements for parental consent for reevaluations are found in 34 CFR § (c).   
Question D-1:
Must a public agency obtain parental consent, or the consent of a child with a disability who has reached the age of majority, to invite a representative of a participating agency that is likely to be responsible for providing or paying for transition services to an IEP Team meeting conducted in accordance with 34 CFR § (b)(3)? Do the words “to the extent appropriate” impose a limitation on this requirement?
Answer:
The regulations specifically provide that, to the extent appropriate, with the consent of the parents or a child who has reached the age of majority, in implementing the requirements of § (b)(1), the public agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services (34 CFR § (b)(3)). See also 34 CFR § (b)(2) (requiring consent of the parent or child who has reached the age of majority for disclosure of personally identifiable information to officials of an agency responsible for providing or paying for transition services). Paragraph (b)(1) of 34 CFR § requires that a child with a disability be invited to an IEP Team meeting if a purpose of a meeting will be the consideration of postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under 34 CFR § (b).
This consent requirement was included in the Part B regulations to protect the confidentiality of discussions that occur at IEP Team meetings, which other agency representatives would be able to hear as a result of their attendance at such meetings, only because they may be providing or paying for transition services. 71 FR Because the discussions at each IEP Team meeting are not the same, and confidential information about the child is always shared, we believe that consent of the parent, or of a child with a disability who has reached the age of majority, must be obtained prior to each IEP Team meeting if a public agency proposes to invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services. The words “to the extent appropriate” were included in § (b)(3) to allow the public agency to determine that such a representative is not needed at a particular meeting. This phrase does not represent a limitation on the responsibility of the public agency to obtain the consent of the parents or the child with a disability who has reached the age of majority to invite such a representative.
IDEA 2004 deleted the requirement that an LEA take other steps if an invited agency does not attend an IEP meeting during which transition services will be discussed.
If a purpose of a child’s IEP Team meeting will be the consideration of postsecondary goals for the child and the transition services needed to assist the child in reaching those goals, the LEA, to the extent appropriate, and with consent, must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services to attend the child’s IEP Team meeting. However, if the participating agency does not attend the meeting, the LEA is no longer required to take other steps to obtain participation of an agency in the planning of any transition services.
[34 CFR (b)(1) and (3)] [20 U.S.C. 1414(d)(1)] 22 22

23. Age Appropriate Assessments
Describe the results of any age appropriate assessment.
Remember assessment can be formal or informal. However if you used an assessment tool that is specialized for the student and not given to all students in your district you must remember your assessment plan!
Don’t forget to also update information in the present levels of performance annually.
Remember formal assessment requires an assessment plan and a written report. 23

24. Post-Secondary Training or an Education Goal
Authority:
The requirements for the content of the IEP related to transition services are found in 34 CFR § (b).   
Question F-1:
Must an IEP include measurable postsecondary goals based on age-appropriate transition assessments for every 16-year-old student with a disability regardless of the student’s skill levels relating to education, employment, and training?
Answer:
Yes. Under 34 CFR § (b), the IEP for each child with a disability, must, beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually thereafter, include (1) appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and (2) the transition services (including courses of study) needed to assist the child in reaching those goals. This requirement applies, whether or not the child’s skill levels related to training, education, and employment are age appropriate. In all cases, the IEP Team must develop the specific postsecondary goals for the child, in light of the unique needs of the child as determined by age-appropriate transition assessments of the child's skills in these areas.
A Post-Secondary Training or Education Goal is Required of all students based on the age appropriate assessment.
Note if the goal is supporting another annual goal.
Must indicate who is responsible for the goal. (Recommend indicating ITP Team, however some districts request that you indicate adult student and parents – please verify with your administrator) 24 24

25. Post Secondary Employment
Question F-4:
The regulations in 34 CFR § (b)(1) require that appropriate postsecondary transition goals be measurable. Must public agencies measure achievement of the goals once a student has graduated or has aged out?
Answer:
There is no requirement for public agencies to determine whether the postsecondary goals have been met once a child is no longer eligible for FAPE under Part B of the IDEA. Under 34 CFR § (a), FAPE must be made available to all children residing in the State in mandatory age ranges. However, the obligation to make FAPE available does not apply to children who have graduated from high school with a regular high school diploma (34 CFR § (a)(3)(i)) or to children who have exceeded the mandatory age range for provision of FAPE under State law (34 CFR § (a)(1)). When a child's eligibility for FAPE pursuant to Part B of the IDEA terminates under these circumstances, in accordance with 34 CFR § (e)(3), the LEA must provide a summary of the child's academic achievement and functional performance, including recommendations on how to assist the child in meeting the child's postsecondary goals. However, nothing in the IDEA requires the LEA to measure the child’s progress on these postsecondary transition goals, or provide any special education services to the child after the child has graduated from a regular high school or exceeded the mandatory age range for FAPE.
A Post-Secondary Employment goal is required of all students based on the age appropriate assessment.
For all post-secondary goals, they must be measurable.
Remember you are not held responsible for the student reaching the goal, but are held responsible for activities and services in preparation of the goals. 25 25

26. Post Secondary Independent Living (If Applicable)
A Post-Secondary Independent Living Goal is required, if necessary.
IDEA is vague on defining exactly when it is appropriate, but most people argue that this is for any student not on a diploma tract.
Most transition specialist agree that best practice is to indicate a goal for all students, and do not rely on diploma track as an indicator.
Remember assessment, drives unique goals, including post-secondary goals! 26

27. A Coordinated Set of Activities
The development of a “coordinated set of activities” has been a challenge to many special educators. Part of the challenge has to do with understanding that this “statement” is not a sentence or pull down menu from a list of possible suggestions. This “statement” is a “broad accounting of what will happen, when it will occur, who is involved and who is responsible”.
The activities/strategies are not just annual goals, short term objectives or benchmarks, or specific services. In order to write these statements and do this type of planning, special educators need to think big picture and plan beyond just 12 months, age 18, and age 22.
(O’Leary & Collison, 2007) 27 27

28. So Why Annual Goals Too?
CDE has interpreted the DOE request for updated compliance to also include a verification that annual goals have also been included in the IEP related to the student’s transition services needs?
Big picture…remember “coordinated set of activities.”
A-105 TRAN_REG Is (are) there annual IEP goal(s) related to the student’s transition services needs?
Definition: Determination that there are annual IEP goals related to student’s transition service needs.
Purpose: To comply with requirements under 20 U.S.C (d) (1) (A) (i)(VIII) (aa), 1416 (a)(3)(B) 28 28

29. Annual Goals
Should include at least one annual goal that helps support a post-secondary goal
Make sure to indicate on the Annual Goal Page which area of Post-Secondary Goals it supports 29

30. Key Points to Remember Regarding Post-Secondary Goals
Post-secondary goals must be measurable
These are not the same as annual goals
Goals must be written beyond secondary school
Must review the goals annually, but do not necessarily have to change them annually
Must be based on age appropriate assessment 30 30

31. Transition Related Services
Transition Service codes are taken directly from your SELPA adopted Local Plan.
Originally CDE was going to cross reference a 800 transition service code for each post-secondary goal.
At the time of this presentation that is no longer the scenario foreseen for compliance purposes.
Important Update:
Transition Service Code (Required) will be changed to:
Transition Related Service Code as Appropriate:
(Transition Related Service elements outlined on Services Page of IEP) 31

32. (860) Mentoring
Mentoring is a sustained coaching relationship between a student and teacher through on-going involvement and offers support, guidance, encouragement and assistance as the learner encounters challenges with respect to a particular area such as acquisition of job skills. Mentoring can be either formal as in planned, structured instruction or informal that occurs naturally through friendship, counseling and collegiality in a casual, unplanned way. 32

33. Activities to Support Post Secondary Goals
Important Update:
Activates to Support Transition Service will be changed to:
Activities to Support Post Secondary Goal:
Remember that IDEA's definition of transition services states that these are a “coordinated set of activities” designed within a results-oriented process.
Specific activities (instruction, related services, community experiences, and if appropriate, acquisition of daily living skills) are mentioned in the law which gives the IEP team insight into the range of activities to be considered in each of post-secondary domains.
If the student’s transition to the adult world is to be facilitated. A spectrum of adult activities is evident and should be noted, from community to employment, from being able to take care of oneself (e.g., daily living skills) to considering other adult objectives and undertakings. (NICHCY, 2010) 33 33

34. Activities to Support Transition
“activities” can be just that…general activities that all students may participate in that helps support adult transition
Do not necessarily need an IEP or DIS services to accomplish this activity
Examples:
10th Grade Counseling
Career Day for All Students
General Education CAHSEE Prep Classes 34

35. Community Experiences to Support Transition
Minor Update:
Community Experiences Appropriate will be changed to:
Community Experiences as Appropriate:
Question F-2:
May community access skills be included in the IEP as independent living skills?
Answer:
The IEP Team must determine whether it is necessary to include appropriate measurable postsecondary goals related to independent living skills in the IEP for a particular child, and, if so, what transition services are needed to assist the child in reaching those goals. Under 34 CFR §300.43, the term "transition services" is defined as "a coordinated set of activities for a child with a disability…to facilitate movement from school to post-school activities," and include among other activities, "independent living, or community participation." Based on the assessment of the student's independent living skills, the IEP Team would need to determine whether transition services provided as community access skills are necessary for the child to receive FAPE. If so, those skills must be reflected in the transition services in the child's IEP.
The term “transition services” …
Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation. 35 35

36. Examples of Community Experiences
Three visits to community college
Help at his/her local worship center
Job shadow other peers
Visit or sign-up for local recreation leagues or fitness center
Taking public transportation to access a variety of activities 36

37. Related Services
Supportive services that are required to assist a child with a disability to benefit from special education. Related services include transportation, developmental and corrective services, speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation (including therapeutic recreation), counseling services (including rehabilitation counseling), orientation and mobility services, and medical services for diagnostic or evaluation purposes. Related services also include school health services, school nurse services designed to enable a child with a disability to receive a free appropriate public education as described in the child's IEP, social work services in schools, and parent counseling and training. 37

38. Course of Study
Required to assist the child in reaching post-secondary goals
Recommend incorporating school counselors as part of the process
If Certificate of Completion, define what types of courses or learning experiences will post-secondary goals 38

39. CAHSEE
Document status on the CAHSEE 39

40. Age of Majority
Required once prior to, or on the student’s 17th birthday to receive instruction as to transfer of rights
If student requires future supports on decision making, document the discussion as a team but one should not advocate 40

41. CASEMIS Questions (SEIS Users)
For SEIS Users only, there area series of questions also attached to the ITP Page 1 that collects information for CDE regarding transition compliance
If you completed the ITP as discussed in this training you should be able to answer Yes to all the items 41

42. Example: Disney Land (Mild)
Disney Land is a Junior at Anaheim High School. Disney has scored 345 on her Math CAHSEE and passed the ELA CAHSEE. Recent inventory assessments indicate that Disney enjoys working with others and would do well in a service orientated career. Disney’s teachers confirm this assessment and report that she is active in Best Buddies at school. Disney reports that she is interested in traveling when she gets older and enjoys learning about different cultures. However, she hates math! Disney would like to go to college but is not sure she wants to go to a four-year college. Disney is currently on-track for a high school diploma but still needs to pass Algebra I.
Let’s plan!
Question F-3:
If an IEP Team chooses to address transition before age 16 (for example, at age 14), do the same requirements apply?
Answer:
Yes. The regulations provide, in 34 CFR § (b), that beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include (1) appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and (2) the transition services (including courses of study) needed to assist the child in reaching those goals. If the IEP Team for a particular child with a disability determines that it is appropriate to address the requirements of 34 CFR § (b) for a child who is younger than age 16, then the IEP for that child must meet the requirements of 34 CFR § (b). 42 42

43. ITP Disney Land in Attachments43

44. Example: Dana Point (Moderate)
Dana Point is a Senior at Laguna Beach High School and has a diagnosis of Autism. Dana has attended a mixture of courses while in school while working both on a high school diploma as well as functional skills. Dana is excellent with computers and math is her area of strength. In fact Dana passed the Math CAHSEE and Algebra I during her Sophomore year. Although her academic skills are strong, Dana has a lot of unique needs in the areas of social skills as well as independent living skills. Dana has expressed for a long time that she plans to attend the same college her father and older brother attended and the family has confirmed the desire for Dana to transition to a four-year college eventually. Dana’s computer teacher reports that she excels in programming and Dana has expressed a desire to continue with more advance computer skills courses. 44

45. ITP Dana Point in Attachments45

46. Example: Diet Coke (Severe)
Diet Coke is 19 years old and currently and is currently functioning at about the 24 to 48 month level on most skills. Diet has participated in functional classes throughout his education and is conserved by his aunt. Diet does live in a group home and Regional Center has reported that the placement in which Diet currently resides will continue to support Diet after the age of 22. Diet performs well on a number of sorting tasks in school but when given directions of more than two steps he often becomes frustrated and physically aggressive. Diet’s aunt would like to see him out in the community but plans on sending him to a Day Program. Diet enjoys travel training exercises and will often sit through a whole Pixar movie without interruption. 46

47. ITP Diet Coke in Attachments47

48. Resources
The following websites have resources to assist teachers in planning exemplary transition plans and programs

49. National Secondary Transition Technical Assistance Center

50. Grossmont Union High School District

51. Ventura County SELPA Website

52. Kings County Office of Education

53. Questions & Answers Wrap up
The Road to Success