4Workshop OutcomesUpon 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.
5Please ensure that cell phones do not ring Name TagRestroomsQuiet Cue
614 credit hours + 1 additional credit every 2 hours TASL:14 credit hours + 1 additional credit every 2 hours9:30-9:4511:30-12:302:15-2:30BreakLunchRaffles
9State Director of Transition Services Thank you to...Jane WinsteadState Director of Transition ServicesTransition Requirements Under IDEIAUpdate 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:
12Outcomes 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)
13OutcomesEmploymentOnly 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)
14Outcomes 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)
15OutcomesEmploymentDespite 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)
16Outcomes 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)
17State 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.
18The Rehabilitation Act of 1973 & Amendments of 1992 ...It’s the LawThe Rehabilitation Act of 1973 & Amendments of 1992
19The 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 ActRequires 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 employmentRequires 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
21School-To-Work Opportunities Act: Passed May 4, 1994Key FeaturesProvided seed money to states and local partnerships of business, labor, government, education, and community organizations to develop school-to-work systemsEmphasis 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 ActIndividuals with Disabilities Education Act (IDEA)
23IDEIA 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, includingpostsecondary educationvocational trainingintegrated employment (including supported employment)continuing and adult educationadult servicesindependent livingcommunity participation
24A 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:InstructionRelated servicesCommunity experienceDevelopment of employment and other post-school adult living objectivesIf appropriate, acquisition of daily living skills and functional vocational evaluation
25...and it is supported by the law Carl D. Perkins ActTech ActTicket to WorkWork Incentives Improvement ActWorkforce Investment ActAmericans with Disabilities ActHigher Ed. Access for Students with Disabilities of 1998
26It just makes sense...Transition planning reduces fears and discomfort experienced by parents or guardiansANDTransition planning empowers students and their parents by providing choices, possibly never considered, about their futures!
27To assist in Meeting IDEIA Requirements for Transition Planning….
28Transition 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.
29Using 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
31ActivityMove 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 roomWith your summer partner, take 2 minutes a piece and discuss what you know about transition planning .
33Making the ConnectionThrough this presentation we will connect the federal/state regulations to best practice for a smooth and effective transition process.
34The Transition Planning Process is Person- Centered. KEY COMPONENTS IN TRANSITIONThe 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
35KEY COMPONENTS…Students Learn to Apply Authentic, Community- Referenced Skills During Their Educational YearsStudents Engage in Employment Experiences that Promote Personal Choice & Allow Each Student to Attain Improved Quality of LifeBusiness Plays an Important Role in Transition PlanningParticipation in Postsecondary Institutions ofHigher Education Are Pursued & Expanded
36KEY COMPONENTS…Each Student Graduates into Paid Community Employment and/or in a Post Secondary Educational OpportunityAll Necessary Connections with Adult Services, Funding Agencies, and Other Supports Are Established and Maintained, as Needed.
37Transition Planning is a That MUST Begin with the STUDENT Team Based Process!That MUST Begin with the STUDENT
38TRANSITION REQUIREMENTS CHECKLISTQuestion 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?
39Student InvitationDoes 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?
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.
43TRANSITION 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?
44Does 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?
45Parent 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.
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.
48In addition to the student and his/her family/extended family, ....
49Transition-Related Educational Service Providers Special education teacher(s)Consulting teacherItinerant/Consultant teacherGeneral education teacher(s)Vocational education teacher(s)School CounselorGED Teacher(s)
50Transition-Related Educational Service Providers (con’t) Work-Based Learning CoordinatorTransition Specialist/CoordinatorTransition Case ManagerParaprofessionalSchool Social WorkerSchool PsychologistSpeech/Physical and/or Occupational TherapistOrientation & Mobility SpecialistNurseIHE Disabilities Support Services Representative
51Agency/ Community Supports Vocational Rehabilitation ServicesOn the Job TrainingSupported Employment ServicesRehabilitation EngineeringTuition for CollegeDevelopmental Disabilities CouncilSupported Living programsSocial activitiesBureau for the BlindReaders for college studentsOne Stop Career CentersCore, Training, and/orIntensive ServicesIndependent Living CenterIndependent living services or trainingSocial Security AdministrationPlan for Achieving Self Support (PASS) PlansInformation on SSI work incentivesState Employment ServicesWork Opportunities Tax CreditState training inventoryDictionary of Occupational Titles“Family” & NeighborsLocal Adult Service Providers
52TRANSITION 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?
53Activity1. 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.
54Transition planning is a team-based, person-centered planning process.
55Motivational Activity What is Person-Centered Planning?Planning ProcessAssessment ToolInterventionMotivational ActivityTeam Building Process
56Person-Centered Planning Five Essential GoalsBeing present and participating in community lifeGaining and maintaining satisfying relationshipsExpressing preferences and making choices in everyday lifeHaving opportunities to fulfill respected roles and live with dignityContinuing to develop personal competencies
57Person-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.
58Person-Centered Planning Components Personal ProfileHistory of the individualAccomplishmentsPreferences and desiresAction PlanningVision for the futureOpportunities & obstaclesStrategies for achieving the visionPreliminary action steps
59Person-Centered Planning Personal Futures Profile ProcessesMAPSPersonal Futures ProfilePATH
60Making Action Plans (MAPS) What isthe story?History?What is theDream?What are thenightmares?What is aMAP?What isPlan ofAction?Who is thisperson?What doesthis personneed?Strengths,gifts,talents?
61Personal Profile Personal Profile A team works to develop an understanding of a focus personSeries of “frames” about the focus personWho is here? Choices People Places Strategies History Hopes & Fears Themes Health Barriers & Opportunities
62Planning Alternative Tomorrows with Hope PATH Collaborative processExtension 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 studentTakes 3 hours to completeGives the student REAL choices about his/her future
63 PATHEight 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).
64Date P.A.T.H. Goals Enrol Grow Stronger Next Months Steps 6 Months Date1. 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 purposeP.A.T.H.GoalsEnrolGrowStrongerNext MonthsSteps6 Monthsfrom nowNowNext FewMonthsWhat 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 toenrol?What do we want or need to achieve in 6 months time126.96.36.199.7.6.2.“Go confidently in the direction of your dreams. Live the life you have imagined.”1.Dreams
66TRANSITION REQUIREMENTS CHECKLISTQuestion 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?
67Share Student Involvement ActivityStudent InvolvementAt your table brainstorm for 3 minutes, on a poster, ways students can participate in the transition process!Share
68Steps 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
69Transition Planning results in establishment of measurable Post Secondary Goals.
70Measurable 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, andThe distinction between “measurable annual goals” and “measurable post secondary goals”(Ed O’Leary 2006)
71Measurable Postsecondary Goals “Measurability” What would one measure?How would one measure whetherthe 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?
72Measurable Postsecondary Goals “Measurability” What would one measure?Two perspectivesStudent - 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.
73Writing 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, andThe extent to which the transition services prepared the student for taking the next step
74How 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
75Measurable Postsecondary Goal Areas Training or EducationSpecific 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.EmploymentPaid (competitive, supported, sheltered); unpaid employment (volunteer, in a training capacity); military; etc.Independent Living, where appropriateAdult 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.)
76Should 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.
77Must there be a measurable postsecondary goal in each area? YES for Education/Training and EmploymentCan be combined into one all-inclusive goal or two or three separate goalsOPTIONAL – (Where appropriate)Independent livingCommunity involvement (NOT referenced in IDEIA)
78Measurable Postsecondary Goals Postsecondary Education/ FOR SALEHouses 'R' usRealtySOLDPostsecondary Education/TrainingIndependent/ Supported LivingEmploymentCommunity Involvement(including a social network & having fun!)LifelongLearners
79Measurable Postsecondary Goals Student/team identifies key attributes -What he/she wants from a jobEmploymentUltimate Outcome:Satisfying CareerLifelongLearners
80Measurable Postsecondary Goals Employment Considerations To be independently employed as ____To be Independently employed??A job with some supportA job with long term supportEmployment through an adult service providerSheltered employment
81ExamplesEmployment: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.
83Measurable Postsecondary Goals Education/Training Considerations Four year college or university to gain a degree in a specific areaFour year college – unsure of areaCommunity college prior to universityCommunity collegeCommunity college for nonacademic courses
84Attend TRC or other technological training center/institute Measurable Postsecondary Goals Education/Training Considerations (continued)Attend TRC or other technological training center/instituteVocational training in specific area of studyNon-academic classes at the local library, UT Extension Program, etc.
85Post-Secondary Education/Training Examples:Post-Secondary Education/TrainingI 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
87Measurable Postsecondary Goals: Independent/Supported Living Considerations Live independentlyLive in a supervised arrangementLive with a friendLive on a military baseLive in a dormLive in a group homeLive in a family home with supportLive in a specialized care facility
88Examples Independent/Supported Living FOR SALEHouses 'R' usRealtySOLDExamplesIndependent/Supported LivingI 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.
89Measurable Postsecondary Goals Postsecondary Education/ FOR SALEHouses 'R' usRealtySOLDIndependent/ Supported LivingPostsecondary Education/TrainingEmploymentCommunity Involvement(including a social network & having fun!)LifelongLearners
90Measurable Post Secondary Goals Community Involvement Considerations To be independently mobile in the community and access servicesTo be independent with support for transportationTo access community with family or friendsTo access community with a providerTo be active in local politics by …To volunteer at …..
91Measurable Post Secondary Goals Community Involvement Considerations (continued) To participate independently in specific activitiesTo join specific facilitiesTo engage in specific activities with family or friendsTo engage in specific activities with a providerTo participate in group activities supported by a provider
92Examples 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
93TRANSITION 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/AB. employment ___yes ___no ___ N/AC. where appropriate, independent living skills ___yes ___no ___ N/AQuestion 14: Is (are) there annual IEP goal(s) that will reasonably enable the child to meet the postsecondary goal(s)? ___yes ___no
94Can a Student have More than One Postsecondary Goal in a Postsecondary Goal Area? YesFor instance: postsecondary goals for residential and community participation under the area of “Independent Living”
95EXAMPLE #1 (as two separate goals) 1. Training/EducationAfter high school, I/David will get on the job training to become a farmer.2. EmploymentAfter high school, I/David will work full time as a farmer.
96OR (as a combined goal)1. Training/Education and EmploymentAfter high school, I/David will get on the job training while working full time as a farmer.
97Example #2 (as two separate goals) 1. Training/EducationAfter high school, I/Mary will enroll at UW-Eau Claire in the teacher training program.2. EmploymentAfter high school, I/Mary plan(s) to work full time as a teacher.
98OR (as a combined goal)1. Training/Education and EmploymentAfter high school, I/Mary will enroll full time at UW-Eau Claire to prepare me/her to work full time as a teacher.
9914 year old student with a specific learning disability 1.Training/EducationAfter high school, Eric will get on the job training in an area related to dirt bike racing.2. EmploymentAfter high school, Eric will work full time with dirt bikes.3. Independent LivingAfter 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.
10017 year old student with a specific learning disability 1. Training/EducationAfter high school, I will enroll full time at UW-Eau Claire in the nursing program.2. EmploymentAfter 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
101Example Postsecondary Goals National Secondary Transition Technical Assistance Centers September 2006Upon 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)
102Transition Services Planning Desired Post School Outcomes SMALL TOWN PUBLIC SCHOOLSIEP Meeting Date: 05/20/2006Student Name: Billy Ray JonesDOB: 02/29/1986Transition Services PlanningDesired Post School OutcomesEmployment: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.
103Desired Post School Outcomes SMALL CITY PUBLIC SCHOOLSIEP Meeting Date: 05/21/2006Student Name: Patti SmithDOB: 05/29/1988Transition Services Planning (Beginning at age 14, or younger)Has a comprehensive vocational evaluation been administered? (Optional) [ X ] Yes [ ] NoDesired Post School OutcomesEmployment: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 CenterIndependent/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!
104Transition Services Planning (Beginning at age 14, or younger) ACME PUBLIC SCHOOLSIEP Meeting Date: 05/20/2006Student Name: Star Elaine BrownlowDOB: 12/29/1986Transition Services Planning (Beginning at age 14, or younger)Has a comprehensive vocational evaluation been administered? (Optional) [ ] Yes [ X ] NoDesired Post School OutcomesEmployment: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 GeographyGrade 10 Course of Study: Culinary Arts, Math Foundations, English II, Biology I, Wellness & Teen Living, ChorusGrade 11 Course of Study: Math Foundations II, Algebra I, Economics, English III, Government, American history, computer science, chorusGrade 12 Course of Study: Algebra II, English IV, Health Occupations, Work-Based Learning/Health Occupations, Chorus, sociology, driver’s education.
105SHARE 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
106Transition Services Plan Checklist Transition Planning is a PROCESSThe IEP team cannot get it all done in one year! (4-6 Years)Introducing the…..Transition Services Plan ChecklistTo assist IEP teams in addressing a comprehensive and coordinated set of activities across the 4-6 year transition process.
107for Smooth Transitions Best Practice Actionsfor Smooth Transitions
108Pull out your Transition Services Planning Checklist
109CE = Community Experiences I = InstructionRS = Related ServicesCE = Community ExperiencesE&ALO = Employment and Post-School Adult Living OptionsDLO = Daily Living ObjectivesFVE = Functional Vocational EvaluationALI = Agency Linkage and/or Involvement
110TRANSITION REQUIREMENTS CHECKLISTQuestion 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?
113Action 1Share 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 ofhigher education. Providestudent and parent(s)/ guardian(s) with information and materials on post school employment and post secondary education options, agencies and resources.WHEN: YearlyTS code: ALI
115Employment Resources Division of Rehabilitation Services Social Security Administration, including the Ticket-to-WorkOne-Stop Career CentersDivision of Mental Retardation ServicesLocal adults service providers
116Post-Secondary Education/ Training Options Technology CentersJunior College2 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
117Disabilities Services Coordinators from various IHEs Post Secondary Education/Training ResourcesDisabilities Services Coordinators from various IHEs