3What is Transition within the IEP? Transition is the movement from school to post school environments:EmploymentPost Secondary EducationLiving arrangementsCommunity InvolvementSuccessful transition requires support from multiple sources for the student and his/her family to make choices, develop connections, and access services.
4Disability Education Act 2004 Individual withDisability Education Actstudents should be invited to their IEP meetingplan should be written by HS or age 16
5State and Federal Law Defines transition services as: A coordinated set of activitiesResults oriented processAppropriate measurable postsecondary outcome goals based on age appropriate assessments.Collaborative approachStudents with Disabilities were receiving services during school years, but unable to navigate their way through adulthood – most likely to lose their job, unable to successfully meet adult living demands and often dropped out of college.
6When do we begin transition planning? It’s right under our nose……AcademicsSelf-AwarenessLikes and DislikesCareers Surrounding
7Transition Goals and Activities for All Students: It’s all in the planning and preparation……..Career Exploration and Planning*Education and Training*Self-AdvocacySelf-AwarenessPreparation for IndependenceDaily Living SkillsRelated ServicesWhat types of activities would we ask a student to do for these areas and why are they important?
8What does it involve? Exploration and Dreaming Asking Why or what about?Building on skills and enhancingNarrowing down optionsIdentifying ResourcesIdentifying future needsAwareness, Planning and PreparingCollaboration
9Members of the Transition Team Student (must at least be invited)Parents**Any agency (public or private) that is likely to provide services or to pay for services (with the consent of the parent or child)All other IEP team members
11Transition Plan Components Preferences and Strengthsage-appropriate transition assessmentsstudent and family inputpreferences, strengths and limitations as they relate to future planningsocial, academic, community and home
12Transition Assessment FormalInformalChecklistsPrevious InformationRemember to start in 8th grade…or prior
13Transition Plan Components Cont’d Post Secondary Outcome Goals:Training/educationEmploymentIndependent living (as needed)IEP Transition goals are written to assist the student in reaching and/or re-determining his/her post secondary goals in the areas of training and education, related services, community experiences, employment/post school and daily living if appropriate.
14Desired Measurable Post-Secondary Outcome Completion Goals Goals that reflect student’s personal desires for their future after high schoolShould be clearly stated and as specific as possiblePositively stated.Practical and relevant to transition needsAppropriate given student achievement and functional performance***Ever changing as student explores options
15Desired Measurable Outcome/Completion Goals Education/TrainingExamples: After graduation,Brian will attend a four year college to study HistoryMelissa will participate in on-the-job training to help her gain experience in Child CareZach will enroll in a post secondary school to obtain training in the automotive fieldSally will participate in a day-habilitation program in the community.
16Desired Measurable Outcome/Completion Goals EmploymentExamples: After graduation,Brian will teach history at a 2 year college.Melissa will work as a teacher in a local Day Care CenterZach will work at the local car dealership as a sales rep.Sally will participate in a supported employment program in the community
17Desired Measurable Outcome/Completion Goals 3. Independent Living (address as appropriate)Examples: After graduation,Brian will live on campus while attending college.Melissa will life in an apartment with a roommate.Zach will manage his finances and rent an apartment.Sally will reside in a supported living facility.
18Course of Study Healthcare Science Agriculture Architecture, Construction, Communication and TransportationEngineering and TechnologyMarketing Sales and ServicesBusiness and Computer ScienceEducationGovernment and Public SafetyCulinary ArtsFamily and Consumer ScienceArts and Humanities
19Transition Goals and Activities Measurable GoalsStep by Step ProcessAllows student to narrow options and exploreAnnual Goals
20Transition Goals/Focus Area Education and Training*Development of Employment*Community ParticipationAdult Living Skills and Post-School OptionsRelated ServicesDaily Independent Living Skills (if appropriate)
21Example of Transition IEP Goals Goal:John will select 3 colleges in his identified area of interest (post-secondary goal) and identify entry requirements.Activity: Review GA411 and review colleges that focus on and offer courses in the field of ______.Goal: Kenya will identify 2 transportation options in order to obtain work.Activity: Kenya will review Dial A Ride policies and pick up locations. Kenya will make a list of relatives that are available and identify their schedules and locations.
22Persons and Agency Involved Who will help the student achieve the Transition IEP goal stated?There must be documentation that the Person/Agency was invited to attend and that the parent/student (over age 18) was notified of possible attendance.
23Vocational Rehabilitation and the Transition Process What is VR?
24Date of Completion and Achieved Outcome Update annually when each goal is achieved
25Transfer of RightsAt the IEP Meeting before the student turns 18, the IEP must include a statement that the student has been informed of the student’s rights that will transfer to the student when the student reaches the age of 18.
26Diploma Options HS Diploma FCSS course and academic requirements HS Course DigestException for those on IEP: Math SupportAcademics may be beyond 4 yearsAssessment Requirements:GHS-Writing and EOCT (20%)
27Transition Diploma Post- Secondary Options Diploma OptionsTransition DiplomaIEP GoalsModified CurriculumFocus on Vocational Interests and SkillsReferral to Vocational RehabilitationTransition Diploma Post- Secondary Options
28Summary of Performance For a student whose eligibility terminates due to graduation with a regular diploma or exceeding the age requirements, a public agency must provide the child with a summary of the child’s academic achievements and functional performance, which shall include recommendations on how to assist the child in meeting the child’s postsecondary goals.SOP