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Transition Planning Preparing our Students for HS, Independence and Adult Living.

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Presentation on theme: "Transition Planning Preparing our Students for HS, Independence and Adult Living."— Presentation transcript:

1 Transition Planning Preparing our Students for HS, Independence and Adult Living

2 Agenda The HS IEP Review HS Curriculum/Supports HS Panel Round Table

3 What is Transition within the IEP? Transition is the movement from school to post school environments: – Employment – Post Secondary Education – Living arrangements – Community Involvement Successful transition requires support from multiple sources for the student and his/her family to make choices, develop connections, and access services.

4 2004 Individual with Disability Education Act  students should be invited to their IEP meeting  plan should be written by HS or age 16

5 State and Federal Law Defines transition services as: A coordinated set of activities Results oriented process Appropriate measurable postsecondary outcome goals based on age appropriate assessments. Collaborative approach

6 When do we begin transition planning? It’s right under our nose…… Academics Self-Awareness Likes and Dislikes Careers Surrounding

7 Transition Goals and Activities for All Students: It’s all in the planning and preparation…….. Career Exploration and Planning* Education and Training* Self-Advocacy Self-Awareness Preparation for Independence Daily Living Skills Related Services

8 What does it involve? Exploration and Dreaming Asking Why or what about? Building on skills and enhancing Narrowing down options Identifying Resources Identifying future needs Awareness, Planning and Preparing Collaboration

9 Members 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

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11 Transition Plan Components Preferences and Strengths age-appropriate transition assessments student and family input preferences, strengths and limitations as they relate to future planning social, academic, community and home

12 Transition Assessment Formal Informal Checklists Previous Information Remember to start in 8 th grade…or prior

13 Transition Plan Components Cont’d Post Secondary Outcome Goals:  Training/education  Employment  Independent 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.

14 Desired Measurable Post- Secondary Outcome Completion Goals Goals that reflect student’s personal desires for their future after high school Should be clearly stated and as specific as possible Positively stated. Practical and relevant to transition needs Appropriate given student achievement and functional performance *** Ever changing as student explores options

15 Desired Measurable Outcome/Completion Goals 1.Education/Training Examples: After graduation, –Brian will attend a four year college to study History –Melissa will participate in on-the-job training to help her gain experience in Child Care –Zach will enroll in a post secondary school to obtain training in the automotive field –Sally will participate in a day-habilitation program in the community.

16 Desired Measurable Outcome/Completion Goals 2.Employment Examples: After graduation, –Brian will teach history at a 2 year college. –Melissa will work as a teacher in a local Day Care Center –Zach will work at the local car dealership as a sales rep. –Sally will participate in a supported employment program in the community

17 Desired 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.

18 Course of Study Healthcare Science Agriculture Architecture, Construction, Communication and Transportation Engineering and Technology Marketing Sales and Services Business and Computer Science Education Government and Public Safety Culinary Arts Family and Consumer Science Arts and Humanities

19 Transition Goals and Activities Measurable Goals Step by Step Process Allows student to narrow options and explore Annual Goals

20 Transition Goals/Focus Area Education and Training* Development of Employment* Community Participation Adult Living Skills and Post- School Options Related Services Daily Independent Living Skills (if appropriate)

21 Example 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. –

22 Persons 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.

23 Vocational Rehabilitation and the Transition Process What is VR?

24 Date of Completion and Achieved Outcome Update annually when each goal is achieved

25 Transfer of Rights At 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.

26 Diploma Options HS Diploma FCSS course and academic requirements  HS Course Digest HS Course Digest  Exception for those on IEP: Math Support  Academics may be beyond 4 years Assessment Requirements: GHS-Writing and EOCT (20%)

27 Diploma Options Transition Diploma IEP Goals Modified Curriculum Focus on Vocational Interests and Skills Referral to Vocational Rehabilitation Transition Diploma Post- Secondary Options

28 Summary 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

29 High School Panel

30 Contact Information: Susan Darlington, Transition Coordinator ext


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