Presentation on theme: "Transition Plan Writing for the 2009-2010 School Year."— Presentation transcript:
Transition Plan Writing for the School Year
Agenda Overview of Transition Plan – Jill Miller – 30 minutes Handouts for Annual Review – 10 minutes Opportunity to Ask Questions regarding Annual Review –remainder of block
What is Transition? 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.
In this section, include information from: –age-appropriate transition assessments –student and family input –preferences, strengths and limitations as they relate to future planning
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
Desired Measurable Outcome/Completion Goals Must include goals in the following areas: 1.Education/Training Examples –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
Desired Measurable Outcome/Completion Goals 2.Employment Examples: –Brian will become a history teacher –Melissa will be employed in a local Day Care Center –Zach will obtain a job at the local car dealership –Sally will participate in a supported employment program in the community
Desired Measurable Outcome/Completion Goals 3. Independent Living (address as appropriate) Examples: –Brian will live on campus –Melissa will get an apartment after graduation –Zach will manage his finances and get an apartment –Sally will reside in a supported living facility
Areas of Measurable Transition IEP Goals Education and Training Development of Employment Community Participation Adult Living Skills and Post- School Options Related Services Daily Independent Living Skills (if appropriate)
Measurable Transition IEP Goals These should be goals that directly relate to the how, when, where, and what is needed to complete the Post- Secondary Outcome/Completion Goals There must be at least one measurable Transition IEP Goal for Education/Training and Employment Adult Living Skills should have a measurable Transition IEP Goal if there is an Outcome/Completion Goal for Independent Living Should be attainable within a year
Transition IEP Goals
Transition Activities and Services What activities and services are needed to achieve this goal? (Measurable Transition IEP Goal) These are the steps to reaching the Transition IEP Goals Can be activities to be completed at school, home, or in the community These are not objectives… no need to repeat IEP goals and objectives
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 If the participating agency does not attend, document other action for agency linkages
Date of Completion and Achieved Outcome Update when each goal is achieved and what the outcome is Completion dates for each activity must be entered by the date of the annual review Best practice is to check in with the family and student more often and enter dates as completed
Possible Transition IEP Goals for Goalview: Version by 1/09 Transition Committee Education/Training Transition IEP Goal (level 3)Activity/Service Objective (level 4) Student will identify (X) colleges/universities and/or technical schools of interest Meet with college/university/technical school representatives at school. Attend college fair. Visit 2 to 3 campuses of interest. Visit career lab 2 times a semester. Visit GAcollege411.org web site to identify 4 colleges. Identify all requirements for entry into college or technical school Student will fulfill all requirements for entrance to desired postsecondary institution. Complete and submit application. Send high school transcripts and SAT/ACT/ASSET or COMPASS scores to schools of interest Obtain letters of recommendation from selected teachers. With parental permission and support, student will investigate (X) financial assistance programs for postsecondary education. Meet with Vocational Rehabilitation Counselor to create work plan. Investigate scholarships (resource: GA411). Complete and submit FAFSA forms. Apply for Vocational Rehabilitation Services. Apply for waiver program through DHR services. Student will select courses preferred by postsecondary institution Inquire with admissions program at selected postsecondary institution about preferred courses. Student will apply to Vocational Rehabilitation for vocational evaluation and employment assistance. Obtain application from CTI counselor or other source. Student will receive training in (X) employment placements. Participate in CBVI Program. Participate in Work/Study Program Participate in CBI program. Participate in independence training activities in the classroom. Student will take active role in planning and participating in next IEP meeting Make introductions at IEP. Present results from vocational evaluations. Plan and/or clarify IEP objectives and criteria. Student will identify (X) characteristics of disabilityTake learning styles inventory. Research effects of disability. Student will request (X) needed accommodations appropriate to disability Student will request needed accommodations from classroom teacher. Student will request needed accommodations on SAT/ACT/Compass/Asset test. Student will investigate (X)day-habilitation programsTour minimum of 2 area programs. Learn and begin the process for entry in selected option.
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.
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.
Summary of Performance Be sure the SOP is “student friendly” and helps the student know what his/her strengths and weaknesses are!!! Also be sure that the student receives a copy of the SOP This document is what the caseload manager and the team make it!!!!!