Transition Plan Writing for the School Year

Transition Manual Georgia Department of Education - Special Education Transition Georgia Department of Education - Special Education Transition

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.

IDEA 2004 Student must attend or system must take steps to ensure student’s preferences and interests are considered when developing the transition plan. Parent should receive notice the student is invited, that this is a transition plan meeting and be informed of any other agencies that are invited.

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

Post-Secondary Outcome Goals These goals should be in the areas of: – training/education – employment – independent living With measurable IEP Transition goals that are used to reach the post secondary goals in the areas of training and education, related services, community experiences, employment/post school and daily living if appropriate.

State Law A Transition Service Plan will be completed beginning not later than the first IEP to be in effect when the student enters the ninth grade or sixteen years old or younger if appropriate by IEP Team and updated annually When appropriate or by parent request, transition plans can be developed before the mandated time

Notification Parent should receive notice That the child is invited Which other agencies are invited That the purpose of the meeting also includes transition services or needs Note- the parent or child (if 18 years or older) must give permission for any outside agency to attend the IEP/Transition meeting

Student Attendance If the student does not attend, the school system must take other steps to ensure that the child’s preferences and interests are considered.

Successful Transition Planning Involvement of the family Self-determination and student choice Variety of support services Person-centered planning

More Successful Transition Planning Appropriate secondary curriculum Community experiences Interagency cooperation/Interagency Transition Council Career development

Members of the Transition Team Student 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

The IEP At the beginning of the IEP meeting, the IEP Team will develop the transition plan. This transition plan will serve as a guide to the development of the rest of the IEP. The present levels of performance documents the student’s current levels, strengths, and weaknesses. This information drives the development of the IEP goals and objectives. The Team will also identify the skills and supports needed to reach each transition goals.

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

Transition IEP Goals

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 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

Example of Transition IEP Goal and Activities Goal: Taylor will pass classes required to graduate high with a general education diploma Activities: Complete and turn in homework; Attend classes on a regular basis; study and pass tests

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

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.

Additional Information FAPE is available to all children with disabilities ages 3 until 22 nd birthday who have not graduated from high school with a regular diploma. Graduation from high school with a diploma constitutes a change in placement and requires prior written notice

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