Transition Planning for Students with Disabilities

What is Transition Planning? According to the Federal Definition: (a)Transition Services means a coordinated set of activities for a child with a disability that - activities for a child with a disability that - (1) is designed to be within a results-oriented process, (1) is designed to be within a results-oriented process, 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 including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

(2) is based on the individual child’s needs, taking into account the child’s strengths, preferences and interests, and includes— i. Instruction; ii. Related services; iii. Community experiences; iv. The development of employment and other post-school adult living objectives; and v. If appropriate, the acquisition of daily living skills and provision of a functional vocational evaluation. (2) is based on the individual child’s needs, taking into account the child’s strengths, preferences and interests, and includes— i. Instruction; ii. Related services; iii. Community experiences; iv. The development of employment and other post-school adult living objectives; and v. If appropriate, the acquisition of daily living skills and provision of a functional vocational evaluation.

(b)Transition Services for children may be special education, if provided as specially designed instruction or a related service, if required to assist a child with a disability to benefit from special education. [20 U.S.C. 1401(34)§300.43]

The Statute Further States: B eginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually thereafter, the IEP must include – (1) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills; and (2) The transition services (including courses of study) needed to assist the child in reaching those goals. [20 U.S.C. 1401(34)§ ) ] The Statute Further States: B eginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually thereafter, the IEP must include – (1) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills; and (2) The transition services (including courses of study) needed to assist the child in reaching those goals. [20 U.S.C. 1401(34)§ ) ]

So, what does all that mean?

Transition is… ●A process of teaching/instructing a student with a disability that relates directly to the areas of his or her disability and how that student will access his/her world after they leave high school. ●A set of activities that are directed to instruct a student in the areas that he/she shows deficits in terms of living, participating, working, accessing, and being educated in their community. ●A set of activities that are directed to instruct a student in the areas that he/she shows deficits in terms of living, participating, working, accessing, and being educated in their community. ●A way to link agencies and/or service providers, to students and their parent or guardian before that student graduates from high school, so that student will not have a prolonged wait for services to begin after graduation. ●A way to link agencies and/or service providers, to students and their parent or guardian before that student graduates from high school, so that student will not have a prolonged wait for services to begin after graduation.

For Example: Would you go on a trip without planning? Would you blindly just take off without knowing where you were going, how you were going to get there, where you were going to stay, what type of activities you could expect to participate in, how much money it was going to cost you, and whether or not you were going to have enough money to pay for it? Probably Not!

So, how And Where do we begin? How do you eat an elephant?

One bite at a time!!!!!!!!!!

1) Assess the student for strengths and needs by using: Formal Assessments, Informal Assessments, Interviews, Teacher/Para/ Employer observations (Documented observations), Review Academic and Achievement Information. 2)Take into consideration the students specific disability and how it impacts the way they learn, communicate, react to, and participate in the world (not just learning in school).

3) Determine specific areas of deficit within those areas defined in IDEA post-secondary education/ training (college/university, vocational/technical school, adult education, community education, Warm Springs, Goodwill, Job Corps, etc.) - employment (type of employment; competitive, integrated [short or long-term supported employment], or sheltered. - employment (type of employment; competitive, integrated [short or long-term supported employment], or sheltered.

- adult living skills & post-school options (skills required to live independently; time and money management, social skills, household acquisition and maintenance, advocacy & self-determination) - community participation (skills required to access community; transportation, leisure skills, legal rights, citizenship, communication, and interpersonal relationships.

- Daily Living Skills ( personal health and well being, personal hygiene, any skill that decreases the dependence on others) - Related Services (services that occur now to help child benefit from regular and special education such as; speech/language, occupational therapy, vocational rehabilitation, counseling, or any service that the individual will need to access as an adult)

Are you feeling this way? OR This way?

How Do We Determine this Information? Transition Assessment!

What is Transition Assessment? “ Transition assessment is a planned, continuous process of obtaining, organizing, and using information to assist individuals with disabilities of all ages and their families in making all critical transitions in students’ lives both successful and satisfying.” -Assessment for Transitions Planning (Clark, 1998) O therwise, you are just shuffling O therwise, you are just shuffling the cards to try and figure this the cards to try and figure this information out ! information out !

Types of Assessments 1Academic/Achievement-KBIT-II; WIAT; DAT; DATA-III DAT; DATA-III 2Interest Inventories-SDS; GCIC; RFVII-2 nd Ed. 3Data Collected from CBI/CBVI 4Transition Planning Inventory or other Transition specific Assessment 5Student/Teacher/Parent Interviews 6Learning Style Inventories 7Review of School Records 8Other Assessment Tools

What Does All This Information Tell Us? This information should give us an idea about the “individual child’s strengths, needs, preferences and interests” as it relates to planning for their transition from high school.

Determining Transition Goals Transition Goals/Activities should: 1Be related to the steps needed for the student to achieve his/her stated goals after high school. 2Be realistic based on information gathered during the assessment process. 3Be specific and measurable. 4List who is responsible for assisting student with this goal. 5Record date of achievement of goal.

Transition Goals  Are Global, and non-specific statements. The goals are generalized and based on the students aspirations. Transition Activities  Are the specific steps (can be only a few, or it can be many) the student needs to take in order to reach his/her goals. These steps should be based on:

– –Where the student is in their progression toward graduation (what year in school, how they are doing in school academically, socially, emotionally, etc.). – –How far the gap is between where the student is, and how far they are from their ultimate goal. – –Prioritize activities based on what you think that student can accomplish during one year’s time.

Exercise

Other Information Included In Your CD/Notebook Topic Brief on Writing Transition Goals and Objectives. Examples of Goals and Objectives for each of six areas related to Transition. Copy of the Summary of Performance and Student Perspective questionnaire. High School Transition Planning Checklist. Initial Assessments that I use when assessing students AND 167 Informal Transition Assessments to use if you need more information. Transition 101-My guide for Transition. Ordering forms for some of the assessments. PowerPoint on Establishing an Effective Interagency Transition Council and supporting documents. OTHER JUNK I THOUGHT YOU MIGHT FIND OTHER JUNK I THOUGHT YOU MIGHT FIND BENEFICIAL!! BENEFICIAL!!

QUESTIONS ?

The End! Mary P. Edwards, M.Ed. Transition Coordinator, Liberty County School System