1. Transition Planning: What You Need to Know
Marsha S. Tennant M.Ed
Horry County Schools
High School Learning Specialist

2. Barriers Students Will Encounter As Adults
Maintaining a home
Community involvement
Personal/Social Relationships

3. The Individuals with Disabilities Education Act (IDEA)
Federal statute intended to assure equal access to educational services for students with disabilities.
Provides for a free, appropriate, public education in the least restrictive environment (LRE).
IEP’s utilized for student education planning and monitoring.

4. Definition of Transition
…..A coordinated set of activities for a child with a disability that—
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; (H.R. 1350; Section 602)

5. Definition of Transition (Continued)
(B) Is based on the individual child’s needs, taking into accout the child’s strengths, preferences and intersts; and
(C) Includes
Instruction,
Related Services,
Community Experiences,
Employment and other Post-School Living Objectives, and
Where appropriate Daily Living Skills and Functional Vocational Evaluation.

6. The IEP Connection
“ beginning not later that the first IEP be in effect when the child is 16, and updated annually thereafter—
(aa) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills;
(bb) The transition services (including courses of study) need to assist the child in reaching those goals; and ….
IDEA Amendments of 2004

7. TRANSITION: A USER-FRIENDLY DEFINITION
SKILLS NEEDED UPON EXIT OF HIGH SCHOOL
SKILLS THAT MATCH INTERESTS AND PREFERENCES
LEARNING THAT MAXIMIZES INDEPENDENCE

8. THE IEP TRANSITION TEAM
Student
Parent(s)/Guardian(s)
General Education Teacher
Special Education Teacher
Person to interpret the Evaluation
LEA Representative
Appropriate Agency Representative(s)
Other Individuals, As appropriate

9. CONTENT OF THE TRANSITION IEP
Statement of the Present level of Performance (strengths; parent concerns; evaluation results; academic, functional, & developmental needs)
Measurable Postsecondary Goals (based upon age appropriate transition assessments (related to training, education, employment and, where appropriate, independent living skills))
Transition Services (including courses of study) needed to assist the student in reaching those goals.
Measurable Annual Goals (academic and functional)
Enable the child to be involved in/make progress in general ed.
Statement of special education, related services, supplementary aids, and a statement of modifications to be used.
Statement of participation in statewide testing.
All interagency responsibilities & linkages.
Statement of how progress will be measured and reported.
Age of majority rights, if appropriate.
Projected beginning and ending dates of services.

10. Common Themes for Student Success
Student participation
Family Involvement
Early Focus on Transition
Culturally Sensitive Planning
Comprehensive Planning

11. Special Considerations
Individualized Planning – no cookie cutter formula.
Vocational preparation – should have systematic vocational assessment, exploration and job training. Identify academic, interpersonal and vocational skills needed.
Job seeking & Placement – need structured job-seeking curriculum.

12. Special Considerations (Continued)…
Follow-up and Support Services – need for a link to college support services and coordination.
Academic remediation & Support – students are ill-prepared for the demands of post-secondary school.
Understanding one’s disability – Must accept deficiencies and understand how disability affects learning.

13. Recommended steps before leaving high school
Teach students to set postsecondary goal early and plan the steps needed meet that goal.
Insure that IEP’s meets students’ strengths, weaknesses, interests and needs.
Teach students to know the academic standards being covered and their progress toward mastering these standards.
Facilitate students’ choices of postsecondary institutions early so they will know the entrance requirements and determine if they can meet these requirements.
Make sure that senior year transition plans include the necessary documents to identify them as a student with a disability.

14. Before Leaving High School……
Ensure students connect with Disability Service Coordinators at the postsecondary institutions.
Develop individual student portfolios that represent the student’s knowledge, skills, and successes both in academic and social settings.
Teach students to plan ahead for taking college entrance exams (and request appropriate accommodations).
Provide opportunities for practicing self-advocacy skills.
Develop a support system that includes family, mentors, and peers.
Teach students about their legal rights and responsibilities under Section 504.

15. Transition Programming - Freshman
Develop an understanding of learning disabilities. What is a learning disability.
Develop an understanding of their own learning disability. Build greater self-advocacy skills.
Select courses that will prepare students for college. Access the guidance counselor.

16. Programming for Freshman Cont….
Remediate organizational skill deficits.
Explore career options – planning ahead for present and future events.
Develop greater independence – can the student secure a summer job for work experience.

17. Transition Programming for Sophomore Year
College Prep classes – can’t retreat to lower-track classes.
Planning – student must begin to take active role in transition meetings.
Learning Strategy Instruction – must have those basic skills.

18. Sophomore Year Continued…..
Foster self-determination – advocate for themselves. Modify goals as needed
Career Exploration – often have inability to get beyond present. Can’t see the big picture. Need to actively explore options that are available.

19. Transition Programming for the Junior Year
Explore postsecondary options. Need to learn that to get a good job, must have additional training.
Evaluate LD support systems – find out what services are available at various colleges. Usually are more minimal than found at high school.
Preparation for ACT/SAT – if they don’t do well, should take a course to help prepare.

20. Junior Year Continued…….
Personal Transition file – collect and maintain material for personal file, such as transcripts, medical information, resume, letters of reference, work samples. Narrowing post-secondary options.
Finalize taking the ACT/SAT.
Send off for college applications.

21. Transition Planning for the Senior Year
Filling out application forms. Send in early.
Choose references very carefully. Make sure the letter addresses motivation and student’s potential.
Try and arrange for job shadowing and internship experiences if possible.
Refer student to outside agencies if necessary – such as VR.
Financial forms need to be completed if appropriate.

22. The IEP Team Must Consider. . .
Strengths of the Child
Concerns of the Parent
Student Preferences and Interests
Evaluation Results
Braille or auditory aids
Speech and language concerns
Assistive Technology
Transition Services
Necessary Behavior Strategies, Interventions, and Supports

23. Least Restrictive Environment (LRE)
Regular Education setting must be considered FIRST
If the setting is not satisfactory, what would make it work?
Additional Considerations:
Learning of Peers
Teacher’s Ability to Teach
Scarce Resources

24. Student’s Rights
Beginning at least one year before reaching the age of majority, the student’s IEP must include a statement that he has been informed of his rights that will transfer to him on reaching the age of majority.
Parents are informed about the transfer--UNLESS the student has been determined to be incompetent in a probate court
Parents will continue to receive required parent notices
Self-advocacy training programs may help with this; also use of parent handbook.

25. Placement Decisions occur after the goals/ objectives have been written!!!
Placement is based on the annual goals of the IEP!!!

26. SC Division on Career Development and Transition
SDE works collaboratively with SCDCDT in providing training, etc.
Encourage membership!

27. IEP Process for Transition
Include Student at 14 or younger
Present Levels of Educational Performance
Statement of Transition Service Needs
Statement of Needed Transition Services
Post-school Goals (Vision)
Annual Goals/Short term objectives
14 year old (course of study)
16 year old (linkages)
Adapted from:
copyright 1998, Ed O’Leary