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Spring 2009 Regional Meetings.  The term “transition services” means a coordinated set of activities for a child with a disability that:  Is designed.

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Presentation on theme: "Spring 2009 Regional Meetings.  The term “transition services” means a coordinated set of activities for a child with a disability that:  Is designed."— Presentation transcript:

1 Spring 2009 Regional Meetings

2  The term “transition services” means a coordinated set of activities for a child with a disability that:  Is designed to be within a results-oriented process... focused on improving the academic and functional achievement of the child... to facilitate the child’s movement from school to post-school activities, including postsecondary education; vocational education; integrated employment (including supported employment); continuing and adult education; adult services; independent living or community participation. What is secondary transition?

3 The Individuals with Disabilities Education Act (IDEA) 2004 Beginning not later than the first individualized education program (IEP) to be in effect when the child is 16 (Oklahoma has designated the age of 14) and updated annually thereafter, the IEP must include:  Appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training/education, employment, and, independent living skills (where appropriate).

4  Ryan is a high school junior with a specific learning disability. Test scores indicate he reads on a fourth grade level and is on the fifth grade level in math. Ryan wants to go into the Air Force, like his father and older brother.  Isabel is twenty-years-old. She is confined to a wheelchair due to the frequent seizures she experiences and her cerebral palsy. She also has a minor visual impairment. Isabel is a lively, caring student who aims to please. She enjoys shopping, and she loves to make gift baskets for her friends and family.

5  Each child, aged 14 and above and on an IEP, must have a postsecondary goal/vision listed on the top of the transition services plan page of the IEP.  This postsecondary goal must address: Education/training and employment. Independent living goals (as needed).


7 “Ryan will join the Air Force and receive on-the-job training. He plans to live on base.”

8 “Within three months of graduation, Isabel will participate in/audit business development courses at the local Career Tech school. With the help of a habilitation training specialist (HTS), Isabel will implement her business plan for a home-based business of custom gift baskets.”

9  The postsecondary goal should drive further development of the transition plan, including annual transition IEP goal(s) found on page two of the IEP.  The annual transition IEP goal(s) must demonstrate the movement toward reaching the postsecondary goal(s).


11  Consider what annual transition IEP goal(s) will assist Ryan and Isabel in working toward their postsecondary goals.  What academic areas do Ryan and Isabel need to improve upon? ◦ EXAMPLE - Annual Education/Training Goal: “Ryan will work on Tinker Air Force Base one day per week as a part of the Work Study program.” ◦ EXAMPLE- Annual Employment Goal: “Ryan will report on 5 possible Air Force occupations that he is interested in, based on research and results from his taking the ASVAB.” ◦ EXAMPLE – Annual Independent Living Skills Goal: “Ryan will demonstrate the ability to balance a checkbook and reconcile financial accounts with 80% accuracy.”

12 ◦ EXAMPLE - Annual Education/Training Goal: “Isabel will demonstrate how to manage a personal income using a budget, 8 out of 10 times.” ◦ EXAMPLE- Annual Employment Goal: “Isabel will research 5 Web sites that tell how to start a gift basket business and report on the steps given.” ◦ EXAMPLE – Annual Independent Living Skills Goal : “Isabel will plan for her self-care (e.g., showering and eating), educational, and recreational activities, five days each week.”

13  If the child is taught to alternate achievement standards, the IEP must also include short-term objectives or benchmarks for each goal. There must be at least two short-term objectives or benchmarks for each goal. Teachers should consider all of the child’s needs and steps necessary to achieve the goal when writing short-term objectives and benchmarks.

14  The coordinated set of activities will assist the child in accomplishing the annual transition IEP goals.  These activities could be provided by the special education teacher, general education teacher, parent, etc.

15  For example, if a child was working toward becoming a welder, some coordinated activities provided by the technology center might include learning job readiness skills (e.g., building a résumé, practicing interviewing skills), competing in competitions using his welding skills, job shadowing, and participating in on-the-job training.  Additional activities may include practicing vocabulary specific to welding and developing math skills needed for the occupation.

16 Coordinated Activities Ryan Take the ASVAB Job shadow different positions at Tinker Visit Air Force recruiter Obtain driver’s license Learn Air Force vocabulary Build resume Practice interviewing skills Open a checking/savings account at local bank Isabel Get her food handler permit Job shadow at a local florist Visit local Career Tech Research entrepreneurship Learn keyboarding skills Open a checking/savings account at local bank

17 The course of study must include the specific course name and not the general core area (e.g., Algebra I as opposed to Math). Courses should be specific to each child and demonstrate progression through the completion of their secondary education.


19 Ryan and Isabel’s Course of Study In what courses should Ryan and Isabel enroll to reach their annual IEP goal(s) and postsecondary goal(s)? Ryan Core courses will be listed individually Auto Mechanics Introduction to Computer Keyboarding class Personal Finance Isabel Core courses will be listed individually Family and Consumer Science Introduction to Computer Keyboarding Business Math

20  Children and parents must be informed about the age of majority and transfer of rights by the time the child reaches 17 years of age.  In the case of a child reaching the age of majority, the notification of meeting will be addressed to the child and a copy will be provided to the parent(s).


22 Local educational agencies (LEAs) should inform parent(s) of their option to seek legal advice if they plan to continue making decisions for their child upon the child reaching the age of majority.

23 IDEA 2004 34 CFR 300.305  At the time of termination of eligibility due to graduation with a regular high school diploma; or because the child exceeds the age of eligibility,  LEAs must provide the child with a summary of his or her:  Academic achievement; and  Functional performance, including recommendations on how to assist the child in meeting postsecondary goal(s).


25 What should be considered?  Test results and interpretations  Accommodations and modifications  Present levels  Goals  Documentation of disability and assessments

26  Self-advocacy skills  Self-disclosure  Soft Skills (e.g., self-management, responsibility, integrity, honesty, punctuality, sociability, working on a team)


28  Ms. Anita Eccard, Associate State Director  Ms. Janet Felton, Coordinator  Ms. Monica McFarlin, Project Coordinator  Ms. Candi Robinson, Technical Assistance Coordinator (405) 522-3248 Secondary Transition Contacts

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