1. Transition and the IEP Why is effective transition planning important?

2. Why transition planning? “ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for employment and independent living.” (34 CFR S300.a(a))

3. Why Transition Planning?  Helps student achieve his/her dreams  Prevents dropout  Increases graduation rate  Increases enrollment in post-secondary education  Improves employment rates

4. Employment Statistics  53% of youth work full time  63% earn $5.70-$9.00  52% of EBD youth are unemployed 4 years after high school www.posthighsurvey.org

6. Who needs a measurable postsecondary goal? Any student who will turn 14 during the timeframe of their IEP, or younger, if determined appropriate by the IEP team as required under IDEA 2004.

7. What is a measurable postsecondary goal? A statement based on age appropriate transition assessment that articulates what the student would like to achieve after high school taking into account the student’s strengths, preferences and interests.

8. What information should we get from transition assessment?  Student’s preferences and interests  Family preferences for the student  Self-determination knowledge and skills  Cognitive Strengths  Community Participation  Independent Living Skills  Vocational Skills  Physical and Mental Health Status  Academic Interests  Learning Styles  Student and Family Support Needs

9. Measurable Postsecondary Goal Areas  Training/Education  Employment  Independent Living (where appropriate)

10. Example of Transition Goal John – 20 year old student with a severe disability who will attend adult day services and live in an apartment with full time support Goal – John will enroll in an adult day services center and participate in part time basic self help skills training and part time volunteer vocational experiences while living in an apartment with full time support.

11. Transition Page of IEP  Multi-year list of courses based on student’s preferences and interests  Coordinated set of activities and determine which outside agency, if any, needs to be invited to the IEP meeting (parent consent needed)

12. Outside Agencies  Children and Youth with Special Health Care Needs  Options for Independent Living  Aging and Disability Resource Center  Social Security Office  Division of Vocational Rehabilitation  County Human Services Department  Specialized Limited Funding for Youth with Developmental Disabilities  County Economic Support Program  Aspiro  CP Center  Clarity Care  Improved Living Services, LLC  Innovative Services  NEW Curative  Paragon  Technical /College Representatives  Social Services  Mental Health

13. Purpose of Course of Study Increase Graduation Rate Prevent Drop Out Achieve Measurable Postsecondary Goals

14. Need in Development Student Involvement Transition Assessment Results Learning Style

15. Coordinated Set of Activities  Need to be specific to the student  Designed with results in mind  Focus on improving academic and functional success  Based on measurable goals  A minimum of 2 years is listed  Coordinated between school, family, student, and outside agencies

16. Instruction Formal or Informal imparting of knowledge or skills, such as: Visit College Campuses Meet with Student Support Services Practice Social Skills Apply for ACT with Accommodations Learn about Employability Skills Schedule a Work Experience

17. Related Services Activities that will help in determining if related service needs will continue beyond school, help to identify what agency will provide the services, and help to identify how the student and parent can access those services before the student leaves school. Identify potential post school providers of related services and funding sources Visit potential post school providers Orientation and mobility services

18. Community Experiences These are activities that are provided outside the school building and that prepare the student for participation in community life. Able to make and keep appointments Able to get around in the community Join a community organization

19. Employment Activities that focus on development of work- related behaviors, job seeking and keeping skills, career exploration, training, apprenticeship or employment. Practice completing job applications Participate in chores at home Get a part-time job

20. Post-School Adult Living Activities that are done occasionally, such as: Registering to Vote Filing Taxes Obtaining a driver’s license Renting or buying a home Accessing Medical Services Obtaining Insurance Accessing adult services like Social Security

21. Daily Living Skills Activities that adults do almost every day, such as: Preparing meals Budgeting Maintaining a residence Paying bills Caring for clothing and personal grooming

22. Functional Vocational Evaluation Information gathered through situational assessments in the setting where the job is performed related to career interests, aptitudes and skills. Observable work samples Interest Surveys Aptitude Surveys Complete Application to DVR

23. Transition Planning is the focus of the IEP. These goals are legally binding and should be realistic based on student needs, preferences, and interests. Transition is the most checked area of the IEP by DPI.

24. Example IEP Annual IEP Guide IEP Checklist 2 Example IEPs for EBD students – different needs