1. Transitioning to Adulthood
Robin Miller, BCS EC Curriculum Manager
Gary Barton, ACS Transition Coordinator
Joel Murray, Vocational Rehabilitation

2. What is Transition
Defined as a “Coordinated set of activities that is…
Designed to be within a results oriented process
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
Postsecondary education
Integrated employment
Continuing and Adult education
Adult services
Independent living or community participation

3. The Transition Plan Drives the IEP
Must be done BEFORE the IEP so that outcome goals and activities will be reflected in the IEP
Consists of:
Choosing an Appropriate Course of Study
Outcome goals (for AFTER graduation)
Transition Activities- Steps to take to reach outcome goals
IEP goals to address skills that the student needs to learn
Be sure to differentiate between 14 years old and 16 years old.

4. Courses of Study For 9th Graders Entering 2009/2010 and later
Future - Ready Core
For 9th Graders with IEPs entering 2000 and later
Occupational Course of Study
For 9th Graders Entering Between 2000/ /2009
College/University Prep
Career
College Tech Prep

5. Graduation Requirements
IEP teams can not alter Graduation requirements and have the student obtain a diploma
Local Education Agencies (LEAs) can add additional local graduation requirements (Example: Buncombe County and Asheville City require 28 credits for graduation)

6. Student Involvement is Critical
Students need to be able to communicate their interests and preferences.
IDEA requires them to attend – issued their own invitation.
Students who have greater involvement in setting transition goals are more successful in achieving their goals.
Actually, when possible, the student should be leading / direct their meeting.
“Nothing about me without me”

7. Parent Involvement is Critical
Parents have insight & information unavailable to school personnel.
Are a valuable source of information about the students strengths and needs.
Parent “Buy-in” is essential to successful transition plans and accomplishment of student goals as goals focus on both in and out of school activities that lead to post-school success.
Should have parents complete their own Transition Assessment

8. Where do we begin? Student interests (Interest Inventories)
Transition Assessment for parents
Other Transition Assessments (Ability assessments, Personality styles, learning styles, etc..)
Information from other agencies involved with the student

9. Backward Planning
Start with post school outcomes GOALS Think BACKWARDS as to what you would need to know or do (steps you would take)
What steps would I need to take in order to reach my goals?
Each “STEP” becomes an ACTIVITY that must be completed to reach the GOAL
Example of out come goals

10. Who should attend the Transition Meeting?
The STUDENT
The PARENT(S)
Sp. Ed. Teacher
Local Education Agency representative (LEA)
Regular Education Teacher
Related service providers (if there are any)
School Guidance Counselor
Community Agency representative(s) esp. (Vocational Rehabilitation, Child and Family Team, Mental Health Support, Developmental Disabilities case manager/care coordinator etc..)

11. Post-School Outcome Domains
Employment – Where is the student going to WORK after graduation? How many hours?
Post-School Education/Training – Where & how is the student going to continue to LEARN & develop skills after graduation? What are the options?
Independent Living – How will the student LIVE and ACCESS the community as independently as possible

12. Determining Goals (Outcomes)
Must be STUDENT driven
Based on student’s:
Preferences P
Interests I
Needs N
Strengths S

13. Post-School Outcomes GOALS
Goals that are written to express what they want to do AFTER high school.
Goals that are based upon age appropriate transition assessments related to education, training, employment, and, when appropriate, independent living skills.
All Goals MUST BE MEASURABLE – ones you can visually see have been accomplished

14. Examples of Outcome/Goals
After high school, Nellie will attend community college in order to obtain CNA I & CNA II certification.
After high school, Sam will live at home while attending college & move into his own apartment upon completion.
Early: After high school, Bill will work full-time in an area related to human services – Later: After high school, Bill will work in a supported employment mobile work crew in the area of custodial cleaning.
Pull up Easy IEP and show examples in Tony Test

15. Transition Activities
Are the STEPS that need to be taken to ensure attainment of Outcome Goals
Occur while student is in school
Address something that the student, parent, school or agency does
Usually cover only one year but can cover more than one.
Address up to 7 areas
Instruction - Related Services
Community Experiences - Employment
Adult Living Skills - Daily Living Skills
Functional Vocational Evaluation

16. Activity Areas to be addressed
Instruction (formal strategies to teach a skill)
Related Services (in-school + projected adult)
Community Experiences (services & leisure act.)
Employment (training & education needed for job)
Adult Living Skills (skills used “as needed”)
Daily Living Skills (required for day-to-day functioning)
Functional Vocational Evaluation

17. Examples of Activities
Instruction - Take required college admission test. Learn to use a communication device.*
Related Services – Identify company to repair wheelchairs.
Community Experience – Identify community transportation options
Employment – Learn interviewing skills*
Adult Living Skills – Set up a savings account
Daily Living Skills – Learn basic budgeting skills*

18. From Transition Goals to IEP Goals
2016
Get job At
Lowes
From Transition Goals to IEP Goals
Activities
Employment
Outcome
2015
Job
Shad.
&
Apply
2014
Learn
Job
App.
Skills
2013
Learn
Interview
Skills
IEP Annual Goals
PLP +
Goals & Objectives
PLP +
Goals & Objectives
No goals for Shadow
PLP + Goals for applications

19. Additional Information
NC State Acronyms
Vocational Rehabilitation (VR) links and services
Local Management Entity (LME)

20. Questions???

21. For more information please contact
Robin Miller: Buncombe County Schools EC Curriculum Manager (828)
Gary Barton: Asheville City Schools Transition Coordinator (828)
Myra Hill: Vocational Rehabilitation
Region