Transition Requirements A Step-by-Step Approach by Tiffany Sanders West KY Educational Cooperative

Transition Requirements

A Step-by-Step Approach

by Tiffany SandersWest KY Educational Cooperative

TransitionRequirements

What is Transition Planning….

Narrow and Broad Perspectiv

The Narrow Perspective

Sees transition as a referral process

Was a record of the past and not a vision of the future.

The Broad Perspective

The entire IEP for every student, beginning at least by 13+ years of age, becomes future-directed, goal-oriented and based upon the student’s preferences, interests and needs.

The Broad Perspective

Student’s needs, preferences & interests considered

Post-school goals identified

Education & instruction mirror student goals

The term “transition services” means a coordinated set of activities for a student with a disability that is designed 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.

Transition (RE)Defined:(IDEA ‘04)

IDE(I)A 2004

The “merging” of IDEA and NCLB”

Special Education should prepare students for further education, employment and

independent living.

Critical Questions for Transition Planning

What Do I Want To Do After High School?

What Skills Will I Need?

What Support Will I Need?

What Do I Need to Work on this School Year?

Student Participation

ABC County SchoolsNOTICE OF ADMISSIONS AND RELEASE COMMITTEE

MEETINGDear Student’s name,I am inviting you to attend a conference to discuss the educational needs of:Student’s Full Name __________________ Date of Birth _______________

PURPOSE FOR CONFERENCE (Check all which apply)To discuss a referral for an individual evaluationTo discuss results of an individual evaluationTo develop, review, and/or revise the student’s IEP and make

placement decisionsX To discuss post-secondary transition needs and/or services

To determine reevaluation needsTo discuss disciplinary actionAt your request to discuss: _______Other: ________

Step 4. Annual goals

Step 3. Transition needs

Step 2. Postsecondary

Step 1. Age-

appropriate Assessment

Step-by-Step Process

Step 5. Transition

Activities/Services(Multi-year Course of

Study)

Transition Requiremen

Step 1. Age-

appropriate Assessment

IDE(I)A 2004: Transition Assessment

Transition assessment is the ongoing process of collecting data on the individual’s (strengths) needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments.

(From: Sitlington, Neubert, & Leconte, Career Development for Exceptional Individuals, 1997, p. 70-71)

What is Age-Appropriate Transition Assessment?

Definition: Activities, assessments, content, environments, instruction, and/or materials that reflect a student’s chronological age

- (Snell, 1987; Wehmeyer, 2002; Ysseldyke & Algozzine, 1995)

Age Appropriate

Elmo will have to go!

Transition Assessment: the Foundation to Effective

Transition Planning

Begin no later than age 13+/grade 8

Gathered over time Consider student’s needs &

interests Reflect current & future

environments

Assessments that meet requirements

ALL STUDENTS State mandated test

scores Current psychological

evaluation data Quarterly grades,

semester grades, progress notes or transcript

Career Interest Inventory Adaptive Behavior Scale and/or Career Skill

Inventory Individual Learning

Plan/IGP Attendance Records

POST-SECONDARY ED State mandated test

scores Current psychological

evaluation data Quarterly or semester

grades or transcript College entrance exam

scores (EXPLORE, PLAN, ACT)

Individual Learning Plan (ILP)

Attendance Records

Gathering Age-Appropriate

Assessments

What?-Student’s Needs, Preferences

and Interests (IEP/ILP);- Student’s Desired Post-School Goals

(IEP/ILP);- Present Levels of Academic

Achievement & Functional Performance (Transition needs statement in the IEP)

Assessments

What?-Student’s Desired Post-School Goals (IEP/ILP):

Education or Training (required)

Employment (required) Independent Living (when

appropriate)

Information

How?Formal Methods - Standardized tests, structured interviews, interest and aptitude inventories……. Informal Methods - Conversations with student and family, person centered planning, interest inventories, checklists, observations, ILP, transcript, attendance….

InformationWho?

-Information MUST come from a variety of relevant sources:-For Example:

Family Student Teachers and other staff Job Coaches Employers Agencies other than school

Present Levels Planning Process

The ARC must know: What skills the student has and

what content the student knows (progress monitoring data).

What students in this grade are expected to know and do (from the curricular documents)

What needs the student has that are not addressed through the curricular documents

Age-Appropriate Assessments

Yearly grades Psychological assessment Adaptive Behavior assessment End of grade test scores Student interview Parent interview Teacher observations

Assessment Strengths

Personal Strengths Friendly & outside interests Met IEP goals Oral expression & interpersonal

skills University goal Possible child care career

Academic Strengths ‘B’ average throughout high

school Standard course of study High average intelligence Short & long-term memory &

problem solving

Assessment Limitations

Personal Limitations

Unsure of career goal

Lack of organizational skills (affect academic and social life)

Academic Limitations

SLD in reading comprehension and written expression

Incomplete homework

Lack of organizational skills (study time)

Step 2. Post-secondary

If a man is called to be a street sweeper, he should sweep streets even as Michelangelo painted, or Beethoven composed music, or Shakespeare wrote poetry. He should sweep streets so well that all the hosts of heaven and earth will pause to say, here lived a great street sweeper who did his job well.

-Martin Luther King, Jr.

When is it required?

beginning not later than the first IEP to be in effect when the child is 16 (15+), and updated annually thereafter

Postsecondary Goal or Goals

Measurable = Countable An outcome, not a process Education or Training (required) Employment (required) Independent Living (when

appropriate) Can be combined into one all-

inclusive goal or two or three separate goals

What is an “appropriate measurable postsecondary goal?”

“postsecondary” Goals for the

student to work toward while in high school in preparation for life after high school

Employment - Competitive

Education - College

Independent Living – With Support

Training – On-the-Job

Middle School Example

John will obtain employment but doesn’t know what he wants to do. He will also participate in a men’s softball league, get his driver’s license, help his elderly neighbors and eventually live on his own.

Based upon informal interviews with Debbie and her parents and information from Student and Parent Surveys, Debbie will attend college following graduation. Her ILP indicates that Debbie’s first career choice is elementary school teacher. Her first college choice is EKU. Debbie and her parents see her living in a dormitory and possibly an apartment while going to college.

Combined PS Goal Example

Required Transition Services Including Statement of Interagency Linkages and Responsibilities

(Post school Outcomes) Postsecondary Goals and Transition Services Needed to Assist in Reaching Goals

(Post school Outcomes) Post-Secondary Employment Goal: Rita’s goal immediately after graduation is to receive job development services (training) from vocational rehabilitation or a community rehabilitation program and to participate in technologically supported self-employment or volunteer work (employment) within 1 year of graduation. Activities and services to move toward goal:

Combined PS Goals Example

Postsecondary Goals and Transition Services Needed to Assist in Reaching Goals

Post-Secondary Employment Goal: Alex’s goal after finishing high school is to increase his work hours (employment) in the business department of a local office supply store, contacting XYZ Adult Agency for employment support services (training). Activities and services to move toward goal:

Allison’s Post-secondary Goals

Postsecondary Goal (Education or Training) Goal: Allison’s goal for after high school is to obtain a four-year degree from a liberal arts college with a major in Child Development.Postsecondary Goal (Employment): Allison’s goal for after high school is to have a career in the field of early childhood education.

Combined PS Goal Example

(Post school Outcomes) Postsecondary Goals and Transition Services Needed to Assist in Reaching Goals

(Post school Outcomes) Post-Secondary Employment Goal: Upon completion of high school, Allison’s goal is to complete courses at a local university to work toward a degree in Child Development to be able to work as a pre-school teacher for a local child care center or school.

Goal Setting

Only 3% of adults have written goals and everyone else works for them.

-Brian Tracy

Step 3. Transition

Transition Requireme

Transition Assessments Target Student’s Needs & Services

Instruction Related

Services Community

Experiences Employment Daily Living

Skills Post School

Adult Living Objectives

Functional Vocational Evaluation

Statement of Transition Needs (Transition PLAAFP)

Transition Needs

XInstruction Related Services Community

ExperiencesX Employment Daily Living Skills Post School Adult

Living Objectives Functional

Vocational Evaluation

Student’s Desired Post-School Outcomes

(First Person)

Employment: After I graduate from high school I want to be: I will obtain a full time job in a daycare or childcare facility.

Recreation & Leisure:

After I graduate from high school, this is what I will do: I will continue to be active in my church’s youth program. I will work-out at the gym, shop and go to movies with my friends.

Independent Living:

After high school graduation, I want to live: I will live in my own apartment within two years of high school graduation

Community Participation:

After I graduate from high school, this is what I will do: I will play on my church’s softball team.

Post Secondary Training & Learning Opportunities:

After high school, I plan to: I will enroll in a four year child development program at Western Kentucky University.Adapted From: Transition Requirements, A Guide for States, Districts, Schools, Universities and Families

“Allison has stated……”

Statement of Transition Service Needs – First paragraph

Who is this student? What is her age? What grade is she in? When does she plan

to graduate? Does she plan to

earn a diploma or certificate?

Allison is an 18-year-old student with a specific learning disability in reading comprehension and written expression. She is on-track to graduate high school in 2009 with a standard diploma followed by entering college in the fall.

Statement of Transition Service Needs – Strengths & Sources

Allison has same age peers and interests outside school. School based strengths in the area of interpersonal skills allow her to work in small groups or with peer to complete group projects and/or assignments. Social strengths in the area of interpersonal skills allow her to have friendships and interests outside of school. She likes to work out at the gym with her friends, go to movies and shop. She plays on her church softball team and is active in other church youth programs.

Allison met her IEP goals for the past two years. A review of her high school transcript reveals a ‘B’ average; end of grade test scores from the 11th grade shows a 3.0 out of a 4.0 scale in reading and math. According to tests of intellectual functioning, administered on 5-23-2006, Allison appears to be functioning in the average range of intellectual ability. Her relative strengths are in the areas of short and long-term memory and problem solving.

A student interview with Allison on November 12, 2007, indicates that she is interested in attending a university to pursue a degree in Child Development. A review of her Adaptive Behavior scores, transcript and interviews with Allison and her mother indicate that Allison has adequate Independent Living skills to manage living on her own following high school graduation.

Evidence of Coordination

A consent form signed by Allison’s father, indicating that the LEA may contact the disability services office at Western Kentucky University

An invitation to conference in the file, mailed to an individual in the disability services office of Western Kentucky University

Invitation to conference of the occupational therapist (assigned by Vocational Rehabilitation) in the file with corresponding parental consent

Statement of Transition Service Needs

X Instructional: needs are: She needs guided notes, taped texts for English, and the use of a computer for her written assignments as well as extended time for tests in order to perform in her college preparatory classes. Both Allison and her parents are concerned that she doesn’t have the organizational skills to manage her study time and her social life. Her lack of organization really shows-up in her 11th grade Algebra class where she has missed turning in several assignments. She needs instruction in organization to complete her high school coursework and to be ready for college and the independent social life it entails.

XEmployment needs are: Allison has gained practical work experience by helping her sister by make materials for her elementary classroom. However, she is unsure if she wants to work with this age range of children and teaching as a profession. She needs opportunities to explore a variety of career options. Her deficits in the areas of written expression and organizational skills are likely to reduce her ability to obtain and maintain employment.

Statement of Affect or Impact

Inefficient time management will hinder her ability to meet personal, social and work related obligations. Allison’s learning disability in the areas of reading comprehension and written expression affects her ability to express her thoughts and needs in written formats resulting in limiting her ability to apply for and receive grants, scholarships, loans and services that will help her realize her personal and professional goals.

Statement of Affect or Impact

Poor comprehension skills affect her ability to meet the demands required by college level courses and living independently. Additionally, if not afforded career planning opportunities, Allison may experience a lack of focus and the possibility of dropping out of postsecondary education. Without assistance in this area as well as a continuation of previous successful interventions, Allison’s postsecondary goals may not be realized.

Step 4. Annual goals

PS Goals Annual Goals

For each postsecondary goal there must be an annual goal(s) included in the IEP that will help the student make progress towards the stated postsecondary goal(s)

Examples of Annual IEP Goals

Andrew will examine how academic and technical skills will prepare him for obtaining, maintaining, advancing and changing employment as evidenced by a score of proficient on a rubric to assess his career exploration and career planning skills. (VS-H-ES-S-3)

(continued)

Sara will compare products and services based on various factors (e.g., price, quality, features, availability, warranties, comparison shopping), to consider when making consumer decisions as demonstrated by progress on curriculum based probes. (PL-HS-3.1.2 DOK 3)

Tom will demonstrate social interaction skills that promote individual well-being and healthy family relationships as demonstrated by showing a 10% growth on progress data. (PL-H-PW-S-SMEH1)

Allison – Annual Goal 1

To assist Allison in her progress toward her post-secondary goal of obtaining a four degree from a liberal arts college, Allison will develop algebra skills and procedures and use them appropriately and accurately, as measured by her homework completion and quiz scores of at least 85% during her senior year, by using a planner to record assignments, prepare questions for class and record formulas for study in the Algebra II course during her senior year. (A.E. 2.8)

To assist Allison in her progress toward her post-secondary goal of obtaining a four year degree from a liberal arts college, Allison will demonstrate strategies for becoming and remaining mentally and emotionally healthy by becoming more organized in all of her classroom and extracurricular activities as indicated by growth of 50% on progress data on teacher made graph.

(A.E. 2.29)

To assist Allison in her progress toward her post-secondary goal of having a career in the field of early childhood, Allison will use strategies for choosing and preparing for a career as evidenced by a score of proficient on a rubric to assess her career exploration and career planning skills (A.E. 2.36 and A.E. 5.4)

Step 5. Transition Services

(Multi-year Course of Study)

Transition Services

The IEP must include transition services that will reasonably enable the child to reach the postsecondary goals.

These transition services may include services that the district/school provides for the child and, if appropriate, any other interagency responsibilities or needed linkages.

Transition Services

For each postsecondary goal, is there at least one of the following services listed?

Instruction Related Service(s) Community Experience(s) Development of Employment and Post-

School Objectives Acquisition of Daily Living Skills (if

appropriate) Functional Vocational Evaluation (if

appropriate)

Transition Service Activities (cont.)

Touring three university campuses, including admissions and disability services office

Paid after school work experience at Target

Volunteer position at Habitat for Humanity

Completing a career preference inventory

Completing an adaptive behavior scale Completing a self-determination scale Participating in extra curricular

activities such as ______________.

Transition Services

49bcont.

Transition Services and Agency Responsible (By age 16 (15+), or younger if appropriate, and thereafter)

Transition Service Agency Responsible

HS will provide a multi-year course of study as outlined in John’s Individual Learning Plan School Staff

HS will provide instruction related to word processing / keyboarding skills (See annual goal) School Staff

HS will provide Physical Therapy to improve independent ambulation

School Staff & Physical Therapist

HS will offer the opportunity for John to take a tour of community college campuses to familiarize him with surroundings

School Staff and GEAR-UP Program

HS will offer assistance to apply for possible college financial aid School Staff & Guidance Counselor

HS will refer Allison to Vocational Rehabilitation for assessment of public Vocational Rehabilitation services.

School staff and Department of Workforce Investment: Vocational Rehabilitation

HS will assist John in his application for college and disability support service

School Staff & Guidance Counselor

Multi-Year Course of Study

49e. As a transition service, the child has a multi-year course of study as outlined in the Individual Learning (Graduation) Plan.

Note: Multi-year means from the current year to the child’s expected year of exiting high school.

Documenting Course of Study

Transition Services Needs (Beginning in the child’s 8th grade year OR when the child has reached the age of 14 (13+) and thereafter)

Does the student’s Individual Learning Plan (ILP) include the student’s course of study?

□ No. If No, do not proceed with development of IEP until ILP is initiated, including the child’s course of study.

□ Yes. (See student’s attached course of study to include current year through graduation or exiting special education)

Do transition service needs focus on the child’s course of study and are they addressed in the Present Levels?

□ No. □ Yes.

Student Participation

ABC County SchoolsNOTICE OF ADMISSIONS AND RELEASE COMMITTEE

MEETINGDear Student’s name,I am inviting you to attend a conference to discuss the educational needs of:Student’s Full Name __________________ Date of Birth _______________

PURPOSE FOR CONFERENCE (Check all which apply)To discuss a referral for an individual evaluationTo discuss results of an individual evaluationTo develop, review, and/or revise the student’s IEP and make

placement decisionsX To discuss post-secondary transition needs and/or services

To determine reevaluation needsTo discuss disciplinary actionAt your request to discuss: _______Other: ________

Other Requirements• ½ PE & ½ Health• Humanities• 7 electives (college bound students must include 2 world languages)

Subject 7th 8th 9th 10th 11th 12th

English r passed

r passed

Math r passed r passed r passed r passed r passed r passed

Science r passed r passed r passed r passed r passed r passed

Social Studies r passed r passed r passed r passed r passed r passed

r passed r passed r passed r passed r passed r passed

The course of study is a description of coursework from the student’s current school year to the anticipated exit year designed to achieve the student’s desired postschool goals. 707 KAR 1:280(19) Complete this plan by: 2) writing in the courses the student plans to take AND b) writing in the electives the student plans to take. On an annual basis review the plan, check the courses the student has passed and make changes to the plan as appropriate.

Multi-Year Course of Study

Place this multi-year plan and the student’s ILP in the student’s ARC Folder to be reviewed annually.

Postsecondary Transition Goals

Postsecondary Goal (Education/Training): Allison’s goal for after high school is to obtain a four-year degree from a liberal arts college with a major in Child DevelopmentActivities and services to move toward goal:

Postsecondary Transition Services

Postsecondary Goals and Transition Services Needed to Assist in Reaching Goals Agency Responsible

Postsecondary Education Goal: Allison’s goal for after high school is to obtain a four-year degree from a liberal arts college with a major in Child Development

Activities and services to move toward goal:HS will provide a course of study that will enable Allison to obtain a

high school diploma (See Annual Goal 1)School Staff

HS will refer Allison to Vocational Rehabilitation for assessment of public Vocational Rehabilitation services.

School Staff and VR

HS will provide opportunities for Allison to practice improving her organizational skills (See Annual Goal 2)

School Staff

Postsecondary Goal (Employment): Allison’s goal for after high school is to have a career in the field of early childhood education.

Activities and services to move toward goal:HS will assist Allison’s efforts to obtain part time employment in a

position related to working with children. School staff

HS will provide opportunities for Allison to complete career exploration activities (See Annual Goal 3)

School staff

Documenting in Infinite Campus

In the IEP in the Transition Services (16) Infinite Campus has a window that allows the ARC to enter the MEASURABLE POSTSECONDARY GOALS, the TRANSITION SERVICES NEEDED (Agency Responsibilities) as well as the

Agency Responsible.

Transition Issues: Focus on the INDIVIDUALITY

Think Age (13+/15+) &

Grade 8 Connect to an ILP(IGP) Ongoing Assessment Invite the student

(beginning at age 13+) Show/document

Student participation (input)

Highlight strengths, interests, talents & needs

Develop Postsecondary Goals (beginning at Age 15+)

Inform Parents/Age of majority (age 18)

Involve Family and Support Network

Facilitate Interagency Collaboration

Complete Exiting Data:KISTS, (SOP)

Summary of Academic & Functional Performance

How many can you find? Responsive to student

strengths, interests, and preferences

Considers present and future environments

Multiple places/sources/ persons utilized for assessment information

Information is understandable

Attendance is noted

State mandated test scores are noted

Current psychological evaluation present

Quarterly grades, semester grades, or transcript

Career Interest Inventory, Adaptive Behavior Scale or Career Skill Inventory

Age-appropriate information sources

Individual Learning Plan

Assessments in Present Levels

Responsive to student strengths, preferences & interests

Student interview Parent interview Teacher

observations Understandable Age-Appropriate

Assessment ~ Strengths

Personal Strengths

Ability to care for her social appearance

Identified possible cosmetology career

Identified living with mother during training

Identified living on her own after training

Academic Strengths

Standard course of study

Highest grades in JROTC

Assessment ~ Limitations

Personal Limitations

No previous work experience

Limited career exploration experiences

Needs support to find a job she can do

History of uncontrolled seizures

Academic Limitations

Difficulty following directions

Reading at a low level (primary level)

Writing 3rd grade

Must be shown process individually

Requires much supervision

Additional Information

Consider present and future environments

Multiple places/sources/ persons utilized for assessment information

Current ILP Multi-Year Course of

Study Attendance Records

State mandated test scores

Current psychological evaluation

Quarterly grades, semester grades, or transcript

Career Interest Inventory, Adaptive Behavior Scale or Career Skill Inventory

Age-appropriate information sources

Individual Learning Plan (ILP)

Clusters – Career Interests – Short Term Goals – Long Term Goals – Level of Education – Awards – Organizations & Activities – Hobbies & Interests – Multi-Year Course of Study

Individual Learning Plan

Clusters – Business & Marketing (wants to have own business)/ & Education

Career Interests – Coach, Psychiatric Aid, Sports Instructor

Short Term Goals – Volunteer in Community; Join club; Participate in sports; become class officer

Long Term Goals – Buy car; go to college; improve test scores for college admission

Level of Education – Community/Technical College (2 years after high school)

Awards – ROTC ribbons Organizations & Activities – None Hobbies & Interests – stickers, Big Brother/Sister,

Volunteerism, my friends Multi-Year Course of Study partially completed

(projected 26.5 credits)

Information in Records

Transcript Junior Year of

HS Has 18 out of

26 required courses

Needs 2 English Courses

Best grades in JROTC

Poor grades in PL classes

Low GPA (1.97)

Absences 34 absences

8th grade 56 in 10th

grade; 19 excused; 37 unexcused

24 in 11th grade; 5 excused; 19 unexcused

College Readiness Benchmark Scores

*The ACT Benchmark Score indicates a 50% chance of obtaining a “B” or a 75% chance of obtaining a “C” in corresponding credit-bearing college courses.

0510152025303540

EXPLORE PLAN ACT

EPAS Scales Relationship

College Readiness Standards (CRS) are the statements that represent widely held learning goals that are important for success in high school, college, and the world of work.

The CRS link EXPLORE, PLAN, and the ACT Assessment scores to curriculum and instructional decision making.

Transition Issues: Annual Review

Napoleon Hill once said, “the most common reason that

people fail to achieve their goals is because they do not make new plans to replace the old ones when the situation changes.”

Transition Issues: Focus on the INDIVIDUALITY

Invite the student (age 14)

The Student participates Highlight

strengths, needs and interests

Based on Assessments

Family and Support Network

Interagency Collaboration

Transition needs statement based upon postsecondary goals

Contact Info

Tiffany Sandersmtsanders@brtc.net

270- 339-6060

IDE(I)A 2004: Age Appropriate

Section 614 (d) (1) (A) (i) (VIII)

beginning not later than the first IEP to be in effect when the child is 16 (15+), 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…

If a man is called to be a street sweeper, he should sweep streets even as Michelangelo painted, or Beethoven composed music, or Shakespeare wrote poetry. He should sweep streets so well that all the hosts of heaven and earth will pause to say, here lived a great street sweeper who did his job well.

-Martin Luther King, Jr.

When is it required?

beginning not later than the first IEP to be in effect when the child is 16 (15+), and updated annually thereafter

Post-secondary Goal or Goals

Measurable = Countable An outcome, not a process Education or Training (required) Employment (required) Independent Living (when

appropriate) Can be combined into one all-

inclusive goal or two or three separate goals

What is an “appropriate measurable postsecondary goal?”

“postsecondary”Goals for the

student to work toward while in high school in preparation for life after high school

Employment - Competitive

Education - College

Independent Living – With Support

Training – On-the-Job

John desires to obtain employment but doesn’t know what he wants to do. He would also like to participate in a men’s softball league, get his driver’s license, help his elderly neighbors and eventually live on his own.

Based upon informal interviews with Debbie and her parents and information from Student and Parent Surveys, Debbie plans to attend college following graduation. Her ILP indicates that Debbie’s first career choice is elementary school teacher. Her first college choice is EKU. Debbie and her parents see her living in a dormitory and possibly an apartment while going to college.

High School Example

(Post school) Postsecondary Goals and Transition Services Needed to Assist in Reaching Goals Agency Responsible

(Post school Outcomes) Post-Secondary Employment Goal: Rita’s goal immediately after graduation is to receive job development services from vocational rehabilitation or a community rehabilitation program and to participate in technologically supported self-employment or volunteer work within 1 year of graduation. Activities and services to move toward goal:

High School ExampleRequired Transition Services Including Statement of Interagency

Linkages and ResponsibilitiesPostsecondary Goals and Transition Services Needed to Assist in

Reaching Goals Agency Responsible

Post-Secondary Employment Goal: Alex’s goal after finishing high school is to increase his work hours in the business department of a local office supply store, contacting XYZ Adult Agency for employment support services. Activities and services to move toward goal:

Stephanie’s Post-secondary Goals

Post-Secondary Goal (Education or Training) Goal: Stephanie’s goal for after high school is to complete a training program in cosmetology.

Postsecondary Goal (Employment): Stephanie’s goal for after high school is to be self-employed as a cosmetologist.

Courses of Study Aligned with Postsecondary Goal(s)

A multi-year description of coursework to achieve the student’s desired post-school goals, from the student’s current to anticipated exit year(From: Storms, O’Leary, & Williams[2000] Transition requirements: A guide for states, districts, schools, universities, and families. Minneapolis, MN: Western Regional Resource Center)

the ILP(IGP) to the IEP

A multi-year

course of study …

reviewed annually!

Step 3. Transition

Transition

PLAAFP

Present Level of PerformanceSitlington, Clark, and Kolstoe (2000)

The most central and critical use of transition assessment information is as a component of the Present Level of Educational Performance in the student’s IEP. Transition goals and objectives, along with official linkages with nonschool agencies, would come directly from transition-referenced assessment and the information in the Present Level of Educational Performance. The data should have direct implications for instructional program decisions, including program design, program placement, curriculum planning, instructional procedures, and additional assessment requirements. ( p. 123)

Development of the Transition PLAAFP

(“Needs”) Statement Course Work –

Instruction

High School Diploma

Certificate of (completion)Attainment

Training Experiences

Skill Development

Must b

egin by age

(Get A Life: Pgs. 16, 55-70)

Document no need for consideration of independent living needs

Statement of Transition Needs (Transition PLAAFP)

Transition Needs

XInstruction Related Services Community

ExperiencesXEmployment Daily Living SkillsX Post School Adult

Living Objectives Functional

Vocational Evaluation

Who is this student? What is her age? What grade is she in? When does she plan

to graduate? Does she plan to

earn a diploma or certificate?

Stephanie is a 17-year-old student with a mild mental disability who will enter her senior year this fall. She plans to graduate high school in 2009 with a regular diploma.

Based upon informal interviews with Stephanie and her mother and teacher observation, Stephanie has strengths in the area of her ability to take care of her social appearance. According to past and recent psychological evaluation and state assessments over the past 3 years, Stephanie demonstrates a relative strength in the area of mathematics. Her high school transcript reveals consistent high grades in JROTC.

Statement of Transition Service Needs – Transition

Needs: Her needs related to transition are in Instruction, Employment, and Post-school Adult Living Objectives.

X Instructional needs are: Stephanie’s deficits in all areas of academic functioning are likely to reduce her ability to read work-related materials such as job applications, prepare a resume and conduct job searches. She needs to develop compensatory strategies to manage these requirements.

X Employment needs are: Based upon teacher observations, student and parent interviews, Stephanie has not had any work experience, paid or unpaid. She has trouble following directions and requires much supervision to remain on task. She needs support to learn about finding a job she likes and can do, locating employment that meets her needs, locating someone to coordinate instruction for her on-the-job and support in seeking job advancement.

X Stephanie’s past school history reveals multiple health related issues and many absences from school, both excused and unexcused. She needs a report from her doctor regarding her limitations for work, effect of chemicals found in a beauty shop upon her allergies and any limitations on her physical capacity to work.

X Other Post-School Adult Living needs are: Based upon informal interviews with Stephanie and her mother, she does not have a driver’s license, access to a car or know how to arrange transportation to get to and from work. She needs to pursue managing her own transportation, whether it be through a driver’s license and car, making arrangements with friends/family or accessing public transportation.

XOther Post-School Adult Living needs are: Based upon PLAN, ACT, student and parent interviews and Career Interest Inventories, Stephanie does not have clear post-secondary training goals that match her skill level. Results of her ILP indicate career choices in Business & Marketing; the PLAN “Personal Services”; the ACT “considering college” and informal interviews with Stephanie and her mother indicate a “career in cosmetology.” Her ACT indicates the needs Stephanie identified to include making plans for her education, career and work after high school. These goals should include assessment and matching of skills and abilities, including training, employment and independent living.

Statement of affect: Without assistance from her doctor, Stephanie may choose employment that she is not able to manage given her physical limitations. Lack of career exploration activities may leave her with little or no work opportunities. A lack of compensatory strategies for poor basic academic skills will likely result in failed future training or work experience.

Coordinated Set of Activities

Interagency linkages or responsibilities

Required attendees Invite other agencies

(Permission required) Schools responsible for

coordinating transition plans

Upon turning age

(Get a Life: Pgs. 22, 71 -73)

the ILP(IGP) to the IEP

A multi-year

course of study …

reviewed annually!

Courses of Study Aligned with Postsecondary Goal(s)

A multi-year description of coursework to achieve the student’s desired post-school goals, from the student’s current to anticipated exit year(From: Storms, O’Leary, & Williams[2000] Transition requirements: A guide for states, districts, schools, universities, and families. Minneapolis, MN: Western Regional Resource Center)

PS Goals Annual Goals

For each postsecondary goal there must be an annual goal(s) included in the IEP that will help the student make progress towards the stated postsecondary goal(s).

Andrew will examine how academic and technical skills will prepare him for obtaining, maintaining, advancing and changing employment as evidenced by a score of proficient on a rubric to assess his career exploration and career planning skills. (VS-H-ES-S-3)

Sara will compare products and services based on various factors (e.g., price, quality, features, availability, warranties, comparison shopping), to consider when making consumer decisions as demonstrated by progress on curriculum based probes. (PL-HS-3.1.2 DOK 3)

Tom will demonstrate social interaction skills that promote individual well-being and healthy family relationships as demonstrated by showing a 10% growth on progress data. (PL-H-PW-S-SMEH1)

Step 5. Transition

Activities/Services

Transition Services

For each postsecondary goal, is there at least one of the following services listed?

Instruction Related Service(s) Community Experience(s) Development of Employment and Post-

School Objectives Acquisition of Daily Living Skills (if

appropriate) Functional Vocational Evaluation (if

appropriate)

Examples of Transition Service Activities

Instructional support of guided notes for lessons

Audio-taped texts for English 12 Instruction related to social skills in a

work setting Assistive technology services to increase

use of voice output device Physical therapy to improve independent

ambulation Touring three university campuses,

including admissions and disability services office

Job shadowing in a food services environment

Examples of Transition Service Activities

Vocational Rehabilitation referral to determine eligibility for tuition assistance

Paid after school work experience at Target

Volunteer position at Habitat for Humanity

Completing a career preference inventory

Completing an adaptive behavior scale

Completing a self-determination scale Participating in extra curricular

activities such as ______________.

Postsecondary Transition Goals

Postsecondary Goal (Education/Training): Allison’s goal for after high school is to obtain a four-year degree from a liberal arts college with a major in Child DevelopmentActivities and services to move toward goal:

Post-Secondary Education Goal: Allison’s goal for after high school is to obtain a four-year degree from a liberal arts college with a major in Child DevelopmentActivities and services to move toward goal:

XXHS will provide a course of study that will enable Allison to obtain a high school diploma

School Staff

XXHS will refer Allison to Vocational Rehabilitation for assessment of public Vocational Rehabilitation services.

School Staff and VR

XXHS will provide opportunities for Allison to practice improving her organizational skills (See Annual Goal 1)

School Staff

Postsecondary Goal (Employment): Allison’s goal for after college is to have a career in the field of early childhood education.Activities and services to move toward goal:

XXHS will assist Allison’s efforts to obtain part time employment in a position related to working with children. (See Annual Goal 3)

School staff

XXHS will provide opportunities for Allison to complete career exploration activities (See Annual Goal 2)

School staff

Transition-We’ve created a good fit. All the pieces are coming

together.

Transition Requirements A Step-by-Step Approach by Tiffany Sanders West KY Educational Cooperative

transition planning

transition perspective

transition needsstep

term transition services

students goals

broad approach

postschool goals

school activities

Documents

Tiffany Paralta_TIB_Proposal

Tiffany & Co.

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