Planning for Successful Transition from School to Post School Life Presented by Ed P r o o o Development 1.

Planning for Successful Transition from School to Post

School Life

Presented Presented bybyEEdd

PPrroooooo DevelopmentDevelopment1

Providing professional development to schools with over 30 years of combined experience.

EEddPPrroooooo

DevelopmentDevelopment

2

www.edprodevelopment.com 3

Workshop OutcomesWorkshop Outcomes

Upon leaving this transition workshop, participants will:1.Know the variety of research-based actions that facilitate a student’s smooth transition from school to post school options.2.2.Know how to use the Transition Service Plan Checklist to assist in Know how to use the Transition Service Plan Checklist to assist in addressing the variety of actions that facilitate a smooth transition addressing the variety of actions that facilitate a smooth transition over 4-8 years and to document transition action results.over 4-8 years and to document transition action results.3.Be familiar with IDEIA 2004 regulations as it relates to transition. 4.Know how implementing research-based best practices for promoting smooth transitions addresses IDEIA requirements.5.Know how to address transition in student IEPs including use of the TOPS Checklist to assist in meeting transition requirements.

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Name TagName Tag

Please ensure that cell phones do not

ring

Restrooms

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TASL: 14 credit hours + 1 additional

credit every 2 hours9:30-9:45

11:30-12:30

2:15-2:30

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Transition Requirements Under IDEIAUpdate on TOPS Project

http://www.50states.com/tennesse.htm

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”Society widely accepts that a key barrier

preventing successful outcomes after they leave

school is the lack of adequate transition

planning.” From Journal of Rehabilitation Research & Development, 2005.

Available at: http://www.rehab.research.va.gov/jour/05/42/3/graham.html

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Young people with disabilities drop out of high school at twice the rate of their peers. (Harris Poll, 1998; President’s Commission on Excellence in Special Education, 2002)

Although rates have increased, students with disabilities are still three times less likely to have aspirations that include postsecondary education.

Youth in the general population were more than twice as likely as those with disabilities to be attending a postsecondary school in 2003. (National Longitudinal Study 2 (Wagner, Cameto, Newman, 2003)

Postsecondary Education OOutcomesutcomes

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Only 29% of Americans with disabilities aged 18 to 64 are working, compared to 79% of Americans without disabilities in this age category. (Harris Poll, 1998)

The proportion of all adults with disabilities under 65 who are working has remained virtually unchanged at 32% since 1986. (Harris Poll #59, Oct. 2000)

OutcomesOutcomesEmployment

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Employment of Youth with Disabilities – Some Good News!

In 2003, 70% of youth with disabilities who had been out of school up to 2 years had worked for pay at some time since leaving high school; 55% had done so in 1987. (National Longitudinal Study 2 (Wagner, Cameto, Newman, 2003)

OutcomesOutcomes

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Despite substantial policy and system change efforts to improve employment outcomes for individuals with disabilities, disabled Americans still experience higher rates of unemployment, lower average earnings, limited access to employee benefits, disproportionately higher representation in lower-skilled jobs, and higher rates of poverty than their non-disabled peers. (Journal of Rehabilitation Research & Development, 2005. Available at: http://www.rehab.research.va.gov/ jour/05/42/3/graham.html)

OutcomesOutcomesEmployment

http://www.rehab.research.va.gov/

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31% of people with disabilities (compared to 16% of those without disabilities), do not socialize at least once a week with close friends, relatives or neighbors. (Harris Poll 1998)

Only one-third of people with disabilities (33%) say they are "very satisfied" with their lives, compared to nearly two-thirds (61%) of people without disabilities. (Harris Poll, 1998)

OutcomesOutcomes

Quality of Life

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State Performance Plan/Annual Performance Report

Report Card Data

Indicator 13: Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable

the student to meet the post-secondary goals.

Indicator 14: Percent of youth who had IEPs, who are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary

school, or both, within one year of leaving high school.

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The Rehabilitation Act of 1973 & The Rehabilitation Act of 1973 & Amendments of 1992Amendments of 1992

...It’s the Law

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Incorporates the language and definition of transition services from the Individuals with

Disabilities Education ActRequires the state plan to include plans,

policies and procedures for cooperating with agencies and schools responsible for

students with disabilities receiving special education services to facilitate their

transition to employment

Requires the development and completion of an Individualized Plan Employment (IPE)

before the student leaves the school setting for each VR eligible student

The Rehabilitation Act of 1973 & Amendments

of 1992Key Provisions Related to Transition Include:

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School-To-Work Opportunities School-To-Work Opportunities ActAct

...It’s the Law

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School-To-Work Opportunities Act:Passed May 4, 1994

Key Features

Emphasis was on:(a) relevant education, allowing students to explore different careers and see what skills are required in their working environment;(b) skills, obtained from structured training and WORK-BASED LEARNING experiences, including necessary skills of a particular career as demonstrated in a working environment;

Provided seed money to states and local partnerships of business, labor, government, education, and community organizations to develop school-to-work systems

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School-To-Work Opportunities School-To-Work Opportunities ActAct

Individuals with Disabilities Individuals with Disabilities Education Act (IDEA)Education Act (IDEA)

...It’s the Law

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IDEIA 2004, 602(34)(A) defines transition services:“Transition services” means a coordinated

set of activities for a student, 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

• postsecondary education

• vocational training

• integrated employment (including supported employment)

• continuing and adult education

• adult services

• independent living

• community participation participation

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A Coordinated Set of A Coordinated Set of ActivitiesActivities

InstructionInstructionRelated servicesRelated servicesCommunity experienceCommunity experienceDevelopment of employment Development of employment

and other post-school adult and other post-school adult living objectivesliving objectives

If appropriate, acquisition of If appropriate, acquisition of daily living skills and daily living skills and functional vocational functional vocational evaluationevaluation

IDEIA 2004, Section 623(34)B requires that the coordinated set of activities be based on the individual children’s needs, taking into account the child’s strengths, preferences, and interests, and shall include:

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Carl D. Perkins ActCarl D. Perkins ActTech ActTech Act

Ticket to WorkTicket to Work

Work Incentives Improvement ActWork Incentives Improvement Act

Workforce Investment ActWorkforce Investment Act

Americans with Disabilities ActAmericans with Disabilities Act

Higher Ed. Access for Students with Higher Ed. Access for Students with Disabilities of 1998Disabilities of 1998

...and it is supported by

the law

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Transition planning reduces fears and

discomfort experienced by

parents or guardians

Transition planning empowers students and their parents by providing choices,

possibly never considered, about their

futures!

It just makes sense...It just makes sense...

AND

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Transition Outcomes Project (TOPS)

District-level support for addressing transition

requirements outlined in IDEIA. State selected district teams

review the outcomes, set compliance goals for each

transition requirement, and problem solve how best to

improve compliance. Funded by the state department of

education, division of special education.

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Using the “Transition Requirements Checklist”, districts enter a sample of students’ IEP data into the TOPs web-based data management system. The data is translated into graphic displays representing the district’s compliance with each of the IDEIA transition requirements. EXAMPLE: Question 1 - If a purpose of the meeting was the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals, did the public agency (school) invite the student?

61.20%

38.80%

0%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

Question 1

Tennessee State TOPS Data

Total # Yes

Total # No

Total # NA

N=781

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For the next activity you will need your seasonal partners sheet and your Transition Requirements Checklist from…

SEASONAL PARTNERSINDIVIDUALS WITH DISABILITIES EDUCATION

IMPROVEMENT ACTOF 2004

TRANSITION REQUIREMENTS and INDICATOR 13 CHECKLIST©

DirectionsPlease respond to the following two questions before

completing the checklist. If your response is “yes” to either question, complete the checklist.

1. Will this IEP be in effect when the student turns age 16 or older? ____ yes ____ no 2. Are transition services determined to be appropriate by the IEP team if the student is younger than age 16?

____ yes ____ no

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• Move around the room and find four different partners, one for each season of the year. If someone signs your paper for “winter”, you must do the same for him/her.

• Once you have four different signatures on your seasonal partners sheet, find your summer partner and stand somewhere in the room

• With your summer partner, take 2 minutes a piece and discuss what you know about transition planning .

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See Tops ChecklistA Transition Requirements Checklist

INDIVIDUALS WITH DISABILITIES EDUCATION IMPROVEMENT ACT

OF 2004

TRANSITION REQUIREMENTS and INDICATOR 13 CHECKLIST©

DirectionsPlease respond to the following two questions before completing the checklist. If your response is “yes” to either question, complete the

checklist.1. Will this IEP be in effect when the student turns age 16 or older?

____ yes ____ no 2. Are transition services determined to be appropriate by the IEP team if the student is younger than age 16?

____ yes ____ no

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Making the Connection

Through this presentation we will connect the

federal/state regulations to best practice for a smooth

and effective transition process.

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KEY COMPONENTS IN TRANSITIONThe Transition Planning Process is Team-based. Students with Supports From

Their Families, Take an Active Role in the Transition Planning Process.

The Transition Planning Process is Person-Centered.

Transition Planning Results in Individualized Actions focused on

Student-Desired Post School Outcomes

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Students Engage in Employment Experiences that Promote Personal Choice & Allow Each Student to Attain Improved

Quality of Life

KEY COMPONENTS…

Participation in Postsecondary Institutions of

Higher Education Are Pursued & Expanded

Business Plays an Important Role in Transition Planning

Students Learn to Apply Authentic, Community- Referenced Skills During Their

Educational Years

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KEY COMPONENTS…

Each Student Graduates into Paid Community Employment and/or in a

Post Secondary Educational Opportunity

All Necessary Connections with Adult Services, Funding Agencies, and Other

Supports Are Established and Maintained, as Needed.

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TRANSITION REQUIREMENTS TRANSITION REQUIREMENTS CHECKLISTCHECKLIST

Question 1: If a purpose of the meeting was the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals, did the public agency (school) invite the student?

Question 2: Did the student attend the IEP meeting?

Question 3: If the student did not attend the IEP meeting, did the public agency take other steps to ensure that the student's strengths, preferences and interests were considered?

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?Student Invitation

• Did the student receive an invitation to the meeting?

• Did the student attend the meeting?• If the student did not attend, did the

school take steps to ensure that the student’s strengths, preferences and interests were considered?

If No, what do you need to do to revise your student invitation?

Does your student invitation include the following:

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_________________ County Schools*Student Invitation to a Meeting*

Dear: Date: Our school system would like to invite you to attend a meeting to discuss your transition needs. It will be at ________(location) on ______(date) at ______(time).

Your parent(s)/guardian will also be invited to attend this meeting.

Members of our staff would like to meet with you for the following reasons: (All that apply are checked.)

To review your educational status and determine what data, if any, are needed to complete your evaluation/re-evaluation.

To review the results of your initial evaluation/reevaluation and determine eligibility for special education and related services.

To review and/or develop your Individualized Education Program (IEP).

To consider your educational placement (includes a change in educational placement, graduation and termination of eligibility).

To consider a manifestation determination based upon your disability prior to a disciplinary action/hearing.

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Question 8: Was a parent notice (invitation) provided?

Question 9: Does the parent notice (invitation) (invitation) indicate that a purpose of the meeting will be the consideration of the postsecondary goals and transition services of the student?

Question 10: Does the parent notice indicate that the public agency will invite the student?

Question 11: Does the parent notice (invitation) identify any other agency that will be invited to send a representative?


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?Parent Invitation

• Did you send a parent invitation to the IEP meeting?

• Does the invitation include the purpose of the IEP meeting?

• Does the invitation include notice of any other agency that was invited?

• Does the invitation state that the student has been invited?

If No, what do you need to do to revise your parent invitation?

Does your parent invitation include the following:

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Parent InvitationPlease note….. Even once the student turns 18,

you DO NOT need the consent of the student to invite the parent to the meeting (Bill Wilson, Division Attorney)

You must, however, have consent of the parent and the student to invite an outside agency.

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Dear: Date: Our school system would like to invite you to attend a meeting to discuss the transition needs of _______(child); your child is also invited to attend this meeting. The meeting will be held at _________(location) on _______(date) at ______(time).

Members of our staff would like to meet with you for the following reasons: (All that apply are checked.)

To review your child’s educational status and determine what data, if any, are needed to complete your child’s evaluation/re-evaluation.To review the results of your child’s initial evaluation/reevaluation and

determine eligibility for special education and related services.To review and/or develop your child’s Individualized Education Program

(IEP).To consider the educational placement of your child (includes a change in

educational placement, graduation and termination of eligibility).To consider a manifestation determination based upon your child’s disability prior to a disciplinary action/hearing.To consider the need for a functional behavior assessment of your child.To consider the need to create or revise a behavior intervention plan.

_________________ County Schools*Invitation to a Meeting*

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Transition-Related Educational Service

ProvidersSpecial education teacher(s)

Consulting teacherItinerant/Consultant

teacherGeneral education

teacher(s)Vocational education

teacher(s)School CounselorGED Teacher(s)

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Work-Based Learning Coordinator

Transition Specialist/Coordinator

Transition Case Manager

Paraprofessional

School Social Worker

School Psychologist

Speech/Physical and/or Occupational Therapist

Orientation & Mobility Specialist

Nurse

IHE Disabilities Support Services Representative

Transition-Related Educational Service

Providers (con’t)

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Agency/ Community Supports

Local Adult Service Providers

Vocational Rehabilitation Services On the Job Training

Supported Employment ServicesRehabilitation Engineering

Tuition for CollegeBureau for the Blind

Readers for college students

Developmental Disabilities CouncilSupported Living programs

Social activities

One Stop Career CentersCore, Training, and/or

Intensive Services

Social Security AdministrationPlan for Achieving Self Support

(PASS) PlansInformation on SSI work incentives

State Employment ServicesWork Opportunities Tax Credit

State training inventoryDictionary of Occupational Titles

Independent Living CenterIndependent living services or training

“Family” & Neighbors

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Question 4: Will this student need involvement from any outside agency in order to make a successful transition?

Question 5: For transition services that are likely to be provided or paid for by other agencies with parent (or child once the age of majority is reached) consent, is there evidence that the representatives of the agency(ies) were invited to IEP meeting?


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1. Target one of the students on your case load. Create a tent with his/her name on it and visual if necessary.

2. Find your fall partner and list five different people who were members of his/her IEP team, and/or who may potentially be team members. Who were they? What relation did each have to the student? Who if anyone could be added as potential team members.

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What is Person-Centered Planning?

Planning Process

Assessment Tool

Intervention

Motivational Activity

Team Building Process

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Person-Centered Planning

Five Essential Goals

1. Being present and participating in community life

2. Gaining and maintaining satisfying relationships

3. Expressing preferences and making choices in everyday life

4. Having opportunities to fulfill respected roles and live with dignity

5. Continuing to develop personal competencies

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Person-Centered Planning Characteristics

It’s all about the student and his/her perspective.

Empowers the student, family, and team.

Uses natural resources to address the short and long term goals/vision.

Attends to and builds a network of support for the student, family, - and team!

Identifies student strengths, gifts, interests, preferences, and needs.

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Person-Centered Planning Person-Centered Planning Components

Personal Profile • History of the

individual• Accomplishments• Preferences and

desires

Action Planning • Vision for the future• Opportunities &

obstacles• Strategies for

achieving the vision• Preliminary action

steps

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Processes


Processes

MAPS

Personal Futures Profile

PATH

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Making Action Plans(MAPS)

What is the Dream?

What are the nightmares?

Who is this person?

Strengths, gifts,

talents?

What does this person

need?

What is Plan of Action?

What is the story? History?

What is a MAP?

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Personal Profile

Personal Profile A team works to develop an understanding

of a focus person Series of “frames” about the focus person

Who is here? Choices People

Places Strategies History

Hopes & Fears Themes Health

Barriers & Opportunities

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• Collaborative process• Extension of MAPS process. • Creates a definitive, concrete action plan, for the

student and those closest to the student.• Action plan includes long and short term goals and

actions and provides a timeline for achieving the goals and actions.

• Uses group graphic techniques and involves a team of individuals committed to the focus student

• Takes 3 hours to complete• Gives the student REAL choices about his/her future

Planning Alternative Tomorrows with Hope

PATH

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PATH Eight steps define the Path process and guide the team to clarify the

student’s and team’s goals, visualize the results, experience the tension between where they are now and

where they want to be, and outline positive actions to move towards the

goals and dreams. (Kincaid & Fox, 2002).

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“Go confidently in the direction of your dreams.

Live the life you have imagined.”

What is in place now?

Who will we need to enrol?

What do we need to do to grow stronger?

What are your first steps?

What do we need to achieve in the next few months?

What do we want or need to achieve in 6 months time

What are your goals and dreams that you want to achieve in the next 2 – 5 years?

1. Touch the DREAM - get people to explore images of how they want their future to be and ask them to name their 'north star' - their purpose

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Question 3: If the student did not attend the IEP meeting, did the public agency take other steps to ensure that the student's strengths, ensure that the student's strengths, preferences and interests were considered? preferences and interests were considered?

Question 18: Are the transition services designed within a results-oriented process that is focused on improving the academic and functional achievement of the student with a disability to facilitate the student’s movement from school to post-school activities?

TRANSITION TRANSITION REQUIREMENTS REQUIREMENTS

CHECKLISTCHECKLIST

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Student InvolvementAt your table brainstorm for 3

minutes, on a poster, ways students can participate in

the transition process!

Share

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Steps Students Can Take Lead own IEP meetings!

With school counselor identify interests and find out what education and training are required.

Complete interest inventories to identify interests, skills, abilities, and aptitudes as they relate to employment.

volunteer or do entry-level jobs in field(s) of interest.

Observe and interview adults who perform the type of work that interests him.

Visiting training institutes and colleges to learn about entrance requirements

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Measurable Postsecondary Goals

Three Aspects:Three Aspects:• The understanding and distinction between The understanding and distinction between

the terms: education; training; employment; the terms: education; training; employment; and independent living skills;and independent living skills;

• The term “measurable” tied to post The term “measurable” tied to post secondary goals, and secondary goals, and

• The distinction between “measurable The distinction between “measurable annual goals” and “measurable post annual goals” and “measurable post secondary goals”secondary goals”

(Ed O’Leary 2006)

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Measurable Postsecondary Goals“Measurability”

• WhatWhat would one measure?would one measure?

• HowHow would one measure whetherwould one measure whether

the student achieved his/her postsecondary the student achieved his/her postsecondary goals?goals?

• WhoWho will measure the extent with which will measure the extent with which student’s achieve postsecondary goals?student’s achieve postsecondary goals?

• WhenWhen would one measure the extent to would one measure the extent to which the student achieved his/her which the student achieved his/her postsecondary goal?postsecondary goal?

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Measurable Postsecondary Goals“Measurability”

What would one measure?would one measure?

Two perspectivesTwo perspectives

1.1. StudentStudent - the extent to which the student has - the extent to which the student has demonstrated improvement and achievement demonstrated improvement and achievement of his/her stated postsecondary goals.of his/her stated postsecondary goals.

2. 2. Education SystemEducation System - the extent to which the - the extent to which the education system implemented best practices education system implemented best practices in preparing all students with IEPs for the next in preparing all students with IEPs for the next step in lifestep in life.

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Writing Measurable Post Secondary Goals

Postsecondary goals should be stated in such a way that we could measure:

• The extent to which the student has been able to achieve what he/she set out to do, and

• The extent to which the transition services prepared the student for taking the next step

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How do I write measurable

postsecondary goals?

Use results-oriented terms such as “enrolled in”, “work”, “live

independently”

Use descriptors such as “full time” and “part time”

Begin with “After high school…”

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Training or EducationSpecific vocational or career field, independent living skills training, vocational training program, apprenticeship, OJT, job corps, 4 year college or university, technical college, 2 year college, Vocational Technical School (less than a two year program) etc.

EmploymentPaid (competitive, supported, sheltered); unpaid employment (volunteer, in a training capacity); military; etc.

Independent Living, where appropriateAdult living, daily living, independent living, financial, transportation, etc.

Community Involvement (Recommended but NOT Specifically Referenced In IDEIA)Specific outcomes related to being a member of a community and democratic citizen. (May be included under “Independent Living” area.)

Measurable Postsecondary Goal Areas

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Should measurable postsecondary goals be

specific?• Initially, broad descriptions of the student’s

preferences, interests, or vision of what he/she might like to do in employment, education, training, and independent living .

• Each year reassess and refine.

• Should be specific and measurable one year out by last year/IEP.

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Must there be a measurable postsecondary goal in each area?

YES for Education/Training and Employment

Can be combined into one all-inclusive goal or two or three separate goals

OPTIONAL – (Where appropriate)• Independent living• Community involvement (NOT referenced in

IDEIA)

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Postsecondary Education/

Training

Community Involvement(including a social network & having fun!)

Employment

Independent/ Supported Living

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Employment

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Employment Considerations•To be independently employed as ____

•To be Independently employed??•A job with some support•A job with long term support•Employment through an adult service provider

•Sheltered employment

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ExamplesEmployment: Juan will be employed full-time as a nail technician.

I will work with machines although I’m not sure what type.

Rose will work in a retail business where she has the opportunity to interact with many people throughout the day.

I will work with support from my coworkers at Starbucks Coffee.

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Employment


Training

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Measurable Postsecondary Goals Education/Training

Considerations Four year college or university to gain a

degree in a specific area Four year college – unsure of area Community college prior to university Community college Community college for nonacademic

courses

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•Attend TRC or other technological training center/institute

•Vocational training in specific area of study

•Non-academic classes at the local library, UT Extension Program, etc.

Measurable Postsecondary Goals Education/Training Considerations

(continued)

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Examples:

Post-Secondary Education/Training

I will take classes at the community college in the evenings to develop a hobby in an area of personal interest such as photography or gardening.

Macy will enroll in the local Adult Basic Education Program to continue developing her reading, writing, and math skills.

Jake will explore possible career options through classes at Alpha Community College and will continue to take technical courses at school.

I will enroll at TN State University in the Fall 2009

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Employment


FOR SALE

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SOLD


Training

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Measurable Postsecondary Goals:Independent/Supported Living

Considerations • Live independently• Live in a supervised arrangement• Live with a friend• Live on a military base• Live in a dorm• Live in a group home• Live in a family home with support• Live in a specialized care facility

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ExamplesIndependent/Supported Living

I will live in an apartment near my parents I will live in an apartment near my parents with my best friend Lisa.with my best friend Lisa.

Jake will live in an apartment close to the community college he will attend when he exits high school.

I will live with my parents to save money before I get married.

After high school, Mary will live with a roommate in an apartment.

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SOLD

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Community Involvement(including a social network & having fun!)

Employment


FOR SALE

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SOLD


Training

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Measurable Post Secondary Goals

Community Involvement Considerations To be independently mobile in the

community and access services To be independent with support for

transportation To access community with family or

friends To access community with a provider To be active in local politics by … To volunteer at …..

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To participate independently in specific activities

To join specific facilities To engage in specific activities with

family or friends To engage in specific activities with

a provider To participate in group activities

supported by a provider

Measurable Post Secondary Goals

Community Involvement Considerations

(continued)

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ExamplesCommunity Involvement Takisha will volunteer at the local Homeless

Rescue Mission, but will need to find someone to support her physical needs there.

I will join the YWCA in her hometown and take exercise classes at least three times a week.

Jake will remain active in his church and engage in routine activities with his neighborhood “buddies.”

I will talk to high school students about the importance of volunteering in the community

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Question 13: Is there a measurable post secondary goal or goals that covers education or training, employment, and, as needed, independent living?

A. education/training ___yes ___no ___ N/A B. employment ___yes ___no ___ N/A C. where appropriate, independent living skills

___yes ___no ___ N/A

Question 14: Is (are) there annual IEP goal(s) that will reasonably enable the child to meet the postsecondary goal(s)? ___yes ___no


CHECKLISTCHECKLIST

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Can a Student have More than One Postsecondary Goal in a Postsecondary

Goal Area?

Yes

For instance: postsecondary goals for residential and community participation under the area of “Independent Living”

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1. 1. Training/EducationTraining/EducationAfter high school, I/David will After high school, I/David will get get on the job trainingon the job training to to become a farmer.become a farmer.

2. 2. EmploymentEmploymentAfter high school, I/David will After high school, I/David will work full time as a farmerwork full time as a farmer..

EXAMPLE #1(as two separate goals)

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OR(as a combined goal)

1. Training/Education and EmploymentAfter high school, I/David will get on the

job training while working full time as a farmer.

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Example #2(as two separate goals)

1. Training/Education After high school, I/Mary will

enroll at UW-Eau Claire in the teacher training program.

2. Employment After high school, I/Mary

plan(s) to work full time as a teacher.

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OR(as a combined goal)

1. Training/Education and Employment

After high school, I/Mary will enroll full time at UW-Eau Claire to prepare me/her to work full time as a teacher.

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1.1.Training/EducationTraining/EducationAfter high schoolAfter high school, Eric will get , Eric will get on the on the job trainingjob training in an area related to dirt in an area related to dirt bike racing.bike racing.

2. 2. EmploymentEmploymentAfter high schoolAfter high school, Eric , Eric will work full will work full time time with dirt bikes.with dirt bikes.

3. 3. Independent LivingIndependent LivingAfter high school, After high school, Eric Eric will livewill live in an in an apartment with friends.apartment with friends.

14 year old student with a specific learning disability

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17 year old student with a specific learning disability

1. Training/Education After high school, I will enroll

full time at UW-Eau Claire in the nursing program.

2. Employment After high school, I will work

full time as a nurse.

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Example Postsecondary GoalsNational Secondary Transition Technical

Assistance Centers September 2006

• Upon completion of high school, John will enroll in the general Associates Degree program at Ocean County Community College in August of 2009. (Separate – education or training)

• Jason will get his undergraduate degree in history and education, to become a high school social studies teacher. (Combo – education or training and employment)

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Transition Services Planning

Student Name: Billy Ray JonesDOB: 02/29/1986

SMALL TOWN PUBLIC SCHOOLSIEP Meeting Date: 05/20/2006

Employment: Post-Secondary Education/Training:

Billy Ray will work in a green house or for a nursery.

Billy Ray will go off to college like his friends. His mother suggested some course work at a community college or even a technical school before college.

Independent/Supported Living:

Community Involvement:

Billy Ray will live separate from his parents but does not want to live by himself. His parents would like him to have a supportive roommate (for pay if needed.)

Billy Ray will work in the community, shop for his own needs with help from his mom or a friend, go out to eat, attend church, and rent movies on his own.

Desired Post School Outcomes

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SMALL CITY PUBLIC SCHOOLSIEP Meeting Date: 05/21/2006

Student Name: Patti SmithDOB: 05/29/1988

Transition Services Planning (Beginning at age 14, or younger)Has a comprehensive vocational evaluation been administered? (Optional) [ X ] Yes [ ] No

Desired Post School OutcomesEmployment: Post-Secondary

Education/Training:

Patti will work at least 25 - 30 hours a week in a retail job, like Macey’s, Wal-Mart or Goody’s.

Patti will attend classes at the Adult Improvement Center

Independent/Supported Living:

Community Involvement:

Patti will live in a supported apartment with her cat Sneaky and possibly a roommate.

Patti will use the YWCA, attend church activities weekly, and possibly attend classes at the Adult Improvement Center. One day she plans to meet a man just like her dad and get married. She does not want to have any kids of her own!

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Transition Services Planning (Beginning at age 14, or younger)

Has a comprehensive vocational evaluation been administered? (Optional) [ ] Yes [ X ] NoDesired Post School Outcomes

Employment: Post-Secondary Education/Training:

Star will work in a hospital or doctor’s office as an ultrasound technician.

Star will go to ACME Community College.

Independent/Supported Living: Community Involvement:

Star will live in her own apartment until she can save enough money to buy her own house.

Star will continue to be involved in church, in the Smoky Mtn. Hiking club, & with her family & friends.

Transition Services Needed (Beginning at age 16, or younger)Grade 9 Course of Study: English I, Creative Writing, Physical Science, General Music, Wellness & Teen Living, World Geography Grade 10 Course of Study: Culinary Arts, Math Foundations, English II, Biology I, Wellness & Teen Living, ChorusGrade 11 Course of Study: Math Foundations II, Algebra I, Economics, English III, Government, American history, computer science, chorusGrade 12 Course of Study: Algebra II, English IV, Health Occupations, Work-Based Learning/Health Occupations, Chorus, sociology, driver’s education.

ACME PUBLIC SCHOOLSIEP Meeting Date: 05/20/2006

Student Name: Star Elaine BrownlowDOB: 12/29/1986

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1. Find your winter partner.2. Assuming you have discussed with your

targeted student his/her goals and dreams, help each other draft your student’s current “Desired Post School Outcomes” for each major area. Be prepared to share. Are there unanswered questions you needed prior to drafting one or more outcomes?

SHARE

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Transition Services Plan ChecklistTo assist IEP teams in addressing a

comprehensive and coordinated set of activities across the 4-6 year transition process.

Transition Planning is a PROCESS

The IEP team cannot get it all done in one year! (4-6 Years)

Introducing the…..

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I = Instruction

RS = Related Services

CE = Community Experiences

E&ALO = Employment and Post-School Adult Living Options

DLO = Daily Living Objectives

FVE = Functional Vocational Evaluation

ALI = Agency Linkage and/or Involvement

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A. Instruction?

B. Related services?

C. Community experiences?

D. Employment and other post school adult living objectives?

E. When appropriate, acquisition of daily living objectives?

F. When appropriate, functional vocational evaluation?


CHECKLISTCHECKLISTQuestion 16: Are there transition services in the IEP that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post-school?

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Action 1Action 1Share with the student and his/her Share with the student and his/her parent(s)/guardian(s) information concerning the parent(s)/guardian(s) information concerning the transition transition processprocess, including the recommended , including the recommended actions needed for transitioning from high school to actions needed for transitioning from high school to work and/or postsecondary institutions of work and/or postsecondary institutions of higher education. Provide higher education. Provide student and parent(s)/ guardian(s) student and parent(s)/ guardian(s) with information and materials on with information and materials on post school employment and post post school employment and post secondary education options, secondary education options, agencies and resources.agencies and resources.

WHEN: Yearly

TS code: ALI

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Employment OptionsEmployment Options

Competitive EmploymentCompetitive Employment

Supported EmploymentSupported Employment

Self-employmentSelf-employment

Personalized job developmentPersonalized job development

Part-Time EmploymentPart-Time Employment

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Employment ResourcesEmployment Resources

Division of Mental Retardation ServicesDivision of Mental Retardation Services

One-Stop Career CentersOne-Stop Career Centers

Social Security Administration, Social Security Administration, including the Ticket-to-Work including the Ticket-to-Work

Division of Rehabilitation ServicesDivision of Rehabilitation Services

Local adults service providersLocal adults service providers

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Post-Secondary Education/ Training Post-Secondary Education/ Training OptionsOptions

Technology Centers Junior College 2 Year College (Private Institution) 2 Year College (Public Institution) 4 Year College/University (Private Institution) 4 Year College/University (Public Institution)

Visit: www.TN-AHEAD.org for more information on TN state IHEs

http://www.tn-ahead.org/

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Disabilities Services Coordinators from various

IHEs

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Community InvolvementOptions & Resources

Volunteer organizations

Political organizations

Church organizations

Neighborhood organizations

YMCA/YWCA/Fitness Center

Community Sports Leagues

119http://kc.vanderbilt.edu/tnpathfinder/

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Using your Transition Services Using your Transition Services Plan Checklist, note any areas Plan Checklist, note any areas that have not been addressed that have not been addressed on Action 1 for your targeted on Action 1 for your targeted

student.student.

Planning for Successful Transition from School to Post School Life Presented by Ed P r o o o Development 1.

Documents

law slide

high school

disabilities education

successful transition

school life

tops project slide

employment outcomes

transition workshop