Transition Planning Preparing our Students for HS, Independence and Adult Living
Jan 03, 2016
Transition Planning
Preparing our Students for HS, Independence and Adult Living
Agenda
• The HS IEP• Review HS
Curriculum/Supports• HS Panel Round Table
What is Transition within the IEP?
• Transition is the movement from school to post school environments:– Employment– Post Secondary Education– Living arrangements– Community Involvement
• Successful transition requires support from multiple sources for the student and his/her family to make choices, develop connections, and access services.
2004 Individual with
Disability Education Act
students should be invited to their IEP meeting
plan should be written by HS or age 16
State and Federal Law
Defines transition services as:• A coordinated set of activities• Results oriented process• Appropriate measurable postsecondary
outcome goals based on age appropriate assessments.
• Collaborative approach
When do we begin transition planning?
It’s right under our nose……
• Academics• Self-Awareness• Likes and Dislikes• Careers Surrounding
Transition Goals and Activities for All Students:
It’s all in the planning and preparation……..
• Career Exploration and Planning*• Education and Training*• Self-Advocacy• Self-Awareness• Preparation for Independence• Daily Living Skills• Related Services
What does it involve?
• Exploration and Dreaming• Asking Why or what about?• Building on skills and enhancing• Narrowing down options• Identifying Resources• Identifying future needs• Awareness, Planning and Preparing• Collaboration
Members of the Transition Team
• Student (must at least be invited)
• Parents
• **Any agency (public or private) that is likely to provide services or to pay for services (with the consent of the parent or child)
• All other IEP team members
Transition Plan Components
Preferences and Strengths•age-appropriate transition assessments •student and family input •preferences, strengths and limitations as they relate to future planning •social, academic, community and home
Transition Assessment
• Formal• Informal• Checklists• Previous Information• Remember to start in 8th
grade…or prior
Transition Plan Components Cont’d• Post Secondary Outcome Goals:
Training/educationEmploymentIndependent living (as needed)
IEP Transition goals are written to assist the student in reaching and/or re-determining his/her post secondary goals in the areas of training and education, related services, community experiences, employment/post school and daily living if appropriate.
Desired Measurable Post-Secondary Outcome
Completion Goals• Goals that reflect student’s personal desires for their
future after high school• Should be clearly stated and as specific as possible• Positively stated.• Practical and relevant to transition needs• Appropriate given student achievement and functional
performance***• Ever changing as student explores options
Desired Measurable Outcome/Completion Goals
1. Education/TrainingExamples: After graduation,– Brian will attend a four year college to study History– Melissa will participate in on-the-job training to
help her gain experience in Child Care– Zach will enroll in a post secondary school to obtain
training in the automotive field– Sally will participate in a day-habilitation program
in the community.
Desired Measurable Outcome/Completion Goals
2. EmploymentExamples: After graduation, – Brian will teach history at a 2 year college.– Melissa will work as a teacher in a local Day Care
Center– Zach will work at the local car dealership as a sales
rep. – Sally will participate in a supported employment
program in the community
Desired Measurable Outcome/Completion Goals
3. Independent Living (address as appropriate)
Examples: After graduation,– Brian will live on campus while attending college.– Melissa will life in an apartment with a roommate.– Zach will manage his finances and rent an
apartment.– Sally will reside in a supported living facility.
Course of Study• Healthcare Science• Agriculture• Architecture, Construction, Communication and Transportation• Engineering and Technology• Marketing Sales and Services• Business and Computer Science• Education• Government and Public Safety• Culinary Arts• Family and Consumer Science• Arts and Humanities
Transition Goals and Activities
•Measurable Goals•Step by Step Process•Allows student to narrow options and explore•Annual Goals
Transition Goals/Focus Area
• Education and Training*• Development of
Employment*• Community Participation• Adult Living Skills and Post-
School Options• Related Services• Daily Independent Living
Skills (if appropriate)
Example of Transition IEP Goals• Goal:John will select 3 colleges in his identified area of
interest (post-secondary goal) and identify entry requirements.
Activity: Review GA411 and review colleges that focus on and offer courses in the field of ______.
• Goal: Kenya will identify 2 transportation options in order to obtain work.– Activity: Kenya will review Dial A Ride policies and pick up
locations. Kenya will make a list of relatives that are available and identify their schedules and locations.
–
Persons and Agency Involved
• Who will help the student achieve the Transition IEP goal stated?
• There must be documentation that the Person/Agency was invited to attend and that the parent/student (over age 18) was notified of possible attendance.
Vocational Rehabilitation and the Transition Process
What is VR?
Date of Completion and Achieved Outcome
• Update annually when each goal is achieved
Transfer of Rights
• At the IEP Meeting before the student turns 18, the IEP must include a statement that the student has been informed of the student’s rights that will transfer to the student when the student reaches the age of 18.
Diploma OptionsHS Diploma
• FCSS course and academic requirementsHS Course DigestException for those on IEP: Math Support Academics may be beyond 4 years
• Assessment Requirements: GHS-Writing and EOCT (20%)
Diploma OptionsTransition Diploma
• IEP Goals• Modified Curriculum• Focus on Vocational Interests and Skills• Referral to Vocational Rehabilitation
Transition Diploma Post- Secondary Options
Summary of Performance
• For a student whose eligibility terminates due to graduation with a regular diploma or exceeding the age requirements, a public agency must provide the child with a summary of the child’s academic achievements and functional performance, which shall include recommendations on how to assist the child in meeting the child’s postsecondary goals.
SOP
High School Panel
Contact Information:
Susan Darlington,Transition Coordinator
770-887-2461 ext. [email protected]
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