Transition Planning Preparing our Students for HS, Independence and Adult Living

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Transition PlanningPreparing our Students for
HS, Independence and Adult Living
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Agenda

• The HS IEP
• Review HS Curriculum/Supports
• HS Panel Round Table

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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.

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• 2004 Individual with
• Disability Education Act
• students should be invited to their IEP meeting
• plan should be written by HS or age 16

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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

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When do we begin transition planning?

• Its right under our nose
• Academics
• Self-Awareness
• Likes and Dislikes
• Careers Surrounding

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• Transition Goals and Activities for All Students
• Its 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

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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

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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

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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

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Transition Assessment

• Formal
• Informal
• Checklists
• Previous Information
• Remember to start in 8th
  gradeor prior

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Transition Plan Components Contd

• Post Secondary Outcome Goals
• Training/education
• Employment
• Independent 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.

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Desired Measurable Post-Secondary Outcome
Completion Goals

• Goals that reflect students 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

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Desired Measurable Outcome/Completion Goals

• Education/Training
• Examples 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.

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Desired Measurable Outcome/Completion Goals

• Employment
• Examples 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

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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.

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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

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Transition Goals and Activities

• Measurable Goals
• Step by Step Process
• Allows student to narrow options and explore
• Annual Goals

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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)

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Example of Transition IEP Goals

• GoalJohn 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.

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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.

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Vocational Rehabilitation and the Transition
Process

• What is VR?

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Date of Completion and Achieved Outcome

• Update annually when each goal is achieved

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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 students rights that
  will transfer to the student when the student
  reaches the age of 18.

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• Diploma Options
• HS Diploma
• FCSS course and academic requirements
• HS Course Digest
• Exception for those on IEP Math Support
• Academics may be beyond 4 years
• Assessment Requirements
• GHS-Writing and EOCT (20)

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• Diploma Options
• Transition Diploma
• IEP Goals
• Modified Curriculum
• Focus on Vocational Interests and Skills
• Referral to Vocational Rehabilitation
• Transition Diploma Post- Secondary Options

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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 childs
  academic achievements and functional performance,
  which shall include recommendations on how to
  assist the child in meeting the childs
  postsecondary goals.
• SOP

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High School Panel
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Contact InformationSusan Darlington,Transition
Coordinator770-887-2461 ext. 202327sdarlington_at_
forsyth.k12.ga.us