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. 202327sdarlington@forsyth.k12.ga

.us