Transcript Transition Plans

Transition Plans
A results-oriented process that
focuses 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… based on
the individual child’s needs.
Paperwork
• Three page “new” Individual Transition
Plan and Transition Services forms
(p.1A* & B)
• Prior Written Notice of Graduation
(p.27)
• When exiting, “new” Summary of
Student’s Academic Achievement and
Functional Performance forms (p.26A &
B)
Legal Requirements
• Magic number is 15 years old.
• Need 2 post secondary goals: education
and employment. (independent living
skills, if appropriate)
• Need 1 transition service. (the 800s)
• Student & Parent must be informed 1
year prior to 18th birthday of transfer
of rights.
Who is involved?
• Student must be invited to attend IEP.
• Representatives of involved agencies
must be invited. Parent/Student
consent must be obtained prior to
invitation.
• Document on the Notice of Meeting
(p.24)
Evaluation
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Should consider strengths of student,
concerns of parent,
results of recent evaluation,
the academic, developmental, functional needs
of student
• Can use formal or informal evaluation tools
Each post
secondary goal
must be supported
by an annual goal.
Confused?
The use of the term “goal” to describe both what
students want to happen once they leave school and
also to describe what schools must do to help
students achieve their long term objectives can be
confusing.
The IDEA ’04 requires transition services language in
the IEP to include postsecondary goals, or the
student’s aspirations for his or her future.
The IDEA ’04 also requires annual goals in the IEP to
help students achieve their goals for the future.
Annual, measurable goals in the IEP should be written
each year to help the student achieve his or her
post-school goals.
Transition to Adult Living, CDE 2007 p.6
The postsecondary goal is what the student wants
and hopes for his or her future in terms of higher
education, employment, and independent living.
The annual, measurable goals in the IEP are what
schools will do to help the student in high school, or
earlier if appropriate, to achieve long-term goals.
The annual goals are still included under the
headings described in the definition of transition
services above, which include instruction, employment,
and, if appropriate, daily living skills.
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The annual goals must be based on ageappropriate transition assessments.
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They must also support the student’s
postsecondary or long-term goals for the future.
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Transition to Adult Living, CDE 2007 p.7
Post Secondary Goals
• Education
• Employment
• Independent Living Skills
• Measurable postsecondary goal –
• After graduation from high school, “student”
will enroll in a four-year college to obtain
his/her undergraduate degree in science to
become a lab technician.
Annual Goal
• Through participation in his/her English class,
“student” will write an essay about their
expectations for their future career,
including statements of a personal goal, three
or more positive aspects of the career, and a
summary statement of experiences with job
shadowing with 80% accuracy in grammar and
spelling by [date of next annual IEP]
• English Standard Writing Applications 12.2.1
Transition Services
• 820 College awareness/preparation
• 830 Vocational assessment, counseling, guidance, and
career awareness
• 840 Career awareness
• 850 Work experience education
• 855 Job coaching (includes job shadow and service
learning)
• 860 Mentoring
• 865 Agency linkages (referral and placement)
• 870 Travel training (includes mobility training)
• 890 Other transition service
820 College awareness/preparation
830 Vocational assessment, counseling, guidance, and career awareness
840 Career awareness
850 Work experience education
855 Job coaching (includes job shadow and service learning)
860 Mentoring
865 Agency linkages (referral and placement)
870 Travel training (includes mobility training)
890 Other transition service
820 College awareness/preparation
830 Vocational assessment, counseling, guidance, and career awareness
840 Career awareness
850 Work experience education
855 Job coaching (includes job shadow and service learning)
860 Mentoring
865 Agency linkages (referral and placement)
870 Travel training (includes mobility training)
890 Other transition service
Resources
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www.getinsights.com
www.sfbaycareermap.org
Workability (603-1487)
Transition to Adult Living
http://www.calstat.org/publications/pdfs/transition_guide_07.pdf