Transcript SECONDARY TRANSITION - BMP Special Education Cooperative

SECONDARY TRANSITION
The IEP team must address transition
services for the IEP that will be in
effect when the student is 14 ½.
This is known by the state as Indicator 13. There are 8 item
requirements that must be met for your school district to be in
compliance. If just one of those eight requirements are not
met—then you are not in compliance and this will cause your
district to be flagged by the state. If this happens then the
state will begin checking your IEP’s and you will have to make
changes and your district will be required to write a School
Improvement Plan.
FORM CC
• Before inviting any outside agency to the IEP meeting
regarding Transition Services—Consent must be
granted before any outside agency can be put on the
Notice of Conference. That does not mean—invite
them and then get the signature at the meeting.
• Outside agency also means that if your school district is
not a Community Unit District (Same District Number
for Pre-K through 12th grade)—you must gain consent
to invite (ex: school counselor to an 8th graders
meeting, etc.) even if it is the same school counselor
for both districts.
AGE-APPROPRIATE TRANSITION
ASSESSMENTS
The four areas identified to develop the
transition plan are:
EMPLOYMENT
EDUCATION
TRAINING
INDEPENDENT LIVING—This area may not be
needed but if this is the first time assessment
for the student—then collect some type of
data to determine (none needed).
AGE-APPROPRIATE TRANSITION
ASSESSMENTS
Assessment Type:
Could include: Illinois Work Information
Interest Inventories
Student/Family Interview
PLAN/EXPLORE/PSAE
Career Cruising
**There are many different assessment types
that can be utilized to completed this section.
AGE-APPROPRIATE TRANSITION
ASSESSMENTS
Responsible Agency/Person:
School
Staff
Student
Family Member
Date Conducted:
This would be the date that assessment was
completed/administered.
AGE-APPROPRIATE TRANSITION
ASSESSMENTS
Report Attached:
It is either Yes or in the file
Goal #
The outcome from this assessment must
then be attached to one of your IEP goals.
A number must go in this space.
POST-SECONDARY OUTCOMES
Address by age 14 ½ and annually thereafter
EMPLOYMENT—A goal must be written in
regards to some form of employment.
•
competitive employment
•
supported shelter
•
non-paid employment as a volunteer or in
a training capacity
•
military
EMPLOYMENT
• Sample goal:
*Matthew will gain employment in the nursing field.
*Matthew will obtain employment as a carpenter.
*Matthew will be employed in the field of an
electrician.
• Within this box—complete: Transition services needed
upon High School graduation: (see back side of data
sheet for numbers to indicate what services are needed).
POST-SECONDARY EDUCATION
&/or POST-SECONDARY TRAINING
A goal must be written in regards to some
form of post-secondary education and/or
post-secondary training.
•
•
•
•
Community College
4-year university
Technical/Trade/Vocational School
Apprenticeship/on-the-job training
POST-SECONDARY EDUCATION
&/or POST-SECONDARY TRAINING
• Adult Education
• Developmental Training
• Job Corps
POST-SECONDARY EDUCATION
&/or POST-SECONDARY TRAINING
• Sample goal:
*Matthew will attend a trade school to study
carpentry.
*Matthew will enroll in and attend a
community college.
*Matthew will attend a trade school to
acquire the credentials to become an
electrician.
POST-SECONDARY EDUCATION &/or
POST-SECONDARY TRAINING
• Sample goals:
*Matthew will gain the skills needed to be
an electrician through an on-the-job training
program.
*Matthew will train under an apprentice to
learn the skills needed for carpentry.
*Or use the same goal as you had under PostSecondary Education.
POST-SECONDARY EDUCATION &/or
POST-SECONDARY TRAINING
• Within this box (at the bottom)—complete:
Transition services needed upon High School
graduation: (see back side of data sheet for
numbers to indicate what services are
needed).
INDEPENDENT LIVING
If Applicable
 A goal must be written in regards to independent living
if applicable. (If not applicable—type in not applicable)
• Independent Living or Community Living Alternatives
• Health/Safety
• Self-Advocacy/Future Planning
• Transportation/Mobility
• Social Relationships
• Recreation/Leisure
• Financial/Income Needs
And don’t forget to fill in the transition numbers for
services needed for post-high school
COURSE of STUDY
• The course of study is a long-rage educational
plan or multi-year description of the
educational program that directly relates to
the student’s anticipated post-school goals,
preferences and interests.
• Could include: required, elective, advanced
placement, or specially designed instruction,
and/or educational experiences in the
community
COURSE of STUDY
• If you are typing this document—keep it saved
and those classes will remain there from year
to year.
• Recent ISBE review (indicator 13) of transition
records had to correct IEP’s to show all of the
classes across the board for year 1, 2, etc..
TRANSITION SERVICES
If appropriate—include linkages to outside agencies
• Identify any supports and/or services needed in the areas
of:
*instruction
*related services
*community experiences
*development of employment & other
post-secondary adult living
objectives
*if appropriate—acquisition of daily living
skills and/or provision of a functional
evaluation
*linkages to post-secondary support/services
TRANSITION SERVICES
If appropriate include linkages to outside agencies
• Also indicate the agency & position
responsible for providing the
supports/services, and if appropriate the
corresponding annual IEP goal number
• Also complete the date/year to be addressed
• Finally complete the date/year completed
INSTRUCTION
• Examples:
 instruction related to safety in the
workplace
 improve verbal & written
expression skills to communicate
on the job
 complete HS graduation
requirements
 participate in after school activities
 Learn about & visit potential places
in the community to shop for food,
clothing, & access to bank.post
office, etc.
 special education homeroom
 counseling & guidance
 find out what training is needed to
be a LPN
 vocational education classes in high
school
 continue to work on improving
social skills needed in the
workplace
 will find out own high school class
schedule to prepare for work
schedule
 participate in ACT preparation
activities
 participate in school sponsored
study buddy program
 Participate in after school tutoring
program for _____________skills
RELATED SERVICES
• Examples
 Counseling services to increase
ability to manage anger
 OT/PT services with a focus on
improving speed & accuracy to
compete in the workplace
 Improve verbal & written
expression skills to communicate
on the job by weekly sessions
with the SLP
 Use resources such as public
transportation that are needed to
live on own
 Daily attendance instruction
 Instruction on starting
directions/finishing tasks with
social worker
 Instruction & appropriate edicate
on how to make appointments
COMMUNITY EXPERIENCES
• Examples
 Continue current part-time
employment
 Extra-curricular activities such as:
church boy scouts, YMCA, 4-H,
etc
 Learn about & visit potential
places in the community to shop
for food, clothing, & access
bank/post office
 Participate in
basketball/football/volleyball,
soccer/drama club/speech team,
etc.
 Family vacations
 Take music lessons
 Volunteer/participate in Big
Brother/Big Sister programs
 Will complete community
services hours in order to meet
necessary graduation
requirements
DEVELOPMENT OF EMPLOYMENT & OTHER
POST-SECONDARY ADULT LIVING OBJECTIVES
• Examples
 Meet with job coach in classroom
and/or community setting
 Take ASVAB test
 Attend post-secondary job fair,
events & other sessions provided
by the school or community
 Take college/community college
entrance prep exams
 Receive OJT through the STEP
program
 Job shadow at each desired work
environment
 Take conditioning PE in order to
pass entrance exam for military
 Register to vote at age 18 and if a
male student must register for
Selective Service
 Contact & meet with disability
Benefits Estimator to learn about
work support through SSI
 Research classes needed as
prerequisites for trade school
 Counseling and guidance
 Explore different jobs in a specific
field of interest
APPROPRIATE ACQUISITION OF DAILY LIVING
SKILLS and/or FUNCTIONAL VOCATIONAL
EVALUATION
• Daily Living Skills
 Receive instruction on safety skills needed
in the community/workplace/home
 Receive instruction on selecting
appropriate clothing for the day
 Take vocational classes
 Practice personal hygiene on a daily basis
 Receive instruction on & make annual
appointments & arrangements to keep
those appointments
 Keep & manage a checkbook
 Use resources such as public
transportation that are needed to live
independently
 Participate in Adult living classes and
practice skills during school-sponsored
field trips in the community
• Functional Vocational Evaluation
 Refer to DHS for assessments
 Develop & maintain
 Vocational evaluations through Vocational
Education classes
 Completion of a career unit
 Take ASVAB test
 Use the Illinois Career Resource Network online
for Career Information System to develop a
portfolio & use self assessments
 Situational assessments occurring during career
& vocational classes
LINKAGES TO POST-SECONDARY
SUPPORTS/SERVICES
• Examples




DHS
Gateway
Horizon House
Community college
representative
 Military representative
any of these will/can be
invited to meeting junior and/or
senior years.
 Counseling & guidance
 Vocational & other training
services




Transportation
Services to family members
Deaf/hard of hearing services
Information was given and/or
sent to the parent/guardian
HOME-BASED SUPPORT SERVICES
PROGRAM
• Complete this section only for students who may fall under the
category of developmentally disabled & who may become eligible
for the Home-Based Support Services Program after they reach age
18 and no longer receive special education services.
This program allows adults (age 18 & older) to purchase goods &
services related to their disability. The cost of these goods &
services may total up to 300% of the individual’s Social Security
Income (SSI) level. To participate, the individual must be eligibile
for federal SSI or Social Security Disability Income (SSDI).
• The money for these programs are limited, only some of the
eligible person who apply will be selected to participate when
funds become available.
HOME-BASED SUPPORT SERVICES
PROGRAM
• To become eligible, families or individuals must work with their local “preAdmission Screening (PAS)” Agency to first complete the “PUNS” Survey
and then submit an admissions “packet” to the Division of Developmental
Disabilities for review.
• Local PAD agency can be found on-line at
http://www.dd.illinois.gov/LocalAgency.cfm
or call 1-888-DD-PLANS or 1-866-376-8446 (TTY).
• DHS 24-Hour Telephone Hotline
1-800-843-6154 English or Espanol
1-800-447-6404 for callers who are deaf or hard of hearing
TTY: (312) 793-2354
http://www.dhs.state.il.us/mhdd/dd/homebasedsupportservices.asp
HOME-BASED SUPPORT SERVICES
PROGRAM
• Examples:
 Plans for determining the student’s eligibility for home-based services:
Parent was provided with a copy of eligibility criteria
 Plans for enrolling the student in the program of home-based services:
Parent was provided information regarding application process
 Plans for developing a plan for the student’s most effective use of homebased services after reaching age 18 & when no longer receiving special
education services:
Parent was connected with DHS