Transcript Quality Transition Services Guiding Students To Early Adulthood March 20, 2012 Transition Services Defined • coordinated set of activities • results-oriented process • improving the academic.

Quality Transition Services
Guiding Students
To Early Adulthood
March 20, 2012
Transition Services Defined
• coordinated set of activities
• results-oriented process
• improving the academic and
functional achievement of the
student
• movement from school to
post-school activities
Transition Services Guidance
Coordinated Activities include:
instruction,
community experiences,
development of employment and other
post school adult-living objectives and,
if appropriate, acquisition of daily living
skills and a provision of functional
vocational evaluation
Transition Services
Post School Activities may include:
 post-secondary
education
 vocational education,
 integrated
employment
(including supported
employment)
 continuing and adult
education
 adult services
 independent living
 community
participation
The IEP Connection
#8
#3
#1
#5
#6
#4
Post
School
Options
Living
~
Learning
~
Work
READY
ELEMENTARY SCHOOL
Students engage in 21st century learning;
Begin to develop self-responsibility at home and
school, awareness of civic responsibilities
and learn about community members;
Gain interpersonal skills;
Develop academic and literacy skills;
Begin career awareness; and
Support agencies provide wrap around services.
Assessment decisions here relate to diploma
decisions later
MIDDLE SCHOOL/JUNIOR HIGH
Students continue 21st century learning and
technology skills, and literacy development;
Build self-responsibility, independent work
habits, and social skills;
Explore careers and occupations with an
emphasis on self-determination to promote
informed decision making through an
organized advisory program; and
support agencies provide wrap around services.
HIGH SCHOOL




Students demonstrate 21st century
learning and technology skills;
Refine their goals/plans for post
school education, training, work and
living after high school linking with
current course selections;
Engage in career-decision making;
Make informed choices and selfadvocate to build selfdetermination;
HIGH SCHOOL
Identify needed supports and build
agency linkages for after high school;
Learn about disclosure of disability;
Explore ADA and 504 eligibility and
agency supports;
Develop work-related skills and social
skills needed for work; and
Perform community service
ADULTHOOD
Access adult agency supports
ADA or 504 eligibility
Disclosure
Lifelong learning
Work
Independence
One year follow up survey
First: Consider what the
post-secondary process is
for all WV students and
utilize all that is available.
Second: Determine what
additional steps are
necessary to address the
needs of each student with
an exceptionality.
Third: Assure that all
requirements of special
education are met.
ISTP: INDIVIDUALIZED
STUDENT TRANSITION PLAN
Student Involvement
What are self determination
skills?
Why should educators guide
development of self
determination skills?
#7
Agency: Linkages
If an agency fails to provide
agreed upon services, IEP team
reconvenes to identify
alternative strategies
#2
Annual Updates
How are post secondary
goals and IEP annual goals
different?
How are activities and
linkages different than IEP
annual goals or post
secondary goals?
•How do teachers get
their knowledge of
transition services?
•How do we prepare
students to participate
in the transition process
•When is it appropriate
to address transition
prior to the IEP when
the child is age 16?
Age of Majority
Not later than the student’s 17th
birthday, the student will be
informed that special education
rights will transfer on his or her 18th
birthday unless the parent has
obtained legal guardianship.
Adult Services and Disability
School Services = Entitlement
Adult Services = Eligibility + Disclosure
How do schools and agency staff work
together to assist students and parent
to understand this idea?
Summary of Performance
The district must provide the
child with a summary of the
child’s academic achievement and
functional performance, including
recommendations on how to
assist the student in meeting
his/her postsecondary goals.
Summary of Performance
How can a quality
Summary of Performance
assist the adult agency
to determine services?
How can the student be a part of
presenting the information?
Links on the following pages are found at:
WVDE OSP Transition Web Resources
Website Links:
• Think College – Click Think College Island for
middle school students or For Students to help
your students explore options
• O*Net – Select Advanced Search, then Skills
Search to explore options
• Bureau of Labor Statistics – Explore career
information by selecting What Do You Like?
areas of interest
Website Links:
• Office of Disability Employment Policy – Select
the new curriculum, Skills to Pay the Bills
• National Collaborative on Workforce and
Disability – Select What’s New for new
information and Publications by Topic:
Disability Disclosure
• Job Accommodations Network – Click on For
Individuals and select Accommodation
Information A-Z