Post Secondary Transition

Post Secondary TransitionCANAR, November 12, 2015Transition PlanningA transition plan helps a teen with an IEP prepare for life after high school.This plan is about more than school; it covers job and daily life skills too.Transition planning helps teens develop clear goals and the skills needed to achieve his/her post secondary goals.A transition plan is results-oriented; what can be done to facilitate the students movement from school to post school activities.

Post secondary Transition Process

Student InvolvementStudents must be invited to the IEP (Individualized Education Program) team meeting if a purpose of the meeting is the discussing of transition goals and services.ParentsGeneral Educator(s)Special Educator(s)Local Education Agency RepresentativeSomeone who can interpret assessment resultsAgency representative, if needed (with prior consent of parent/adult student)Others, at the discretion of the parent or schoolWhen appropriate, the studentTransition plans must be included in the first IEP to be in effect when the student turns 16, or earlier if determined appropriate by the IEP team.Student InvolvementTransition goals are based on the students preferences, interests, and needs.

How could this be a challenge for the IEP team?

Age-appropriate Transition AssessmentsSchools must administer age-appropriate transition assessments to:Help the student identify preferences, interests, strengthsDevelop post secondary, andIdentify current skills and skills needed to achieve the goals.Multiple types of assessments:FormalInformalAssessments should address postsecondary education/training, employment, and, where appropriate, independent living.Assessments should be selected to with the students individual needs in mind.Measurable Post Secondary GoalsMeasurable goals are those which are observable and identify an explicit behavior.Active language will enroll, will complete, will work as, etc.Not passive language wants to, is planning on, is interested in, etc.Goal should never be undecided, isnt sure, needs career explorationGoals must occur after the student exits the school system.Must have goals for employment/training and education; independent living as needed.Goals are based on the students preferences, interests, and needs, not those of the parent, educator, or agency representative.

Transition ServicesOnce the student has develop postsecondary goals, the IEP team must consider which transition services are needed to facilitate the students movement toward those goals.Services include instruction to address identified needs or skill deficits in areas such as reading, math, organization, social, adaptive living, or work-related skills.May also include activities, such as exploring options for postsecondary education, developing a resume, practicing interview skills, exploring employment opportunities, attending a college or employment fair, exploring housing opportunities, registering to vote, etc.These services and activities may occur in the school or in the community.

Courses of StudyCourses of study are a multi-year description of coursework from the students current year to his/her anticipated exit year.Courses of study:Are aligned with the students postsecondary goals,Support the achievement of his/her postsecondary goals, andShould be meaningful to the students future plans and motivate him/her to complete his/her education.

Agency InvolvementIf the IEP team determines an agency, such as Vocational Rehabilitation, the DD Agency, or mental health, might be providing or paying for any transition services, the school must obtain consent from the parent or adult student to invite the agency representative to the IEP meeting.How can VR counselors be involved in transition planning and provide transition services to high school students with disabilities?

Present Level of Academic Achievement and Functional PerformanceThe present level of academic achievement and functional performance (PLAAFP) is the first written statement in the IEP plan documentation of the child's ability and current achievement at the time the IEP is written.It should include, at a minimum:Baseline data, including transition assessment data, and How the students disability impacts access to and progress in the general curriculum.

Annual IEP GoalsStatements that identify what knowledge, skills and/orbehaviors a student is expected to be able to demonstrate within the period of time beginning with the time the IEP is implemented until the next scheduled review. Annual goals must be identified that meet the students needs, including transition needs, as identified in the PLAAFP.

A goal is a measurable statement that describes what a child is reasonablyexpected to accomplish from the specialized educational program during the next calendar year.Annual IEP goals must be reviewed and revised, as appropriate, at least annually.

Post secondary Transition Process

Thank you for your time and attention.

Do you have any questions, comments, or concerns?

Contact Information:Susan Loving, Transition SpecialistUtah State Office of EducationSusan.loving@schools.utah.gov