Transition and the IEPWhy is effective transition planning important?

Why transition planning?“ensure that all children with disabilities

have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare

them for employment and independent living.”

(34 CFR S300.a(a))

Why Transition Planning? Helps student achieve

his/her dreams Prevents dropout Increases graduation

rate Increases enrollment

in post-secondary education

Improves employment rates

Employment Statistics

53% of youth work full time

63% earn $5.70-$9.00

52% of EBD youth are unemployed 4 years after

high school

www.posthighsurvey.org

With Parents73%

Independently27%

Independent Living Statistics

15 years after high school

Who needs a measurable postsecondary goal?

Any student who will turn 14 during the timeframe of their IEP, or younger, if determined appropriate by the IEP team as required under IDEA 2004.

What is a measurable postsecondary goal?

A statement based on age appropriate transition assessment that articulates what the student would like to achieve after high school taking into account the student’s strengths, preferences and interests.

What information should we get from transition assessment?

Student’s preferences and interests

Family preferences for the student

Self-determination knowledge and skills

Cognitive StrengthsCommunity

Participation Independent Living

SkillsVocational SkillsPhysical and Mental

Health StatusAcademic InterestsLearning StylesStudent and Family

Support Needs

Measurable Postsecondary Goal Areas

Training/Education

Employment

Independent Living (where appropriate)

Example of Transition GoalJohn – 20 year old student with a severe disability who will attend adult day services and live in an apartment with full time support

Goal – John will enroll in an adult day services center and participate in part time basic self help skills training and part time volunteer vocational experiences while living in an apartment with full time support.

Transition Page of IEP Multi-year list of courses based on

student’s preferences and interests

Coordinated set of activities and determine which outside agency, if any, needs to be invited to the IEP meeting (parent consent needed)

Outside Agencies Children and Youth with

Special Health Care Needs Options for Independent

Living Aging and Disability

Resource Center Social Security Office Division of Vocational

Rehabilitation County Human Services

Department Specialized Limited

Funding for Youth with Developmental Disabilities

County Economic Support Program

Aspiro CP Center Clarity Care Improved Living Services,

LLC Innovative Services NEW Curative Paragon Technical /College

Representatives Social Services Mental Health

Purpose of Course of Study

• Increase Graduation Rate

• Prevent Drop Out• Achieve

Measurable Postsecondary Goals

Need in Development

• Student Involvement

• Transition Assessment Results

• Learning Style

Coordinated Set of Activities Need to be specific to the student Designed with results in mind Focus on improving academic and

functional success Based on measurable goals A minimum of 2 years is listed Coordinated between school, family,

student, and outside agencies

Instruction

Formal or Informal imparting of knowledge or skills, such as:• Visit College Campuses• Meet with Student

Support Services• Practice Social Skills• Apply for ACT with

Accommodations• Learn about

Employability Skills• Schedule a Work

Experience

Related Services

Activities that will help in determining if related service needs will continue beyond school, help to identify what agency will provide the services, and help to identify how the student and parent can access those services before the student leaves school.• Identify potential post

school providers of related services and funding sources

• Visit potential post school providers

• Orientation and mobility services

Community Experiences

These are activities that are provided outside the school building and that prepare the student for participation in community life.• Able to make and keep

appointments• Able to get around in

the community• Join a community

organization

EmploymentActivities that focus on development of work-related behaviors, job seeking and keeping skills, career exploration, training, apprenticeship or employment.• Practice completing

job applications • Participate in chores

at home• Get a part-time job

Post-School Adult Living

Activities that are done occasionally, such as:• Registering to Vote• Filing Taxes• Obtaining a driver’s

license• Renting or buying a

home• Accessing Medical

Services• Obtaining Insurance• Accessing adult

services like Social Security

Daily Living SkillsActivities that adults do

almost every day, such as:• Preparing meals• Budgeting• Maintaining a

residence• Paying bills• Caring for clothing and

personal grooming

Functional Vocational Evaluation

Information gathered through situational assessments in the setting where the job is performed related to career interests, aptitudes and skills.• Observable work

samples• Interest Surveys• Aptitude Surveys• Complete Application

to DVR

Transition Planning is the focus of the IEP.

These goals are legally binding and should be realistic based on student needs, preferences, and interests.

Transition is the most checked area of the IEP by DPI.

Example IEP

Annual IEP GuideIEP Checklist2 Example IEPs for EBD students – different needs