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

• 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 herpost-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.

The annual goals must be based on age-appropriate transition assessments.

They must also support the student’s postsecondary or long-term goals for the future.

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/preparation830 Vocational assessment, counseling, guidance, and career awareness840 Career awareness850 Work experience education855 Job coaching (includes job shadow and service learning)860 Mentoring865 Agency linkages (referral and placement)870 Travel training (includes mobility training)890 Other transition service

820 College awareness/preparation830 Vocational assessment, counseling, guidance, and career awareness840 Career awareness850 Work experience education855 Job coaching (includes job shadow and service learning)860 Mentoring865 Agency linkages (referral and placement)870 Travel training (includes mobility training)890 Other transition service

Resources

• www.getinsights.com• www.sfbaycareermap.org• Workability (603-1487)• Transition to Adult Living

http://www.calstat.org/publications/pdfs/transition_guide_07.pdf