SECONDARY TRANSITION. The IEP team must address transition services for the IEP that will be in effect when the student is 14 ½. - PowerPoint PPT Presentation
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The IEP team must address transition services for the IEP that will be in effect when the student is 14 ½. SECONDARY TRANSITION 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
Transcript
The IEP team must address transition services for the IEP that will be in effect when the student is 14 ½.
SECONDARY TRANSITION
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:
EMPLOYMENTEDUCATIONTRAININGINDEPENDENT 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 StaffStudentFamily 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 OUTCOMESAddress 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 TRAININGA 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 Post- Secondary 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 LIVINGIf 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 NeedsAnd 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 SERVICESIf 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 & otherpost-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 SERVICESIf 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 “pre-Admission 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 Espanol1-800-447-6404 for callers who are deaf or hard of hearing
• 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 home-based services after reaching age 18 & when no longer receiving special education services:
