Transition Plan Writing for the

2009-2010 School Year

Agenda

• Overview of Transition Plan – Jill Miller – 30 minutes• Handouts for Annual Review – 10 minutes• Opportunity to Ask Questions regarding Annual

Review –remainder of block

What is Transition?

• Transition is the movement from school to post school environments:– Employment– Post Secondary Education– Living arrangements– Community Involvement

• Successful transition requires support from multiple sources for the student and his/her family to make choices, develop connections, and access services.

• In this section, include information from:

– age-appropriate transition assessments

– student and family input

– preferences, strengths and limitations as they relate to future planning

Office of Special Education Transition Survey

PARENT/Guardian Survey for Transition Planning

Date of Completion:

Student Name: Date of Birth:

Parent/Guardian Name:

Respondent Name (if different from parent):

Address:

Phone Number:

School: Grade: Anticipated Exit Date:

This survey addresses what you anticipate to be your student’s needs when he/she finishes high school. This information will also serve as a guide to your student’s teachers in deciding which classes and educational experiences/supports he/she should have to help successfully transition from high school to the desired post-secondary environment. Please complete the following information by checking all that is applicable. Post Secondary Education or Training Attend 2 or 4 year college or university

Attend Vocational/Technical School

Military

My student does not intend to pursue postsecondary education

Other (Please specify

Student Transition Survey

STUDENT Survey for Transition Planning

Date of Completion:

Student Name: Date of Birth:

Parent/Guardian Name:

Respondent Name (if different from parent):

Address:

Phone Number:

School: Grade: Anticipated Exit Date:

This survey addresses what your needs may be when you finish high school. This information will help your teachers in deciding how to help you successfully transition from high school. (If the student has limited verbal skills, the respondent should answer these questions based on their understanding of the student’s needs.) School

Check the choices for the type of classes/training you intend to enroll in:

I plan to:

Enroll in career/vocational/technical classes

Participate in (circle all that apply) Work Based Learning, ROTC, other

Enroll in college-prep courses

Graduate on time

Participate in CBI and/or CBVI during school

What kind of help do you need at school to be successful?

Are you participating in any extra-curricular/after-school activities? Yes No

If yes, please describe:

Date_____________________ Student___________________ Date of Birth______________ Case Manager_____________

Transition Questionnaire This questionnaire helps the IEP team determine transition goals and activities needed to prepare your child for adulthood. Read the questions below and answer to the best of your ability. Education and Training:

1. Where do you see your child receiving future training in functional living skills after high school?

2. What skills does your child need continued education or training in?

Employment/Productive Day Focus:

1. Which of the following productive day activities would your daughter/son P`articipate in after high school:

0 Competitive Employment: completing the typical application and interview process, working independently on a specific set of duties

0 Supported Employment: receiving assistance with getting a job,

learning job duties, and someone checking on them regularly to monitor performance

0 Sheltered Employment: completing “piece-work” duties, typically within a large group, often partnered with other day program supports

0 Volunteer Work: offering services to community organizations (church, library, day-care, school, etc.) without pay

0 Day Habilitation: adult day program focusing on daily living skills, activities in the community, and social skills.

2. Have you:

0 Heard of or visited with any employment agencies that work with persons with disabilities?

0 Contacted people you know in the community to identify potential work opportunities?

Desired Measurable Post-Secondary Outcome

Completion Goals

• Goals that reflect student’s personal desires for their future after high school

• Should be clearly stated and as specific as possible• Positively stated• Practical and relevant to transition needs• Appropriate given student achievement and functional

performance

Desired Measurable Outcome/Completion Goals

Must include goals in the following areas:1. Education/Training

Examples– Brian will attend a four year college to study History– Melissa will participate in on-the-job training to

help her gain experience in Child Care– Zach will enroll in a post secondary school to obtain

training in the automotive field– Sally will participate in a day-habilitation program

in the community

Desired Measurable Outcome/Completion Goals

2. EmploymentExamples:– Brian will become a history teacher– Melissa will be employed in a local Day Care Center– Zach will obtain a job at the local car dealership – Sally will participate in a supported employment

program in the community

Desired Measurable Outcome/Completion Goals

3. Independent Living (address as appropriate)

Examples:– Brian will live on campus– Melissa will get an apartment after graduation– Zach will manage his finances and get an apartment– Sally will reside in a supported living facility

Areas of Measurable Transition IEP Goals

• Education and Training• Development of Employment• Community Participation• Adult Living Skills and Post-

School Options• Related Services• Daily Independent Living

Skills (if appropriate)

Measurable Transition IEP Goals

• These should be goals that directly relate to the how, when, where, and what is needed to complete the Post-Secondary Outcome/Completion Goals

• There must be at least one measurable Transition IEP Goal for Education/Training and Employment

• Adult Living Skills should have a measurable Transition IEP Goal if there is an Outcome/Completion Goal for Independent Living

• Should be attainable within a year

Transition IEP Goals

Transition Activities and Services

• What activities and services are needed to achieve this goal? (Measurable Transition IEP Goal)

• These are the steps to reaching the Transition IEP Goals• Can be activities to be completed at school , home, or in

the community• These are not objectives… no need to repeat IEP goals and

objectives

Persons and Agency Involved

• Who will help the student achieve the Transition IEP goal stated?

• There must be documentation that the Person/Agency was invited to attend and that the parent/student (over age 18) was notified of possible attendance

• If the participating agency does not attend, document other action for agency linkages

Date of Completion and Achieved Outcome

• Update when each goal is achieved and what the outcome is

• Completion dates for each activity must be entered by the date of the annual review

• Best practice is to check in with the family and student more often and enter dates as completed

Education/Training

Transition IEP Goal (level 3) Activity/Service Objective (level 4)

Student will identify (X) colleges/universities and/or technical schools of interest

Meet with college/university/technical school representatives at school. Attend college fair.Visit 2 to 3 campuses of interest.Visit career lab 2 times a semester.Visit GAcollege411.org web site to identify 4 colleges.Identify all requirements for entry into college or technical school

Student will fulfill all requirements for entrance to desired postsecondary institution.

Complete and submit application.Send high school transcripts and SAT/ACT/ASSET or COMPASS scores to schools of interestObtain letters of recommendation from selected teachers.

With parental permission and support, student will investigate (X) financial assistance programs for postsecondary education.

Meet with Vocational Rehabilitation Counselor to create work plan.Investigate scholarships (resource: GA411).Complete and submit FAFSA forms.Apply for Vocational Rehabilitation Services.Apply for waiver program through DHR services.

Student will select courses preferred by postsecondary institution

Inquire with admissions program at selected postsecondary institution about preferred courses.

Student will apply to Vocational Rehabilitation for vocational evaluation and employment assistance.

Obtain application from CTI counselor or other source.

Student will receive training in (X) employment placements.

Participate in CBVI Program.Participate in Work/Study ProgramParticipate in CBI program.Participate in independence training activities in the classroom.

Student will take active role in planning and participating in next IEP meeting

Make introductions at IEP.Present results from vocational evaluations.Plan and/or clarify IEP objectives and criteria.

Student will identify (X) characteristics of disability Take learning styles inventory.Research effects of disability.

Student will request (X) needed accommodations appropriate to disability

Student will request needed accommodations from classroom teacher.Student will request needed accommodations on SAT/ACT/Compass/Asset test.

Student will investigate (X)day-habilitation programs Tour minimum of 2 area programs.Learn and begin the process for entry in selected option.

TRANSITION ACTION PLAN

APPLY FOR SSI APPLY FOR WAIVERS GUIDANCE WITH SSI BENEFITS

DAYTIME ACTIVITIES RESPITE TRANSPORTATION GUARDIANSHIP

NCARC/ RUTLEDGE

CENTER

RACHAM FOUNDATION

SOUTHWEST CHRISTIAN CARE

COWETA’S 5311 “DAIL A RIDE” (COMING SOON)

1-800-772-1213 404-463-3248 706-802-5272 404-350-7589 770-251-6515 770489-1819 770-969-8354 770-254-2640 Social Security Administration 146 Bullsboro Dr. Newnan 30263

SOURCE Continuing care for persons with medical needs that prefer to stay at home.

Region 1 MHDDAD Office 705 North Division Streeet Rome,GA 30165 1-877-217-4462

Benefits Navigator, contact Curtis Rodgers or Sally Atwell

Day Service Center 55 Farmer Industrial Blvd. Newnan, GA 30263

Provides Day Support Service, Supported Employment, Residential Train. For individuals with disability 6470 Cedar Mountain Rd. Douglasville 770-489-1819

Hope House Children’s Respite Center & WeCare Respite 7225 Lester Road Union City, GA 30291 770-969-8354

Services should begin in Jan/Feb of 2009. Two Vans with wheelchair access available. $3 each way,to any location in the county.

Probate Court 22 East Board St. Newnan, GA 30263

Call for an appointment Have your child’s SSI # Ready Medicaid source

May include personal care, day programs, transportation. Not connected with Medicaid.

Medicaid Waivers can pay

for needed services Likely

placement on Planning List

*Must have SSI

Social Security Info

Benefits management

support

Day program with

supervision, Supported

Employment

Offers Center-Based and Off-Site Respite for children with

special needs and the medically

fragile

Full or Limited Guardianship

Issues

Plan Ahead Waiting List

For Admittance

In Most Cases requires a

waiver

Transfer of Rights

• At the IEP Meeting before the student turns 18, the IEP must include a statement that the student has been informed of the student’s rights that will transfer to the student when the student reaches the age of 18.

Summary of Performance

• For a student whose eligibility terminates due to graduation with a regular diploma or exceeding the age requirements, a public agency must provide the child with a summary of the child’s academic achievements and functional performance, which shall include recommendations on how to assist the child in meeting the child’s postsecondary goals.

Summary of Performance

• Be sure the SOP is “student friendly” and helps the student know what his/her strengths and weaknesses are!!!

• Also be sure that the student receives a copy of the SOP

• This document is what the caseload manager and the team make it!!!!!

Comparisons of IDEA ’04 and Section 504 Section 504 and ADA, which apply to post high school education, are very different from the IDEA ’04 which covers preschool through grade 12 or through age 21. This means that some adjustment of the perspectives of students, parents, and instructors is necessary when making the transition from high school to college. The following chart highlights the changes between these laws and educational settings. High School College What is the law? IDEA ’04 Individuals with

Disabilities Education Improvement Act

Sec. 504 of the Rehabilitation Act of 1973; ADA (Americans with Disabilities Act of 1990)

What is the intent of the law?

Free appropriate education for all students with disabilities in the least restrictive environment.

Ensure that no otherwise qualified person is discriminated against in federally funded programs.

Who is covered under the law?

All infants, children and youth requiring special education until age 21 or graduation from high school.

All qualified persons who meet entry criteria of the college and can document a disability as defined by ADA.

What is a disability? IDEA provides a list of disabilities.

Any physical or mental impairment that substantially limits one or more major life activities.

Who is responsible for identifying and documenting need?

School districts are responsible for identifying, evaluating students, and planning educational programs.

Students are responsible for self-identifying to the college and providing documentation of their disability.

Who is responsible for initiating service delivery?

School districts are responsible for providing special instruction, individualized instruction plans and accommodation

Students are responsible for requesting disability services and/or accommodations.

How are services documented?

Focused on the creation of an Individual Education Program that will help the student participate in the general curriculum as much as possible.

Few colleges have “plans”. Most outline accommodations without regard to goals or progress.

How is the curriculum affected?

Often involves significant modification of the

Instructors are not required nor encouraged