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Transition planning

Transition planning. Transition Tidbit #2 Alabama State Department of Education Special Education Services Transition Team. Why do we need to plan for life after high school?.

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Transition planning

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  1. Transition planning Transition Tidbit #2 Alabama State Department of Education Special Education Services Transition Team

  2. Why do we need to plan for life after high school? The aim for all students is positive post-school outcomes, especially for those who receive special education services in the state of Alabama. Transition plays a significant role in successfully preparing students for life after high school. Research indicates that students who are taught self-determination and self-advocacy in high school had a much higher rate of post-school success than those who did not (Wehmeyer and Schwartz, 1997; Wehmeyer & Kelchner, 1995; Wehmeyer & Palmer, 2003). Planning is an essential component of successful transition services. Gathering the needed information and data from all transition stakeholders is the first step in the IEP development process.

  3. ALSDE/SES resources available to assist your planning

  4. What do we need to collect as we prepare for a transition IEP meeting? • Parent Input form(s) • Teacher Input form(s) • Student Information form • Current copy of student transcript • Copy of most recent report card • Copy of student’s Four-Year Plan • Credit-Earning Checklist • Attendance & Discipline data • Copy of current IEP and BIP, if appropriate • Progress monitoring data for interventions and IEP goals • Age-appropriate transition assessments

  5. We’ve collected everything we need. Now what do we do? After all the information has been gathered, it is now time to review and analyze the information and data to determine strengths, needs, preferences, and interests for each individual student. Review and analyze the following: • Use a credit-earning checklist to verify course completion and what courses still need to be taken • Review the Four-Year Plan to make corrections/changes and to plan for course scheduling • Review parent and teacher input surveys to address any concerns and consider strengths and weaknesses • Review attendance and discipline information to look for patterns that may impact post-school success

  6. Analyze the data to make decisions • Look at the current IEP to see whether the student is meeting/mastering his/her goals for the current year. • Look at the BIP, if appropriate, for behavioral needs that impact transition. • Look at progress monitoring data from interventions. Determine if the student is making sufficient progress to meet his/her postsecondary needs. • Examine all age-appropriate transition assessment data to determine the student’s interests, aptitudes, and preferences as they relate to postsecondary education/training, employment/occupation/careers, and community/independent living.

  7. Planning for the Iep meeting • Schedule the meeting with the parents at a mutually-agreed upon day and time. Possibly call parents first to schedule the meeting before sending the Notice and Invitation to a Meeting/Consent for Agency Participation home for a signature. • Get the parent(s)’ consent for inviting outside agencies, such as Alabama Department of Rehabilitation Services prior to the meeting through the appropriate signature on the Notice and Invitation to a Meeting/Consent for Agency Participation form. • Invite the student to the meeting and allow him/her to have as much input into the writing of the IEP as his/her disability allows. • Write a draft of the IEP and send home for the parent(s) to review prior to the meeting.

  8. Planning for the iep meeting, continued • Set the stage for the IEP meeting: • Arrange for an appropriate place to meet, preferably with computer access and a printer • Prepare an agenda • Invite all required school personnel • Arrange for a hostess to show guests to the meeting place • Prepare the student for the IEP meeting • Teach the student how to be an active participant in his/her meeting • Role play an IEP meeting before the actual meeting • Familiarize the student with the meeting agenda and determine places where the student can do introductions, lead the discussion ,etc.

  9. Wrap up Preparing and planning ahead of time for an IEP meeting that will address transition helps to develop an IEP that will meet the unique individual needs of students with disabilities. Gathering appropriate information is vital when determining goals and services needed for transition. Prepare for the IEP meeting by creating an agenda and inviting all appropriate individuals to the meeting. For more information contact the ALSDE/SES at 334-694-4782.

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