1 / 28

Transition IEP

Transition IEP. Using Your IEP to Plan for Your Life After High School Presented by the Transition Alliance Group. Session Objectives . Talk about ways to team up with your school to plan for your future Discuss required transition pages important for your IEP

elma
Télécharger la présentation

Transition IEP

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Transition IEP Using Your IEP to Plan for Your Life After High School Presented by the Transition Alliance Group

  2. Session Objectives • Talk about ways to team up with your school to plan for your future • Discuss required transition pages important for your IEP • Identify the three outcome areas • Identify tools and resources in the community that can help you plan for your future

  3. True or False • Transition was included in IDEA because special education students exiting HS were successful in achieving positive post-school adult outcomes such as living on their own, having a well-paying job and attending postsecondary education. TRUE FALSE

  4. False! Compared to their peers without disabilities, people with disabilities experience: • Half the graduation rate • Higher dropout rates (21% v. 10%) • Lower college entrance/completion • Lower employment (35% v. 78%) • Higher dependency on public assistance • Higher poverty rate (26% v. 9%) • Lower satisfaction rate (34% v. 61%) NLTS2

  5. True or False • Students with disabilities transitioning from school to adult life are not often supported by effective interagency collaboration. TRUE FALSE

  6. True! • Limited levels of service coordination and collaboration among schools and community service agencies. • Students leave school without appropriate community connections. • Long waiting lists for adult services.

  7. True or False • Since mid-1980s, Federal incentives were offered to states to improve transition planning services, but no specific policies were identified. TRUE FALSE

  8. True! Transition Services“…a coordinated set of activities designed to be within a results- oriented process, that is focused 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” - IDEA, 2004

  9. IDEA 2004 requires Conversation regarding transition as part of the IEP no later than age 14-15-16 including: • Age-appropriate transition assessments, • Measurable post school goals in education, employment, and adult life, • Transition services identifying what adults will do to assist young adults in reaching the post school goals, and accompanying goals and objectives, and • Inclusion of community agencies and services supportive of transition goals with permission.

  10. Indicator 13 • Annual review of JeffCo secondary IEPs to ensure compliance with requirements under Federal regulations. • Encourages school teams to review and amend development of student IEP. • Just Completed- JeffCo is compliant!

  11. Indicator 14 • How are our students doing one year following graduation in regard to education, employment and quality of life?

  12. What is Transition? • The successful movement from school to a productive adult life. • Based on student needs, interests, and preferences reflected in the following areas: • Education/Training • Career/Employment • Independent Living

  13. What are the critical elements of Transition Planning? • Transition Assessments • PLAAFP • Post Secondary Outcome • Course of Study • Transition Services • Agency Linkages • Annual Goals and Objectives • Student Voice/Invitation

  14. Transition Assessment • Formal and informal • Designed to gather information about student: interests, abilities, skills, preferences, potential barriers, health, family support, ETC! • Ongoing throughout period of transition planning

  15. Some examples of Transition Assessment • TPI – Transition Planning Inventory • Student-centered planning • Parent and student questionnaires • Naviance, College in Colorado • Interest inventories- verbal, reading-free • Community-based work experiences and work samples • Review of records

  16. PLAAFP • Present level of Academic Achievement and Functional Performance

  17. Eight Components of the PLAAFP • Disability Determination/History of Disability • Description of Progression or Stability of Disability • Current Assessment and Data/Progress on past Goals and Objectives • Limitations and Implications of Disability • Accommodations and Modifications • Self-Determination • Linkages to Agencies and Services Provided • Parental Concerns

  18. Measurable Post School Outcomes • Must focus on what the student will do after exiting high school • Must be a “will” statement, rather than wants, wishes, or hopes to • Should be based on findings from transition assessments done with the student • Post school goals must have corresponding goals and transition services

  19. Student Examples of Outcomes • What are your identified outcomes? • How are you using your transition IEP to help prepare for your next steps in life?

  20. Transition Services • What the community of adults will do to facilitate movement from school to post school activities • Specific and individualized for the student • Related services (speech, motor, mental health) must be related to the post school goals • May include the service of referral to another agency

  21. Interagency Linkages • Documentation of current linkages • Pamphlets/ Contact Info • Permission to Invite Form • Family can invite • Inform vs. Invite • District Resources

  22. Ensure systemic, consistent and on-going communication between school staff, students, parents, community partners and resources

  23. Course of Study • Multi- year description of coursework • Specific and Individualized • Links to postsecondary outcomes Can another school build a class schedule based on this information?

  24. Summary of Performance ”Summary of Performance” must be completed for exiting students to facilitate communication and connection with agencies providing post high school services.

  25. Empower students to become self-advocates

  26. JeffCo Schools – Student Tips for Transition • Attend your yearly IEP meeting, participate, and invite friends to help you. • Prepare for the meeting by thinking about your goals for the future, and activities and strategies that work for you now. • Complete any pre-planning tools that might be useful at the meeting. • Talk with your parents about your goals for the future.

  27. JeffCo School - Tips for Transition • If comfortable, chair the meeting. • Share your hopes/ dreams with the group. • Ask questions if you don’t understand what others are saying. • When you get home, review what happened at the meeting, and are you happy with the outcomes?

  28. Helpful links • Transition Toolkit—CDE http://www.cde.state.co.us/cdesped/TK.asp

More Related