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Transition Planning Preparing our Students for HS, Independence and Adult Living

Transition Planning Preparing our Students for HS, Independence and Adult Living. Agenda. The HS IEP Review HS Curriculum/Supports HS Panel Round Table. What is Transition within the IEP?. Transition is the movement from school to post school environments: Employment

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Transition Planning Preparing our Students for HS, Independence and Adult Living

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  1. Transition PlanningPreparing our Students for HS, Independence and Adult Living

  2. Agenda • The HS IEP • Review HS Curriculum/Supports • HS Panel Round Table

  3. What is Transition within the IEP? • 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.

  4. 2004 Individual with Disability Education Act • students should be invited to their IEP meeting • plan should be written by HS or age 16

  5. State and Federal Law Defines transition services as: • A coordinated set of activities • Results oriented process • Appropriate measurable postsecondary outcome goals based on age appropriate assessments. • Collaborative approach

  6. When do we begin transition planning? It’s right under our nose…… • Academics • Self-Awareness • Likes and Dislikes • Careers Surrounding

  7. Transition Goals and Activities for All Students: It’s all in the planning and preparation…….. • Career Exploration and Planning* • Education and Training* • Self-Advocacy • Self-Awareness • Preparation for Independence • Daily Living Skills • Related Services

  8. What does it involve? • Exploration and Dreaming • Asking Why or what about? • Building on skills and enhancing • Narrowing down options • Identifying Resources • Identifying future needs • Awareness, Planning and Preparing • Collaboration

  9. Members of the Transition Team • Student (must at least be invited) • Parents • **Any agency (public or private) that is likely to provide services or to pay for services (with the consent of the parent or child) • All other IEP team members

  10. Transition Plan Components • Preferences and Strengths • age-appropriate transition assessments • student and family input • preferences, strengths and limitations as they relate to future planning • social, academic, community and home

  11. Transition Assessment • Formal • Informal • Checklists • Previous Information • Remember to start in 8th grade…or prior

  12. Transition Plan Components Cont’d • Post Secondary Outcome Goals: • Training/education • Employment • Independent living (as needed) IEP Transition goals are written to assist the student in reaching and/or re-determining his/her post secondary goals in the areas of training and education, related services, community experiences, employment/post school and daily living if appropriate.

  13. 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*** • Ever changing as student explores options

  14. Desired Measurable Outcome/Completion Goals • Education/Training Examples: After graduation, • 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.

  15. Desired Measurable Outcome/Completion Goals • Employment Examples: After graduation, • Brian will teach history at a 2 year college. • Melissa will work as a teacher in a local Day Care Center • Zach will work at the local car dealership as a sales rep. • Sally will participate in a supported employment program in the community

  16. Desired Measurable Outcome/Completion Goals 3. Independent Living (address as appropriate) Examples: After graduation, • Brian will live on campus while attending college. • Melissa will life in an apartment with a roommate. • Zach will manage his finances and rent an apartment. • Sally will reside in a supported living facility.

  17. Course of Study • Healthcare Science • Agriculture • Architecture, Construction, Communication and Transportation • Engineering and Technology • Marketing Sales and Services • Business and Computer Science • Education • Government and Public Safety • Culinary Arts • Family and Consumer Science • Arts and Humanities

  18. Transition Goals and Activities Measurable Goals Step by Step Process Allows student to narrow options and explore Annual Goals

  19. Transition Goals/Focus Area • Education and Training* • Development of Employment* • Community Participation • Adult Living Skills and Post-School Options • Related Services • Daily Independent Living Skills (if appropriate)

  20. Example of Transition IEP Goals • Goal:John will select 3 colleges in his identified area of interest (post-secondary goal) and identify entry requirements. Activity: Review GA411 and review colleges that focus on and offer courses in the field of ______. • Goal: Kenya will identify 2 transportation options in order to obtain work. • Activity: Kenya will review Dial A Ride policies and pick up locations. Kenya will make a list of relatives that are available and identify their schedules and locations.

  21. 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.

  22. Vocational Rehabilitation and the Transition Process What is VR?

  23. Date of Completion and Achieved Outcome • Update annually when each goal is achieved

  24. 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.

  25. Diploma Options HS Diploma • FCSS course and academic requirements • HS Course Digest • Exception for those on IEP: Math Support • Academics may be beyond 4 years • Assessment Requirements: GHS-Writing and EOCT (20%)

  26. Diploma Options Transition Diploma • IEP Goals • Modified Curriculum • Focus on Vocational Interests and Skills • Referral to Vocational Rehabilitation Transition Diploma Post- Secondary Options

  27. 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. SOP

  28. High School Panel

  29. Contact Information:Susan Darlington,Transition Coordinator770-887-2461 ext. 202327sdarlington@forsyth.k12.ga.us

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