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Unformatted text preview: Looking Ahead to
Planning for Transition
Planning Jan Pearcy, Associate Director
348-7700 (Ext. 214), [email protected]
1 General IEP Reminders
Must make at least 3 documented attempts to have parents
or guardians present at IEP meetings.
Letters, documented phone calls, e-mails, etc… LEA Representative is required to be present for the entire
If they need to leave, take a break & reconvene when they return. District Administrator may designate another person to act as
Must have authority to commit money! Should not be case manager! General Ed. teacher is required to be present for the entire
Gen. Ed. teacher should be someone who has the student in class currently
and can speak to academic issues. (P.E. teacher is not the best option.) General IEP Reminders, cont….
Excusal forms must be used for people on the
invitation who are not present for the meeting.
Can’t excuse required participants: Parent, Gen. Ed. teacher,
Sp. Ed. teacher, LEA Rep. If they can’t be there, don’t hold
Excusal form for others who SHOULD be present but can’t and
leave a report. (SW, OT/PT, Speech, etc….) Use of amendment page
If you change minutes after the IEP goes into effect, you need
to do an amendment page to reflect this change. (Ex: Student
scheduled to receive adaptive P.E. is scheduled to take health
2nd semester. Will not receive adaptive P.E. minutes 2nd
semester) Why Do We Plan for Transition?
For individuals with disabilities:
The rates of the following are disproportionately high: Dropping Out of School Incarceration Under-employment and unemployment Illiteracy
The rates of the following are disproportionately low:
The Enrollment in & completion of post secondary education &/or
Employment Independent living
Independent Access to health care/ health insurance
(Hudson River Center for Program Development, Inc.; National Center for Education Statistics, (1997); Social Security
Administration, (2000); SRI International.)
4 Federal Definition of Transition
Is based on the individual child’s needs, taking into
account the child’s strengths, preferences, and
The development of employment and other post-school
adult living objectives; and…..
If appropriate, acquisition of daily living skills and
functional vocational evaluation.
34CFR §300.43(a)(1) Federal Transition Requirements
The public agency shall invite a child with a
disability to attend his or her IEP meeting if a
purpose of the meeting will be the consideration
of the postsecondary goals for the child and the
transition services needed to assist the child in
reaching those goals...
If the child does not attend the IEP Team
meeting, the public agency must take other
steps to ensure that the child’s preferences and
interests are considered.
6 Federal Transition Requirements
Beginning not later than the first IEP to be in
effect when the child turns 16 ... and updated
annually, thereafter, the IEP must include:
(AGE 14 ½ IN ILLINOIS!!)
Appropriate measurable postsecondary
goals based upon age appropriate transition
assessments related to training, education,
employment, and, where appropriate,
7 Federal Transition Requirements
To the extent appropriate, with the consent
of the parents or a child who has reached
the age of majority …
the public agency must invite a
representative of any participating agency
that is likely to be responsible for providing or
paying for transition services.”
CFR34 300.321(b)(3) 8 Federal Transition Requirements
Beginning not later than one year before the
child reaches the age of majority under state
law, the IEP must include a statement that the
child has been informed of his/her rights under
Part B of the Act, if any, that will transfer to the
child upon reaching the age of majority.
The public agency shall provide any notice
required by this part to both the child and the
parent; and (ii) all other rights accorded to
parents under Part B of the Act transfer to the
9 Federal Transition Requirements
Summary of Performance (SOP)
For a child whose eligibility ends, a public agency
must provide the child with a summary of the
child’s academic achievement and functional
performance, which shall include
recommendations on how to assist the child in
meeting the child’s postsecondary goals.
(See EIASE’s sample SOP in resources or on EIASE’s website under forms.)
34CFR §300.305(e)(3) When do you write a SOP??
Graduation with a regular diploma
Exceeding the maximum age of eligibility 10
10 FEDERAL AND STATE
TRANSITION REQUIREMENTS In summary:
Transition requirements are designed to ensure
student success in and beyond high school.
The focus of the IEP starting no later than age
14 ½ must be the student’s post school goals.
Educators cannot adequately conduct transition
planning & services delivery alone.
11 What drives what??
Student’s strengths, preferences, & interests
Student’s Transition plan IEP goals & objectives Instruction
12 Components of the Transition Plan
(Page 1) 1. Age-Appropriate Transition Assessment You should have already completed these. You used these to complete the rest of the plan Can be the same assessment for all areas Must have something for employment & either
education OR training.
education Report attached?
(No, but keep in file)
13 Assessments Examples
College entrance exams
Life skills inventories
Voc. skills inventories
Social skills inventories
IQ Tests INFORMAL
14 Components of the Transition Plan
(Page 1) 1. Post-Secondary Outcomes:
Each student must have included in the
IEP, appropriate, measurable postIEP,
secondary goals based on ageappropriate transition assessments
related Employment Education and/or Training Independent Living Skills (If applicable) 15
15 Components of the Transition Plan
(Page 1) 1. Course of Study: Include multi-year schedule (All required
courses and planned electives)
courses Reflects coursework that supports or
enhances movement toward post
secondary Review annually and update as needed.
16 Components of the Transition Plan
(Page 2: Transition Services) 1. Instruction:
Central goal of academics in special ed. at the
high school level is to help them be as
prepared as possible to manipulate
information needed to function independently
after high school.
(Ex: Reading manuals, following recipes, finding info.
in a phone book, using the internet, making good
choices, completing applications for various adult
17 Components of the Transition Plan
(Page 2: Transition Services) 1. Related Services:
Refers to services available while students are still in school. (Ex: transportation, guardianship, speech-language,
audiology services, psychological services, physical &
occupational therapy, recreation, therapeutic recreation,
social work services, counseling services, rehabilitation
counseling, orientation & mobility services, & medical
While these services are provided throughout the
student’s tenure, make the connections so students and
parents have the links they need when the student leaves
the public school setting.
18 Components of the Transition Plan
(Page 2: Transition Services) 1. Community Experiences:
Should be working in the natural setting of community!
(Dr. license, access public transportation, bike skills,
vehicle maintenance, etc.)
b. Accessing community services:
(Shopping, banking, appointments, public services)
(Recreation, eating out, community activities)
19 Components of the Transition Plan
(Page 2: Transition Services) 1. Development of Employment and other
post-school adult living:
post-school How to look for a job, how to interview for &
secure a job, how to keep a job, fulfilling the
complete prerequisites for a job, how & when to
leave a job. DRS referral, legal issues, selective service, etc.
(Employment during high school is crucial because it is the one factor
that research has shown improves the employment rate of students
in special programs upon leaving the school setting.)
20 Components of the Transition Plan
(Page 2: Transition Services) 1. Appropriate acquisition of daily living
skills and/or functional vocational
(household chores, personal hygiene, medical needs,
Students need to be able to make informed, satisfying
career choices, set goals & modify these goals as
needed, & advocate for themselves.
21 Components of the Transition Plan
(Page 2: Transition Services) 1. Linkages to after graduation support/services:
Whatever assistance you feel the student will need
from outside agencies.
(Ex: DRS, SSI, Sp. Needs counselor at a college
or university, Group home rep., Sheltered
Workshop rep., etc…)
(See additional ideas in resources)
22 Indicator 13
Indicator 13 is a part of the improvement plan.
Districts must meet certain requirements as
outlined in the Indicator 13 checklist.
2008-09: 6 requirements
2009-10: 2 additional requirements added
(See attached Indicator 13 checklist)
23 Indicator 13: Old but still required)
1. Is a Measurable post-secondary goal stated for
each area? (Employment, Education and/or
Training, Independent Living Skills)
2. For each post-secondary goal, is the postsecondary goal updated annually?
Need to add to, rewrite, make more specific, etc… each year. Can’t
use the same text year after year.
use 1. For each measurable post-secondary goal, is
there evidence that the goal was based on
age-appropriate transition assessment?
If not applicable, check N/A.
NO triggers a “ding”.
24 Indicator 13: (Old but still required)
1. Enter the transition services listed in each
post-secondary goal area.
Don’t list everything you think they need. Just what you consider
Need something in each area that you have a goal for.
If you don’t have a goal for an area, mark through!
Note goal #’s at end of each choice!!! 1. Is a course of study that is aligned to
ALL the student’s post-secondary goals
Complete ENTIRE table.
Change courses each year to match actual schedule.
25 Indicator 13
(Updated) 1. For each post-secondary goal is (are)
there annual goal(s) included in the IEP that is/
are related to the student’s transition services
needs? May use academic goals if you can justify how
they are transition related.
Check “Transition” on goals pages.
If not applicable, check N/A.
NO triggers a “ding”.
26 Indicator 13
(New) 1. Is there evidence that the student was
invited to the IEP Team meeting where
transition services were discussed?
transition Add student’s name to invitation.
If student doesn’t attend, make sure you
document somewhere how you obtained
student’s preferences and interests.
27 Indicator 13
(New) 1. If appropriate, is there evidence that a
representative of any participating agency
was invited to the IEP Team meeting with
the prior consent of the parent or student
who has reached the age of majority?
who Can’t make parent/student consent!!
Can’t make agency attend!
If can’t get consent or doesn’t attend, document what you
did to give student needed information.
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This note was uploaded on 06/18/2011 for the course SPE 3700 taught by Professor Janpearcy during the Spring '11 term at E. Illinois.
- Spring '11