Text Box: Transition services are intended to be a coordinated set of activities, provided to the student by the school and sometimes other agencies, to promote a successful transition from high school to postsecondary education or employment, and independent living. IDEA 2004 adds a new requirement that transition services be based on the students strengths, as well as their preferences and interests. The addition of “strengths” makes it clear Text Box: that the development of transition goals should focus and build upon what the student can do not what the student can’t . Activities developed as part of transition must be designed to be within a “results-oriented,” process as opposed to earlier requirement for “outcome-oriented”, signaling a clear intent to ensure that the process includes activities designed to produce success for the individual. See planning areas involved Text Box: below. Text Box: What is Transition?

Special points of interest:

  • Learn what this thing called Transition is.
  • What is involved in Transition planning
  • Who is involved in Transition
  • What you can and should expect from Transition planning.

The ABC’s of Transition
Text Box: The Four Components of Transition Text Box: Transition Planning…. 1. ...is based on the student’s strength’s, needs, interests, and preferences. The student and parents/guardians need to determine long-range goals for: Post-secondary education Employment Independent living Community participation The student must be invited to the IEP meeting. If they do not attend, other steps must be taken to ensure that the student’s preferences and interests are considered such as: Completing student questionnaires Conducting a functional vocational evaluation Meet with teacher/or counselor Text Box: 2. ...is designed within an results-oriented process. Begin with student’s long range goals and determine what knowledge, skills and attitudes must be taught to reach each goal. Linkages with the individual’s support network, which may include the individual’s parents/family members, agency personnel (including adult services, when appropriate), community services, and natural supports. 3. ...is a coordinated set of activities that are evident throughout the IEP. The IEP must include needed transition services in the areas of Instruction Community experiences Development of employment objectives Text Box: Development of other post school adult living objectives Daily living skills (if appropriate) Linkages with adult services (if appropriate) Functional vocational evaluation (if appropriate). Major activities should have objectives written in the IEP. 4. ...is designed to promote movement into post-school living settings. Adult service personnel should be involved in Transition planning when appropriate. Adult service personnel, parents, and students should take responsibility for some Transition services. Transition services need to be monitored and the IEP Text Box: Text Box: Inside this issue:

Transition

Services Are:

 

 

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What Outcomes Should You Be Thinking About?

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Helping Youth Think About The Future

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What Are Your Roles and Responsibilities During Transition Planning?

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