SECONDARY TRANSITION

1. SECONDARY TRANSITION The IEP team must address transition services for the IEP that will be in effect when the student is 14 ½. This is known by the state as Indicator 13. There are 8 item requirements that must be met for your school district to be in compliance. If just one of those eight requirements are not met—then you are not in compliance and this will cause your district to be flagged by the state. If this happens then the state will begin checking your IEP’s and you will have to make changes and your district will be required to write a School Improvement Plan.

2. FORM CC • Before inviting any outside agency to the IEP meeting regarding Transition Services—Consent must be granted before any outside agency can be put on the Notice of Conference. That does not mean—invite them and then get the signature at the meeting. • Outside agency also means that if your school district is not a Community Unit District (Same District Number for Pre-K through 12th grade)—you must gain consent to invite (ex: school counselor to an 8th graders meeting, etc.) even if it is the same school counselor for both districts.

3. AGE-APPROPRIATE TRANSITION ASSESSMENTS The four areas identified to develop the transition plan are: • EMPLOYMENT • EDUCATION • TRAINING • INDEPENDENT LIVING—This area may not be needed but if this is the first time assessment for the student—then collect some type of data to determine (none needed).

4. AGE-APPROPRIATE TRANSITION ASSESSMENTS • Assessment Type: Could include: Illinois Work Information Interest Inventories Student/Family Interview PLAN/EXPLORE/PSAE Career Cruising **There are many different assessment types that can be utilized to completed this section.

5. AGE-APPROPRIATE TRANSITION ASSESSMENTS • Responsible Agency/Person: School Staff Student Family Member • Date Conducted: This would be the date that assessment was completed/administered.

6. AGE-APPROPRIATE TRANSITION ASSESSMENTS • Report Attached: It is either Yes or in the file • Goal # The outcome from this assessment must then be attached to one of your IEP goals. A number must go in this space.

7. POST-SECONDARY OUTCOMESAddress by age 14 ½ and annually thereafter • EMPLOYMENT—A goal must be written in regards to some form of employment. • competitive employment • supported shelter • non-paid employment as a volunteer or in a training capacity • military

8. EMPLOYMENT • Sample goal: *Matthew will gain employment in the nursing field. *Matthew will obtain employment as a carpenter. *Matthew will be employed in the field of an electrician. • Within this box—complete: Transition services needed upon High School graduation: (see back side of data sheet for numbers to indicate what services are needed).

9. POST-SECONDARY EDUCATION &/or POST-SECONDARY TRAINING • A goal must be written in regards to some form of post-secondary education and/or post-secondary training. • Community College • 4-year university • Technical/Trade/Vocational School • Apprenticeship/on-the-job training

10. POST-SECONDARY EDUCATION &/or POST-SECONDARY TRAINING • Adult Education • Developmental Training • Job Corps

11. POST-SECONDARY EDUCATION &/or POST-SECONDARY TRAINING • Sample goal: *Matthew will attend a trade school to study carpentry. *Matthew will enroll in and attend a community college. *Matthew will attend a trade school to acquire the credentials to become an electrician.

12. POST-SECONDARY EDUCATION &/or POST-SECONDARY TRAINING • Sample goals: *Matthew will gain the skills needed to be an electrician through an on-the-job training program. *Matthew will train under an apprentice to learn the skills needed for carpentry. *Or use the same goal as you had under Post- Secondary Education.

13. POST-SECONDARY EDUCATION &/or POST-SECONDARY TRAINING • Within this box (at the bottom)—complete: Transition services needed upon High School graduation: (see back side of data sheet for numbers to indicate what services are needed).

14. INDEPENDENT LIVINGIf Applicable • A goal must be written in regards to independent living if applicable. (If not applicable—type in not applicable) • Independent Living or Community Living Alternatives • Health/Safety • Self-Advocacy/Future Planning • Transportation/Mobility • Social Relationships • Recreation/Leisure • Financial/Income Needs And don’t forget to fill in the transition numbers for services needed for post-high school

15. COURSE of STUDY • The course of study is a long-rage educational plan or multi-year description of the educational program that directly relates to the student’s anticipated post-school goals, preferences and interests. • Could include: required, elective, advanced placement, or specially designed instruction, and/or educational experiences in the community

16. COURSE of STUDY • If you are typing this document—keep it saved and those classes will remain there from year to year. • Recent ISBE review (indicator 13) of transition records had to correct IEP’s to show all of the classes across the board for year 1, 2, etc..

17. TRANSITION SERVICESIf appropriate—include linkages to outside agencies • Identify any supports and/or services needed in the areas of: *instruction *related services *community experiences *development of employment & other post-secondary adult living objectives *if appropriate—acquisition of daily living skills and/or provision of a functional evaluation *linkages to post-secondary support/services

18. TRANSITION SERVICESIf appropriate include linkages to outside agencies • Also indicate the agency & position responsible for providing the supports/services, and if appropriate the corresponding annual IEP goal number • Also complete the date/year to be addressed • Finally complete the date/year completed

19. INSTRUCTION • Examples: • instruction related to safety in the workplace • improve verbal & written expression skills to communicate on the job • complete HS graduation requirements • participate in after school activities • Learn about & visit potential places in the community to shop for food, clothing, & access to bank.post office, etc. • special education homeroom • counseling & guidance • find out what training is needed to be a LPN • vocational education classes in high school • continue to work on improving social skills needed in the workplace • will find out own high school class schedule to prepare for work schedule • participate in ACT preparation activities • participate in school sponsored study buddy program • Participate in after school tutoring program for _____________skills

20. RELATED SERVICES • Examples • Counseling services to increase ability to manage anger • OT/PT services with a focus on improving speed & accuracy to compete in the workplace • Improve verbal & written expression skills to communicate on the job by weekly sessions with the SLP • Use resources such as public transportation that are needed to live on own • Daily attendance instruction • Instruction on starting directions/finishing tasks with social worker • Instruction & appropriate edicate on how to make appointments

21. COMMUNITY EXPERIENCES • Examples • Continue current part-time employment • Extra-curricular activities such as: church boy scouts, YMCA, 4-H, etc • Learn about & visit potential places in the community to shop for food, clothing, & access bank/post office • Participate in basketball/football/volleyball, soccer/drama club/speech team, etc. • Family vacations • Take music lessons • Volunteer/participate in Big Brother/Big Sister programs • Will complete community services hours in order to meet necessary graduation requirements

22. DEVELOPMENT OF EMPLOYMENT & OTHER POST-SECONDARY ADULT LIVING OBJECTIVES • Examples • Meet with job coach in classroom and/or community setting • Take ASVAB test • Attend post-secondary job fair, events & other sessions provided by the school or community • Take college/community college entrance prep exams • Receive OJT through the STEP program • Job shadow at each desired work environment • Take conditioning PE in order to pass entrance exam for military • Register to vote at age 18 and if a male student must register for Selective Service • Contact & meet with disability Benefits Estimator to learn about work support through SSI • Research classes needed as prerequisites for trade school • Counseling and guidance • Explore different jobs in a specific field of interest

23. APPROPRIATE ACQUISITION OF DAILY LIVING SKILLS and/or FUNCTIONAL VOCATIONAL EVALUATION • Daily Living Skills • Receive instruction on safety skills needed in the community/workplace/home • Receive instruction on selecting appropriate clothing for the day • Take vocational classes • Practice personal hygiene on a daily basis • Receive instruction on & make annual appointments & arrangements to keep those appointments • Keep & manage a checkbook • Use resources such as public transportation that are needed to live independently • Participate in Adult living classes and practice skills during school-sponsored field trips in the community • Functional Vocational Evaluation • Refer to DHS for assessments • Develop & maintain • Vocational evaluations through Vocational Education classes • Completion of a career unit • Take ASVAB test • Use the Illinois Career Resource Network online for Career Information System to develop a portfolio & use self assessments • Situational assessments occurring during career & vocational classes

24. LINKAGES TO POST-SECONDARY SUPPORTS/SERVICES • Examples • DHS • Gateway • Horizon House • Community college representative • Military representative any of these will/can be invited to meeting junior and/or senior years. • Counseling & guidance • Vocational & other training services • Transportation • Services to family members • Deaf/hard of hearing services • Information was given and/or sent to the parent/guardian

25. HOME-BASED SUPPORT SERVICES PROGRAM • Complete this section only for students who may fall under the category of developmentally disabled & who may become eligible for the Home-Based Support Services Program after they reach age 18 and no longer receive special education services. This program allows adults (age 18 & older) to purchase goods & services related to their disability. The cost of these goods & services may total up to 300% of the individual’s Social Security Income (SSI) level. To participate, the individual must be eligibile for federal SSI or Social Security Disability Income (SSDI). • The money for these programs are limited, only some of the eligible person who apply will be selected to participate when funds become available.

26. HOME-BASED SUPPORT SERVICES PROGRAM • To become eligible, families or individuals must work with their local “pre-Admission Screening (PAS)” Agency to first complete the “PUNS” Survey and then submit an admissions “packet” to the Division of Developmental Disabilities for review. • Local PAD agency can be found on-line at http://www.dd.illinois.gov/LocalAgency.cfm or call 1-888-DD-PLANS or 1-866-376-8446 (TTY). • DHS 24-Hour Telephone Hotline 1-800-843-6154 English or Espanol 1-800-447-6404 for callers who are deaf or hard of hearing TTY: (312) 793-2354 http://www.dhs.state.il.us/mhdd/dd/homebasedsupportservices.asp

27. HOME-BASED SUPPORT SERVICES PROGRAM • Examples: • Plans for determining the student’s eligibility for home-based services: Parent was provided with a copy of eligibility criteria • Plans for enrolling the student in the program of home-based services: Parent was provided information regarding application process • Plans for developing a plan for the student’s most effective use of home-based services after reaching age 18 & when no longer receiving special education services: Parent was connected with DHS