1 / 12

SECONDARY TRANSITION

SECONDARY TRANSITION. Future Planning Statement. Child is in the room. General statement of what the student and parent want to see the student doing in the coming years and after graduation. Sets the tone for the rest of the transition IEP. District honors this statement.

nero
Download Presentation

SECONDARY TRANSITION

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. SECONDARY TRANSITION

  2. Future Planning Statement • Child is in the room. • General statement of what the student and parent want to see the student doing in the coming years and after graduation. • Sets the tone for the rest of the transition IEP. • District honors this statement.

  3. Future Planning (Example) Henry and his parents would like to see him attend a two-year college program that would lead to a job in graphic design. He demonstrates an aptitude and interest in art and design. Henry plans on living in an apartment off campus with roommates. He wants to purchase his own automobile.

  4. Age 14 • Transition service needs focused on course of study. • Based on PLOP (present levels of performance).

  5. Age 16 • Age appropriate transition assessments. • Focused on improving academic and functional achievement of child. • At least one type of assessment is required.

  6. Age Appropriate Assessment Informal • Interviews and Questions • Direct Observation • Curriculum Based Assessment (CBA) • Environmental Analysis • Task Analysis • Meetings with the Student • Meetings with Parents

  7. Age Appropriate Assessment Formal • Adaptive Behavior/Daily Living Skills Assessments • General and Specific Aptitude Tests • Interest Inventories • Intelligence Tests • Achievement Tests • Temperament Inventories/Instruments • Career Maturity or Employability Tests • Self Determination • Transition Planning Inventories Assessments • Employability and Life Skills Assessment (ELSA) • Student Grades • End of Grade / Course Test Scores • ARC Self-Determination Scale • The Supports Intensity Scale

  8. Measurable Postsecondary Goals • Education and Training • Employment • Independent Living (when appropriate) Reminders: Use “ After completing high school”, “After graduating from high school” and “will” or “shall”.

  9. Measurable Postsecondary Goals Education and Training: Henry will attend Stark State College and study graphic design, after graduating from high school. Employment: After graduating from high school, Henry will be employed as a graphic designer. Independent Living: Upon completion of high school Henry will rent an apartment off campus and purchase an automobile.

  10. Measurable Annual Goals • At least one for each measurable postsecondary goal. • Transition services – instruction, community experiences, development of employment and other adult living objectives, related services, daily living skills training, functional vocational assessment • Objectives or Benchmarks

  11. Links and Agencies • BVR (Bureau of Vocational Rehabilitation • MRDD • Technical / Vocational Training • Colleges / Universities • Others

  12. Before Graduation • Age 18 • SOP(summary of performance)

More Related