Quality Transition Services

Guiding StudentsTo Early Adulthood

March 20, 2012

Transition Services Defined

• coordinated set of activities• results-oriented process• improving the academic and

functional achievement of the student

• movement from school to post-school activities

Transition Services Guidance

Coordinated Activities include:instruction,community experiences,development of employment and other

post school adult-living objectives and,if appropriate, acquisition of daily living

skills and a provision of functional vocational evaluation

Transition Services

Post School Activities may include:post-secondary

educationvocational education, integrated

employment (including supported employment)

continuing and adult education

adult services independent livingcommunity

participation

The IEP Connection#8

#3

#1

#6

#5

#4

Living~

Learning~

Work

READY

Living~

Learning~

Work

READY

PostSchool

Options

Map

ELEMENTARY SCHOOLELEMENTARY SCHOOLStudents engage in 21st century learning;Begin to develop self-responsibility at home and

school, awareness of civic responsibilities and learn about community members;

Gain interpersonal skills;Develop academic and literacy skills;Begin career awareness; andSupport agencies provide wrap around services.

Assessment decisions here relate to diploma decisions later

MIDDLE SCHOOL/JUNIOR HIGHMIDDLE SCHOOL/JUNIOR HIGH

Students continue 21st century learning and technology skills, and literacy

development;Build self-responsibility, independent work

habits, and social skills;Explore careers and occupations with an

emphasis on self-determination to promote informed decision making through an organized advisory program; and

support agencies provide wrap around services.

HIGH SCHOOLHIGH SCHOOL Students demonstrate 21st century

learning and technology skills; Refine their goals/plans for post

school education, training, work and living after high school linking with current course selections;

Engage in career-decision making; Make informed choices and self-

advocate to build self-determination;

HIGH SCHOOLHIGH SCHOOL

Identify needed supports and build agency linkages for after high school;

Learn about disclosure of disability;Explore ADA and 504 eligibility and

agency supports;Develop work-related skills and social

skills needed for work; andPerform community service

ADULTHOODADULTHOOD

Access adult agency supportsADA or 504 eligibilityDisclosureLifelong learningWorkIndependenceOne year follow up survey

ISTP: INDIVIDUALIZEDSTUDENT TRANSITION PLAN

First: Consider what the post-secondary process is for all WV students and utilize all that is available.Second: Determine what additional steps are necessary to address the needs of each student with an exceptionality.Third: Assure that all requirements of special education are met.

LINKS

CTEClusters

TransitionServices

Student Involvement

What are self determination skills?

Why should educators guide development of self determination skills?

I’mDetermined

Think CollegeVideos

Self Determination

Skills Lessons

#7

Agency: Linkages

If an agency fails to provide agreed upon services, IEP team

reconvenes to identify alternative strategies

Annual Updates

How are post secondary goals and IEP annual goals different?How are activities and linkages different than IEP annual goals or post secondary goals?

Transition Asses

sments

Transition

Services

AND

Activities and Li

nkages

#2

•How do teachers get their knowledge of transition services?•How do we prepare students to participate in the transition process•When is it appropriate to address transition prior to the IEP when the child is age 16?

Age of Majority

Not later than the student’s 17th birthday, the student will be

informed that special education rights will transfer on his or her 18th

birthday unless the parent has obtained legal guardianship.

Adult Services and Disability

School Services = Entitlement

Adult Services = Eligibility + Disclosure

How do schools and agency staff work together to assist students and parent

to understand this idea?

Summary of Performance

The district must provide the child with a summary of the

child’s academic achievement and functional performance, including

recommendations on how to assist the student in meeting his/her postsecondary goals.

Summary of Performance

How can a qualitySummary of Performance

assist the adult agencyto determine services?

How can the student be a part of presenting the information?

WVDE OSP Transition Web Resources

Links on the following pages are found at:

Website Links:

• Think College – Click Think College Island for middle school students or For Students to help your students explore options

• O*Net – Select Advanced Search, then Skills Search to explore options

• Bureau of Labor Statistics – Explore career information by selecting What Do You Like? areas of interest

Website Links:• Office of Disability Employment Policy – Select

the new curriculum, Skills to Pay the Bills • National Collaborative on Workforce and Disa

bility – Select What’s New for new information and Publications by Topic: Disability Disclosure

• Job Accommodations Network – Click on For Individuals and select Accommodation Information A-Z