Educational Services for Individuals

with Exceptionalities

Transition Planning

Transition

“Begin with the end in mind.” Stephen Covey

A formal process of cooperative planning that will assist students with disabilities to move from school to the adult world of work and community.

Goal of Transition: Assist youth to become productive citizens

Why is Transition Support Important?National Longitudinal Transition

Studies 1 & 2

Lower graduation and higher drop out rates Lower post-secondary school enrollment Higher early parenting rates, especially for females Higher arrest rates Lower rates of competitive employment Limited residential independence

(www.nlts2.org)

Systems Differences Education System

All eligible persons with disabilities must be served (Zero Reject)

Students are entitled to a free, appropriate public education (FAPE)

Wait lists not allowed Broad criteria for

determination of disability

Educational planning is individualized

Adult System Disability alone does not

mean person will be served Person must be eligible for

services under specific criteria

Services are not mandated Wait lists are there and are

long Services may or may not be

individualized

National Legislation

1990 PL 94-142 was reauthorized as the Individuals with Disabilities Education Act (IDEA)Transition was mandated for youth aged 16

and upTransition was definedTransition mandates in IDEA imply that the

goals of transition are meaningful employment and quality adult life

ORIGINAL TRANSITION COMPONENTS FROM IDEA (1990) WITHIN THE IEP (and still used in

IDEA 2004)

Transition Goals and Objectives must be incorporated in IEPs for students 16 and older

The IEP must include instruction and community experiences

Transition objectives must reflect both academic and functional achievement

Parents must be notified that transition goals and objectives will be discussed at the IEP meeting

Original components continued….

Students must be invited to the IEP meeting (they are not mandated to come but they must be invited)

If a student does not come, his/her interests and preferences must be considered. Documentation of this is required

Relevant agencies must be invited to the IEP meeting After graduation, a student can ask to reconvene an

IEP meeting. School districts must comply. Their role is to set up the meeting but they are under no legal obligation to do anything else.

Legislative Components Coordinated set of activities Outcome Orientation Based on students' needs, preferences &

interests Includes instruction and related services

to support:community experiencesdevelopment of employmentpost-school objectivesdaily living skills functioning vocational evaluation

Key Components Outcomes of employment, post-

secondary education, home living, community participation, personal & social relationships

Coordination of schools, agencies, natural supports in the community

Foundational skills in elementary and middle school/junior high years

Transitional planning begins at age 14 Students should assume as much

responsibility for their own planning as possible

IDEA “Coordinated set of activities" that

comprise transition planning ”Promote movement from school to post-

school activitiespost secondary educationvocational training integrated employmentcontinuing and adult educationadult services independent livingcommunity participation

Transition and IEPMinnesota

Age 14A Statement of Transition Service

NeedsA Statement of Needed Transition

ServicesAge of Majority

Minnesota Transition Areas

EmploymentRecreation & LeisureHome LivingCommunity ParticipationPost Secondary Education

Steps of Transitional Planning

Initial identification of needs In-depth assessment of select areasTransition planning

Course of studyStatement of transition service needs

Community-basedNon-school

IEP goals and objectives

Other Legislation

Vocational Rehabilitation Acts from 1970’s to 1990’s

Americans with Disabilities Act of 1990

Workforce Investment Act (WIA) of 1998

eFolio

Electronic portfolioProvide a portfolio of strengths,

preferences, and interestsShowcase abilities to the entire

world

eFolio

Purposeful, meaningful collection of student work

Tells a story about the student’s developmental growth achievements and progress over time

eFolio

Student collection, selection, and reflection of work

Windows of learning - showcasing student accomplishment

Authentic examples of work

eFolio

Devices for communicating student achievement to parents and teachers

More than a storage container of work

Need to be valued by student

Purpose of eFolio

Student achievementShow academic progress and growth of

students over timeProvide clear examples of student

achievement for parentsAllow students to select and showcase their

best work, to show what they can do, not what they cannot do

Purpose of eFolio

Student empowermentEncourage students to take responsibility for

and ownership of learningAllow students to reflect on and evaluate

work to set goals and see them through to completion

Purpose of eFolio

Instruction and accountabilityEncourage instruction based on student

developmental age and individual needsHelp districts determine degree of student

achievement and progressPermit districts to judge achievement of

district-wide goals

Purpose of eFolio

Communication toolProvide students with a communication

vehicle for their accomplishmentsHelp students and teachers focus on

process of learning as well as productProvide feedback to all students, teachers,

parents, and administrators concerning student achievement and educational goals

Purpose of eFolio

TransitionProvide transitions within and between

grade levelsProvide valid link from school to post-

secondary institutions or employment

http://www.efoliominnesota.com/

Developing Portfolio

Go to eFolio Minnesota siteConsider purpose and contentLook at sampleSign up - Traditional methodLocate URL on e-mailBegin to set-up portfolio

Portfolio as Alternative Assessment

Description of studentSchool achievementsCourses takenPicture/video archivesScanned documents of student workSummary of goalsDocumentation of progress