District 214 – Transition Planning System

Buffalo Grove High School Special Education Department

Guidelines on Post-Secondary Outcomes

• All Special Education students need a Transition Plan in place to get them from:

Life After High

SchooltoHigh

School

Guidelines on Post-Secondary Outcomes

• Transition planning in the IEP begins at age

14 ½

Guidelines on Post-Secondary Outcomes• Transition Services

– Results Oriented Process– Focus on improving the academic and functional achievement of the child– Facilitate the child’s movement from school to post-school activities– Is based on the individual child’s needs, taking into account the child’s strengths,

preferences, and interests– Includes instruction, related services, community experiences, the development of

employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation. [34 CFR 300.43 (a)] [20 U.S.C. 1401(34)]

• Must include:– Appropriate measurable postsecondary goals based upon age-appropriate transition

assessments related to training, education, employment and, where appropriate, independent living skills;

– The transition services (including courses of study) needed to assist the child in reaching those goals; and

– Beginning not later than one year before the child reaches the age of majority under State law, a statement that the child has been informed of the child’s rights under Part B, if any, that will transfer to the child on reaching the age of majority under §300.520 [see 20 U.S.C. 1415(m)]. [34 CFR 300.320(b) and (c)] [20 U.S.C. 1414 (d)(1)(A)(i)(VIII)]

Guidelines on Post-Secondary Outcomes

• Coordinator will assemble the team:

Student

Parents/Guardians

School Counselor

Special Education Teacher

Other professional

Guidelines on Post-Secondary Outcomes

• Legal Issues for Transition Plans

Evaluation

IEP

Parent and Student Participation

Procedural Safeguards

Guidelines on Post-Secondary Outcomes

• The High School’s Responsibilities

Identify

• Identify all students with learning disabilities

Education is a Right

• Free• Appropriate• Least restrictive

environment

Develop IEPs

• To meet a student’s educational need

Program/curriculum

• May be altered as appropriate

• Provide reasonable accommodations

Guidelines on Post-Secondary Outcomes

• Coordinating Services with Outside Agencies

Department of Human Services

Social Security

Department of Rehabilitation

Services

Job Placement Agencies

Colleges and Universities

What are my options?Possible Post-secondary Goals:

• Post-secondary Education– Community college– 4 year college

• Direct Career Preparation– Vocational School– Supportive Shelter– Non-paid employment with job coach

• Military• Independent Living/Group or

Supportive Living

Examples of Transition Plans:

• Timothy R.– Eligibility: Down Syndrome• Transition Plan includes:

– Goal of competitive employment– Job training/job coach– Elective H.S. courses in area of interest– Group home/supportive living environment

Examples of Transition Plans: • Ana Z.– Eligibility: Emotional Disability• Transition Plan includes:

– Post-secondary Education» Community college with plan to transfer to 4 year

institution– High School coursework

» Plan to transition from co-taught to gen ed» Elective courses emphasizing writing (with

modifications ) and independent living skills

Guidelines on Post-Secondary Outcomes

• How do we communicate Transition Plan to families:

Annual IEP Meeting

District 214 Transition

Fair District 214 Transition

Resource Directory

• Attended by family, school staff, and outside agencies

• College Reps• Group Living• Assisted living• Supportive services

• http://www.d214.org/

Guidelines on Post-Secondary Outcomes

• Conclusion:• Transition planning an important part of special

education services• IDEA and ADA

• Parents and child must be actively involved• Post-secondary Options will be personalized to the

student’s needs