I N D I C AT O R 1 3 , I D E A , & S U C C E S S F U L S T U D E N T S

TRANSITION PLANS

By: Taylor Hair & Michelle EliaEDF 621, Walsh University

Transition

SOME STARTLING STATISTICS

• 30% of students receiving special education services will leave school without a diploma.• 4% of students in special education had ever

been enrolled in a four-year college 3–5 years after high school.• 12 to 30% of graduating LD students go on to

college .• Two years after leaving high school, only about

11% of special education youth were living independently (Levine & Wagner, 2005).

• 1997 Revision to IDEA – Transition Plan Added

• Part of the transitional plan can include vocational education courses. In 2001, 60% of special education students, were taking a vocational education course in a semester. Half of which were in occupationally specific courses.

• Participation in vocational education classes has declined 15% from 1995 – 2005 (increased emphasis on academic courses).

• Occupational vs. College Bound Coursework

• Schools foster dependence, the real world requires independence.

IDEA & IEP’S

?

WHAT IS A TRANSITION PLAN?• Section of the IEP

outlining transition goals as well as services to reach those goals.

• Based on high school student’s individual needs, weaknesses, strengths, and interest areas.

• Used to identify and develop goals which should be accomplished within the current school year to ensure student meets his post high school goals. (Stanberry, 2010)

Transition Goals

Educational Goals

What student NEEDS to reach these goals

• Starting at age 16 – transition plan within the IEP that includes:• Future Planning

Statement• Transition goals based

on age appropriate transition assessments• Transition services for

each goal• Student involvement in

this process is mandated by law.

Individuals with

Disabilities Education

Act

IDEA

IT’S ALL ABOUT THE C’S!

Connected Annual Goal

Corresponding Course of

Study

Coordinated Transition Services

Continuous Comprehensiv

e Transition Plan

FUTURE PLANNING STATEMENT

• The first step of the process – must create an accurate picture.• Changes over time. • Starts out parent driven (elementary).• Student driven through high school (with parent

input).• Pointer – points the direction of the IEP.

AGE 14 TRANSITION STATEMENT

• A Statement of Transition Service’s Needs of the Child that Focuses on the Child’s Course Of Study.

Age 14 Statement

Service and

support needs

High school

courses

accommodations

Functional skills

Adult employme

nt goals

Current skills

Post school preference

s and interests

Include all of these things!

•Post Secondary Education Goal•Post Secondary Employment Goal•Independent Living Goal (optional)

“…the Act requires a child’s IEP to include measurable postsecondary goals in the areas of training, education, and employment, and, where appropriate, independent living skills.  Therefore, the only area in which postsecondary goals are not required in the IEP is in the area of independent living skills….  It is up to the child’s IEP Team to determine whether IEP goals related to the development of independent living skills are appropriate and necessary for the child to receive FAPE.”  [Emphasis added] 71 Fed. Reg. 46668 (Aug. 14, 2006).  

3 GOALS

Post Secondary Education Goal

Sample Goals• “Upon completion of high school,

Sarah will…• … enroll in a 4 year degree

program at Walsh University in the field of engineering.”

• …enroll in a training / journeyman program for electricity.”

• …receive on the job training as a cashier.”

• …continue to work with an occupational therapist and job coach in supervised employment.”

Important Points

Post Secondary Employment Goal

Sample Goals• “After graduation from

high school, John will…• “work part time while in

college and then transition full time to employment in a field related to his course of study.”

• “work at a sheltered workshop 5 days a week.”

Important Points

• This goal can be combined with Post Secondary Ed Goal.

Independent Living Goal

• Optional• More likely used with students with more severe

disabilities.• Upon graduation from high school, Joe will…

… live in a semi independent setting, with the assistance of a caregiver.

… live independently in a dorm while attending college.… utilize public transportation to get to and from his job at a

sheltered workshop. … maintain a checking and savings account, using functional

math skills.

ALSO INCLUDES:

Course of Study• Links goals to

student’s course of study.• Ohio Core• College Prep or

“Basic” Courses?• Functional Curriculum?• Must be REASONABLE

to meet goals.

Assessments• Both formal and

informal AATA (Age Appropriate Transition Assessments)• Record reviews,

interviews, surveys• Must have at least

1formal assessment. (Brigance, ELSA, etc.)

OTHER AGENCY INVOLVEMENT

• “Bridge the Gap” from educational assistance at school to the “real world.” • Can include:• BVR• Educational Service

Centers (MCESC, TCESC)• MCBDD / MRDD• Social Security• ORSC

REQUIREMENTS

Parents• Consider all options for

educational programs.• When will your child

graduate? (Option 23)• Know the parts of the

transition plan.• Develop relationships

with outside services.• Begin to foster

independence in your child.

• Guardianship?

Students• Learn self

advocacy.• Research

educational and career options available for you.

• Attend the meeting (required by law)

• Complete requirements for Career / Ed goals.

REQUIREMENTS

• Teachers & School

•Build relationships with outside services to provide support after graduation.

•Meet all requirements of Indicator 13 Checklist.

I N D I C AT O R 1 3 C H E C K L I S T

I N D I C AT O R 1 3 C H E C K L I S T

COURT CASES

• Yankton School District v. Schramm, 93 F.3d 1369,1374 (8th Cir. 1996), 24 IDELR 704.• Transition plans could provide services such as drivers

ed, independent living skills (cooking and cleaning), and self advocacy.

• Student v. San Francisco Unified Sch. Dist., Case No. SN 476-98, 29 IDELR 153 (1998).• Transition plan should be based on students individual

needs. In this case, student tested far below grade level in all subjects, but transition plan discussed researching colleges.

+ / ∆Pros

• Forces students and teachers to analyze career / education goals.

• Forces parents to be realistic.

• Malleable, changes• Can include vocational

courses as well as academic.

• Links to services to assist after graduation.

Cons – Need for Change• Long process to develop, time

consuming.• Burden falls on high school

teacher.• Parent desires don’t always

match ability.• Increased focus on academics

may not benefit students.• Does not teach independence,

what students ultimately NEED to be successful.

PERSONAL REACTION / CRITIQUE

• The statistics are startling… students with disabilities are not successful after high school.

• The problem is multi fold, and the transition plan is an attempt to remedy the problem via law (amendment to IDEA).

• Schools foster dependence and assistance, the world or work requires independence. So, in our opinion, the transition plan needs to encourage independence as well as functional skills for society.

• Parent & student involvement is crucial. They need to know how to handle the world after school. Agency support is also necessary to assist them.

• The indicator 13 checklist is a challenging rubric!

BIBLIOGRAPHY• ERIC Clearinghouse on Disabilities and Gifted Education, R. n. (2000). New Ideas for Planning Transitions to the

Adult World. Research Connections in Special Education. Retrieved from EBSCOhost.

• ERIC Clearinghouse on Disabilities and Gifted Education, R. n. (2000). New Ideas for Planning Transitions to the Adult World. Research Connections in Special Education. Retrieved from EBSCOhost.

• Ingels, S. J., Dalton, B., Holder, T. r., Lauff, E., Burns, L. J., & National Center for Education Statistics, (. (2011). The High School Longitudinal Study of 2009 (HSLS:09): A First Look at Fall 2009 Ninth-Graders. NCES 2011- 327. National Center for Education Statistics, Retrieved from EBSCOhost.

• Levine, P., & Wagner, M. The transition to adulthood for the special education population. Network on Transitions to Adulthood Policy Brief, July 2004 (24). Retrieved from http://www.transad.pop.upenn.edu/downloads/levine-special%20ed%20formatted.pdf

• Ohio State Dept. of Education, C. n. (1999). Ideas for Transition: Planning for Transition Services during the IEP Process, Ages 14 through 21. Retrieved from EBSCOhost.

• Pierangelo, R., & Giuliani, G. A. (2007). Understanding, Developing, and Writing Effective IEPs: A Step-by-Step Guide for Educators. Corwin Press. Retrieved from EBSCOhost.

• Stanberry, Kristen. (January 2010). Transition planning for students with IEP’s. Retrieved from http://www.greatschools.org/special-education/health/873-transition-planning-for-students-with-ieps.gs

• US Department of Education. (Revised 2011). Q and A: Questions and Answers on Secondary Transition. Retrieved from http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CQaCorner%2C10%2C.