TRANSITION

Secondary transition is: "designed to be within a results oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; is based on the individual child's needs, taking into account the child's strengths, preferences, and interests; and 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."

• • Transition activities begin by age 14 (or younger if determined by the IEP team) with postsecondary goals in education or training, employment and if appropriate, independent living skills based on age-appropriate transition assessments and, an examination of transition issues including the appropriate courses of study based on transition goals

  • Transition services means a coordinated set of activities for a student with a disability that is based on the individual student’s needs, taking into account the student’s

  • proposed course of study

  • preferences

  • interests

  • needs

  • strengths

  • instruction

  • related services

  • community experience

  • development of employment and other post school adult living objectives

  • acquisition of daily living skills and provision of a functional vocational evaluation if appropriate

  • age appropriate transition assessment

  • All of these activities must be considered for each student, however specific activities should be determined by the needs of each student

  • The IEP, sections 4 and 5, include transition services needed to assist the student in reaching transition goals.

  • Students who will turn 14 years of age during the time of the IEP must be invited to the IEP meeting and participate in discussions regarding transition services.

  • The IEP Team must make decisions regarding transition goals and services based on age-appropriate transition assessments.

    1. The transition goals and services in the student’s IEP must be updated annually

  • An IEP Team must consider, and if appropriate, address the issue of a functional vocational evaluation.

    1. A functional vocational evaluation is an assessment process that provides information about job or career interests, aptitudes, and skills.

    2. The functional vocational evaluation can be a useful tool in assessing progress for these students.

  • Transition planning is completed during the IEP team meeting and focuses on assisting students with disabilities to become independent within the community, to the greatest extent possible.

  • Prior to the student’s 17th birthday the Notice of Transfer of Parental Rights must be completed. Refer to current Individuals with Disabilities Education Act (IDEA)

  • For all students with disabilities, the procedures below must be completed for effective postsecondary transition planning in the three areas:

    1. Employment

    2. Education and Training

    3. Independent Living

Age Deadlines

• • By age 14, or younger the IEP team must complete sections 4 and 5 of the IEP

  • By age 17, the IEP team will inform student/parent of transfer of rights to student when students reach age 18 and complete the transfer of rights statement on the IEP

  • Adult service providers (agencies) should be included at the transition meeting as early at age 14 but not later than 11th grade, depending upon services needed.

    • Opportunities for Ohioans with Disabilities (OOD)

    • Developmental Disability Services (DDS)

Transition Summary of Performance (SOP) for Seniors

The SOP is a summary of the student’s academic achievement, functional performance, recommendations on how to assist students in meeting their postsecondary goals.

• • The SOP is completed for a student with a disability who is graduating with their high school diploma or for a student with a disability who has not graduated from high school but has exceeded the age eligibility for a free appropriate public education (22nd Birthday).

The SOP is completed during the last year the student is in high school. The specific timing during that last year is individually based on the student’s postsecondary goal(s), so it may be different for all students. Best practice suggests that the Summary of Performance be completed near the end of the student’s education program

AATA

Journey A and Journey A Extended

OOD

DDS