http://www.oregon.gov/ode/students-and-family/SpecialEducation/SecondaryTransition/Pages/Transition-Technical-Assistance-Network.aspx

Secondary Transition for Students with Disabilities:

http://www.oregon.gov/ode/students-and-family/SpecialEducation/SecondaryTransition/Pages/Secondary-Transition-for-Students-with-Disabilities.aspx

Post Secondary Goals:

http://www.oregon.gov/ode/students-and-family/SpecialEducation/SecondaryTransition/Pages/Postsecondary-Goals.aspx

Transition Resource Booklet:

http://triwou.org/projects/tcn/resourcebooklet

Division on Career Development and Transition:

http://community.cec.sped.org/dcdt/publications/fast-facts

The IEP required for 16 and older students, in Hillsboro this is all High School Students and includes all of the following in addition to the IEP requirements for younger students.

Transfer of Rights, given twice once at the IEP prior to turning 17 and once when the student turns 18. Documentation is critical for this.

1. At least one year before student turns 18: The district must notify the student and the parent that rights will transfer at the age of majority. This notice must be provided and documented on the IEP that will be in effect when the student turns 17. A copy of the Notice of Procedural Safeguards must be given to the student at that time. (in Orsped)

2. When the student reaches the age of majority: The district must provide written notice to the student and parent at the time the student reaches the age of majority and rights transfer; districts may not wait until the next scheduled IEP meeting to provide such notice.(Transfer of Rights located in Orsped under Misc. Forms).

Procedural Safeguards should be provided to the parent and student when Transfer of Rights notification occurs. If parents have legally retained guardianship of the student beyond age 18, and provided the district with appropriate documentation, document this on the transition page under the section titled "preferences, needs, strengths, and interests"

Meeting Notices: Beginning with the first IEP in effect when the student turns 16

• Invited the student

• The transition box is checked on the meeting notice

• The purpose of the meeting is reflected by the appropriate boxes being checked

The Transition Page:

Results of age appropriate transition assessments, including student's preferences Interests, needs and strengths (PINS) in all areas Education, Training, Employment and Independent Living.

• Guided Interview, CIS, Naviance, ACT/SAT, teacher created assessments, etc.

• Age-appropriate Transition Assessment

• http://transitionta.org/system/files/toolkitassessment/AgeAppropriateTransitionAssessmentToolkit2016_COMPLETE_11_21_16.pdf

Appropriate, measurable post-secondary goals based upon age appropriate transition assessments in all of the following areas (Education, Training, Employment and Independent Living)

• The goals have to be specific… Employment: One year after high school, Johnny will be employed in ________

• Education: 3 months after graduation, Johnny will enroll in _________

• Training: 3 months after graduation, Johnny will obtain on-the-job training in __________

• Independent Living: One month after high school, Johnny will travel independently on public transportation to and from ________

• Measurable Postsecondary Goals

Transition Services/Activities:

• Transition services activities are always needed—Examples: The list is endless! SDI in workplace communication, bus training, preparation for Drivers Ed test, resume building, interview practice, job shadows, work experience, college admittance requirements, SAT/ACT tests, career interest surveys (if not done yet as part of guided interview or transition planning assessments), meet with VR counselor, tour the community college, write a cover letter, etc.

• Transition Services

Course of Study a comprehensive list of classes the student will take to assist them in reaching their post secondary goals.

• List all classes by year specifically

• Course of Study

Agency Participation: to the extend appropriate, with consent of the parents or adult student, the school district must invite a representative or any participating agency likely to be responsible for providing or paying for transition services.

• Agency Collaboration

Graduation Options:

• Must be discussed and documented in the IEP

  • Hillsboro School District Diploma Requirements:

    • • High School Diploma Requirements

• • • Oregon Department of Education resources:

      • Modified Diploma, Extended Diploma and Alternative Certificated from ODE

Transition Goals and Specially Designed Instruction:

• Best practice is to have a transition goal that the student is working on while in High School to assist them in reaching their post secondary goal. These goals must be written in measurable terms and align to the student's post secondary goals.

• Annual IEP Goals