Conduct Age-appropriate transition assessments in addition to the academics...
Vocational/College MPG -Pathful, Virginia Wizard
Personality
Values
Interest
Skill
Observation
Training/College MPG
Executive Functioning
College (optional)
Independent Living MPG
Independent Living
Plus... TPI-Interviews with student/parent/teacher/counselor
Then you need to triangulate and summarize in the form of MPG
Employment- Is the job
Education- is how they will acquire the knowledge needed to do the jog
Training- is how they transfer the learning
Independent living-based on the students level of desired success
**********************************************************************************
How to complete the PLAAFP for Transition: Start with one of the following statements based on MPG.
Secondary Education-Driven IEP
During (STUDENT’s) high school years, he/she will actively participate in IEP meetings, develop an understanding of his/her exceptionality, and learn to communicate needs effectively to educators and service providers. The student will be introduced to appropriate supports, including college and career counselors, and will receive information about Student Disability Services at colleges and universities of interest. He/She will learn the importance of self-identifying with the Office of Disability Services to access accommodations and support. To support postsecondary planning, (STUDENT) will participate in college and career fairs, field trips, and campus visits. The student and parent will also be provided with information about adult service agencies such as the Department for Aging and Rehabilitative Services (DARS) and will receive a referral for Pre-Employment Transition Services (Pre-ETS) to assist in preparing for education and employment beyond high school, if not already connected.
Or
Employment-Driven IEP
During (STUDENT's) time in high school, he/she will have the opportunity to participate in all IEP meetings, learn about his/her disability, and communicate his/her needs to educators and service providers. He/She will be introduced to appropriate adult service agencies and community programs that support the transition to employment. While postsecondary education may not be a primary goal at this time, the student will be exposed to basic information about training options or programs that support skill development in their area of interest. (STUDENT) will engage in work-based learning activities such as job fairs, career days, and community-based work experiences to explore employment interests and build job readiness skills. The student and parent will also be provided information about the Department for Aging and Rehabilitative Services (DARS) and receive a referral for Pre-Employment Transition Services (Pre-ETS) to support a smooth transition from school to work if not already connected.
Or
Military Driven-IEP
During (STUDENT’s) high school years, he/she will participate in IEP meetings, develop a strong understanding of his/her exceptionality, and learn to communicate needs effectively to educators and service providers. The student will explore career opportunities within the military and will receive support in understanding the academic, physical, and personal requirements for enlistment. He/She will engage in activities to support preparation for the ASVAB and other necessary assessments and may observe training programs or attend events related to military service. In addition to exploring employment options in a chosen area of service, the student will also review military education and training pathways that align with his/her career goals. Information about adult service agencies such as the Department for Aging and Rehabilitative Services (DARS) will be shared, and a referral for Pre-Employment Transition Services (Pre-ETS) will be provided to support the transition from high school to military service if not already connected.
Or
Supportive Employment-Driven
During (STUDENT’s) high school years, he/she will participate in IEP meetings, build self-awareness regarding his/her exceptionality, and develop the ability to express needs to educators and service providers. The student will explore future options that may include participation in a day support or community-based program after graduation. These programs focus on building independent living, communication, social, and job readiness skills to enhance future employment in a structured and supported environment. He/She will participate in community-based instruction, field trips, and school-based work experiences to strengthen functional skills. The student and parent will also be provided information about adult service agencies such as the Department for Aging and Rehabilitative Services (DARS) and receive a referral for Pre-Employment Transition Services (Pre-ETS) to support the transition to adult programs and employment opportunities if not already connected.
-------
Plus Identify…
Strengths: Specify student’s educational strengths using data.
Interest: What holds a student’s interest?
Preference: What conditions does a student prefer in academics and work?
Needs: What specific accommodations are needed to support the student?
-------
And conclude with:
INTERAGENCY (DARS) INVITATION TO PARTICIPATE/RELEASE OF INFORMATION:
The parent/guardian was informed that the school will invite outside agencies with consent if it is determined that they could provide or pay for transition services during high school and/or into adulthood. The parent/guardian was offered the opportunity to provide written consent.
Consent was provided (VA IEP Agency Request Documentation Uploaded)
Or
Consent was declined (VA IEP Agency Request Documentation Uploaded)
And
At this time, (Student Name) does not have a referral on file with the Department for Aging and Rehabilitative Services (DARS) for Pre-Employment Transition Services (Pre-ETS), but will have that opportunity during this IEP.
Or
At this time, (Student Name) has a referral on file with the Department for Aging and Rehabilitative Services (DARS) for Pre-Employment Transition Services (Pre-ETS).
-----------
Include Measurable Post Secondary Goals and consider:
Adverse effect on Education and Functional Needs: ( How the disability impacts educational and functional performance with specifics- SDI needs must be intentional and purposeful (ie. if they have a reading disability, is it decoding, comprehension, or organization).
Questions to Consider:
What limitations will the student experience that may prevent them from reaching their MPG?
How could these limitations affect on an employer and the student’s job performance?
What specific job tasks are problematic as a result of these limitations?
What reasonable accommodations might be available to reduce or eliminate these problems?
Evaluate the effectiveness of the accommodations and to determine whether additional accommodations are needed through simulations?
****************************************************************************************************************
Course of Study-
Ask for a copy of the student's Academic Career Plan from the counseling office and include a statement about how this specifically supports the given goal- Do this for each goal, do not duplicate or generalize.
*****************************************************************************************************************
Transition Services-
Based on the earlier discovery of student need, how can you support the student to get closer to their goal? What data will you need to demonstrate the services was delivered and its effectiveness as a means of transition within the given IEP year? What assessments can be included to support growth and alignment for next year's IEP?
****************************************************************************************************************
Measurable Annual Goals- Ensure at least one goal directly supports the student's deficits based on disability to support a measurable postsecondary goal.
*****************************************************************************************************************
Monitor Student Process and Analyze Data
Repeat Process, recognizing that most assessments are completed through out the year and collected for review for the new Annual Transition IEP.
Page updated
Report abuse