Start the transition process by looking at last year's data...What does the IEP and psychological say about where the student was. What are your observations about this year? What assessments and activities were completed as a result of last year's IEP...All of this will drive your next move! Ask yourself ...
1.) In what type of work is the student interested?
2.) Considering the nature and severity of the student's disability and the nature of his or
her job interests, is it more appropriate for the student to be involved in competitive
employment or some level of supported employment?
3.) If the student has chosen a particular occupational field, does he or she have the skills
and abilities needed to succeed in that field? What specific work skills is the student
missing?
4.) Does the student know what employee behaviors are considered important to
successful employment, and does he or she demonstrate these behaviors?
5.) What school activities are needed in order for the student to acquire these work-related
skills and behaviors?
6.) What type of academic, social, and/or vocational program is needed to help the student
acquire relevant work skills and behaviors before he or she exits high school? Is there
such a program available within the school system or community? If not, what
individuals and organizations (school, businesses, paraprofessionals, and job coaches)
can collaborate to develop a personalized program to address the student's needs?
7.) What types of accommodations might the student need on the job? Is the student
informed as to his or her rights under federal law to receive accommodations? Does he
or she have the self-advocacy skills necessary to request and obtain these
accommodations?
Now, let’s get started!
First, ask yourself: Do we need any new data or assessments to fill in gaps or address questions that have come up? If so, complete those assessments first.
Once the data is in place, begin designing the assessments, courses, and activities that will be implemented in the upcoming school year to prepare for the next IEP.
If you are the continuing case manager, this process will get easier each year. As you help the student become more involved in planning their future based on their strengths, interests, and preferences, you’ll also be able to provide meaningful opportunities to build on their areas of need.
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