Procedures:
Transition Certificate
Transition Planning for Certificate Track students
Transition planning for all students receiving Special Education Services begins at age 14 or the 8th grade. A Transition IEP is developed that guides services through the remainder of the students’ secondary education career. The Transition IEP should be written and implemented to meet the post secondary goals of the student. Transition planning has 3 primary components added to the regular IEP:
Transition Assessment(s)
Transition Goals
Transition Services/Activities
For Certificate Track students, a post secondary Transition Goal must be developed for each area of need identified in the transition assessments in the following three areas:
Education and Training
Employment
Independent Living
Not all Certificate Track students will have an Independent Living goal. All students enrolled in the Life Skills program will have an Independent Living goal. Here are a few examples of Independent Living goals for our higher functioning students that can be included in a student's IIEP:
access community resources, including banking, grocery shopping, rec leisure activities, and transportation...with supports needed/independently
access community medical and mental health services
participate in rec leisure activities
use transportation to get to and from work
utilize assistive communication device to communicate with people in the community
If a student is very low functioning, you may want to include a goal for “partial participation” in self-care/rec leisure opportunities with assistance from an adult. Here are some examples:
After high school, I will live at home with my parents and participate to the maximum extent possible in my daily routines (e.g., dressing, feeding, bathing, choice making, etc.) and environment through technology.
After high school, I will participate in integrated community recreational activities related to music and art at the various community settings (e.g., museums, community college, parks and recreation).
After high school, I will effectively utilize an augmentative communication device throughout my daily routines to express my wants and needs in all settings.
After high school, I will live at home with my parents and participate to the maximum extent possible in my daily routines (e.g., dressing, feeding, bathing, choice making, etc.) through partial participation.
All students must have measurable annual transition IEP goals that are related to the student's postsecondary goals which are aligned to a transition area (Education/Training, Employment, Independent Living). The annual goals must be related to the student's identified needs. The annual goals must be:
data driven (related to present levels)
skill based
Do not use a general goal such as “The student will make progress on grade level curriculum”. Be specific about the skills the student needs to acquire to meet their transition goals.
measurable with criteria
measured by a logical progress monitoring strategy
supportive of the postsecondary goal
a statement of what the student will do to make one year’s progress in one year’s time.
If necessary, there must be an annual goal to support an Independent Living postsecondary goal, if one is included.
A Transition Service and/or Activity must be included for each transition area that has a goal identified.
For Education and Training, possible services and activities are:
Intermediate Center
Invite parents to attend the 8th grade scheduling for high school
Review criteria for earning certificate of completion
Arrange high school tour for 8th grader
Attend Resource and Transition Fair
High School and Young Adult Services
Participate in Practical Academics/Functional Academics/Unique Learning System
Apply functional academics to a variety of settings within the school (for applicable Life Skills students)
Attend Resource and Transition Fair
Explore the Young Adult Services Program
For Employment, possible services and activities are:
Intermediate Center
Participate in job shadowing/work experience (for Life Skills and 8th grade certificate track students)
Attend Resource and Transition Fair
Apply for Medicaid Waiver
Receive Orientation/Mobility Training for employment participation (for BLV students)
High School and Young Adult Services
Participate in job shadowing class (if appropriate)
Participate in vocational training (if appropriate)
Attend Resource and Transition Fair
Enroll in a Career Pathway elective (if appropriate)
Participate in on-the-job training (if appropriate)
Discuss alternative job training opportunities (i.e. Project Search)
Make an appointment with Vocational Rehabilitation Services
Explore the Young Adult Services Program
For Independent Living, possible services and activities are:
Intermediate Center
Participate in home living activities
Participate in community training
Apply for Medicaid Waiver
Participate in Rec/Leisure activities (Life Skills Students)
Social Skills Training
Self Advocacy Training
Orientation/Mobility Training for community participation (for BLV students)
High School and Young Adult Services
Participate in community training
Demonstrate the ability to prepare three simple meals and snacks
Enroll in and participate in a Career Pathway elective (if appropriate)
Explore guardianship requirements
Research independent living options
Social Skills Training
Self Advocacy Training
Orientation/Mobility Training for community participation (for BLV students)