Procedures:

Transition Diploma

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Transition Planning for Diploma 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 Diploma 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

If there is no need for an Independent Living Goal, explain why/how it was determined. Here are a couple of examples:

Based on the __________ Assessment dated ____________, student and her parents report that the student demonstrates competence with daily living skills including basic household chores such as cleaning her room, taking out the trash, washing dishes, etc. Student can shop for clothing and food. She can prepare a meal and order food in a restaurant. Parent and student indicate that student can be successful in budgeting money and paying bills on time. Therefore, no independent living skill goals are needed.
Based on the information from the the __________ Assessment dated _________, (student) can do basic household chores such as wash dishes, wash clothes, clean room, fix a snack, and shop for groceries and shop for clothes, therefore an independent living goal is not necessary at this time.

If there is a need an Independent Living goal, here are some examples of what might be included:

access community resources, including banking, rec leisure, 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

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.

For Diploma track students, 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
- - Complete a Careers Inventory as part of a Careers class.
  - Enroll (by end of 8th grade) in 21st Century Scholar
  - Invite parents to attend the 8th grade scheduling for high school
  - Review criteria for earning credits
  - Arrange “receiving high school” tour for 8th graders
  - Attend College Fair
  - Attend Resource and Transition Fair
High School
- - Attend College Fair
  - Attend Resource and Transition Fair
  - Conduct research into careers of their choice
  - Explore SAT Prep course
  - Learn and practice self-advocacy skills
  - Register to take the PSAT
  - Conduct research into careers of their choice
  - Register to take the SAT or ACT
  - Explore college grants, loans and scholarships with guidance counselor
  - Conduct research into careers of their choice
  - Make an appointment with Voc Rehab
  - College visits

For Employment, possible services and activities are:

Intermediate Center
- - Attend Career Fair
  - Attend Resource and Transition Fair
  - Inform students of Career and Tech Programs
  - Participate in Social Skills Training
  - Partipicate in Self Advocacy Training
  - Receive Orientation/Mobility Training for employment participation (for BLV students)
High School
- - Attend Resource and Transition Fair
  - Enroll in a Career Pathway elective
  - Discuss CTE (Career and Technical Education) opportunities
  - Participate in Work Experience
  - Participate in CTE (Career and Technical Education)
  - Make an appointment with Voc Rehab
  - Develop resume, cover letters and thank you notes
  - Participate in Social Skills Training
  - Participate in Self Advocacy Training
  - Receive Orientation/Mobility Training for employment participation (for BLV students)

For Independent Living, possible services and activities are:

Intermediate Center
- - Investigate public transportation options in their living area
  - Explore community recreation opportunities
  - Identify and locate community resources (Dr. Office, grocery store, library)
  - Participate in Social Skills Training
  - Participate in Self Advocacy Training
  - Receive Orientation/Mobility Training for community participation (for BLV students)
High School
- - Demonstrate ability to take phone messages and make appointments
  - Participate in Nutrition and Wellness/ Advanced Nutrition and Wellness
  - Participate in Fashion and Textile Foundations/ Fashion Merchandising
  - Participate in Digital Communication Tools/ Computer Applications
  - Participate in Personal Finance course (if available)
  - Explore Limited guardianship requirements (depending on student's individual needs)
  - Explore Driver Education opportunities
  - Take Driver License testing
  - Explore personal banking opportunities (savings/checking account, debit card, etc.)
  - Participate in Social Skills Training
  - Partcipate in Self Advocacy Training
  - Receive Orientation/Mobility Training for community participation (for BLV students)