Professional Documents
Culture Documents
may work with a peer partner on this assignment, and turn in one assignment with two names so that you both get credit, or you may work on your own. Please make your own arrangements for this. Let me know if you need contact information (I think you can find it on the Moodle site). You will have to make up hypothetical information to flesh out/identify a bit more about the students dreams/ goals in all the transition areas of the IEP (obviously, if this were a real case, you and other team members would collect comprehensive assessment data). 1. Pick a student for your example with secondary transition planning needs. Use the student with whom you worked for your case study, or use the case example, Debbie, found in your text after two chapters: pp. 246 248, and pp. 294 297. 2. Look at the resources provided below, and also study the example in your text on pp. 125-135 (Jamalias transition component of her IEP)-[Note- your work will NOT be nearly as detailed!] The links for the B & C resources are on Moodle! A. http://www.cde.state.co.us/TransitionIEPTraining/2Page2OverviewoftheComponentsofaTransitionIEP.asp B. Transition Services Example (your work will look similar to this); and C. Special Educators Guide to the IEP (from MT OPI)pp. 32-35 on Transition 3. You will draft postsecondary goals for your student, with a few interim goals/ objectives for ONE (you decide) of his or her years in high school that will help to lead to the postsecondary goals. Use the following form- you may type or hand write the information. You need a minimum of 1 post-secondary goal (if applicable for your student) and one specific goal linked with a particular academic year (identify a year in high school, such as junior year) that helps lead to the postsecondary goal, under each of the 7 areas.
TRANSITION SERVICES NEEDED TO ASSIST THE STUDENT IN MEETING POSTSECONDARY GOALS (include timeline for achievement)
Instruction
What sampled academic/lifelong learning skills are necessary for the student to complete needed courses, succeed in the general curriculum and gain needed skills? This should include not only academics, but functional competencies which will help the student benefit from a range of educational and learning opportunities, e.g., safety procedures, self-advocacy skills.
Post-secondary goal(s): Self advocacy skills, self-determination, live independently, organizational skills, time management skills, Specific goals/objectives:
Obtain drivers permit by the end of senior year. Take a finance/business class senior year of high school.
Student and drivers education instructor. Student, Special Ed teacher, Gen Ed teacher, Counselor
Enroll in drivers education and earn a drivers permit. Learn how to maintain/improve her pot holder business.
Employment
What instructional activities, techniques, and services will the student need to help him/her find a desired job or career? The school, businesses, or others can provide the activities and services that the student needs. Some students may need to work on basic employee behaviors to succeed in the workplace such as staying on task, responding appropriately to instructions, and working under pressure. Workplace readiness skills may be gained through part-time (supported or non-supported) employment or involvement in a School to Work program.
Post-secondary goal(s): Continue pot holder business, Social skills, Continue working at Prudential
Specific goals/objectives:
Take and accounting class senior year Attend a career fair by the end of senior year
Student, Special Ed teacher, Gen Ed teacher, Prudential employer Student, Parent, Transition Coordinator,
To successfully manage a checkbook with 80% accuracy in 10 trials. Explore more career options
TRANSITION SERVICES NEEDED TO ASSIST THE STUDENT IN MEETING POSTSECONDARY GOALS (include timeline for achievement)
Community Experiences
What experiences in the community would benefit the student as he/she prepares for life after high school? What organizations and activities in the community would the student enjoy? Recreation activities and team or individual sports may be relevant in this area. Job shadowing, shopping, visiting colleges, opening a bank account and taking responsibility for routine appointments can also be included.
Post-secondary goal(s): Continue with MCT, Continue with farmers market Specific goals/objectives:
Tour the Performing Arts department (theatre) Selling her pot holders at the farmers market
Dean of College of Visual and Performing Arts, Student, Parent Student, Finance/Business/ Accounting teacher
Enroll in an in an introductory acting class for her freshman year of college Handling all of the sales at the farmers market by the end of the summer
What competencies will the student need to live as independently as possible? These might include: learning how to apply for college financial aid, voting, paying taxes, renting a home, accessing medical services, passing driver's test, buying a car, completing a vocational rehabilitation referral to determine eligibility for tuition assistance for college, self-advocacy skills at work, etc.
Post-secondary goal(s): Live independently, Obtain drivers license, Manage own calendar,
Specific goals/objectives:
Being in control own space during freshman year of college Creating a budget plan for college by the end of senior year
Freshman year of college live in dorm room with a roommate Student, Have a budget plan Accounting/Finance for independent teacher living freshman year of college
TRANSITION SERVICES NEEDED TO ASSIST THE STUDENT IN MEETING POSTSECONDARY GOALS (include timeline for achievement)
Related Services
What related services will be needed beyond school? If the student may need rehabilitation counseling, orientation and mobility, physical therapy, assistive technology, etc., the school should identify and link the student with adult agencies or providers before the student leaves school.
Post-secondary goal(s): Learning Mountain Line, speech therapy, being in contact with Summit, Vocational Rehab,
Specific goals/objectives:
Learning Mountain Student, Special Ed Line schedule for teacher, friend where she needs to go by spring semester of her freshman year of college.
To look at the bus schedule and know how to find the bus and route she needs to use to get to her destination
Daily living skills are those activities which adults do every day (e.g., preparing meals, budgeting, maintaining a home, paying bills, scheduling appointments).
Specific goals/objectives:
Keeping an agenda book of all of her schools activities throughout senior year of high school Prepare a family meal once a week for her senior year of high school
Student, Family
She is able to make and keep appointments 2 weeks in advance with 90% accuracy Prepare a family meal once a week for her senior year
Does the IEP team need information about student aptitudes and skills in relation to job and career interests? A functional vocational assessment is information gathered through situational assessment, observations, surveys, interviews, or formal measures, and focuses on practical skills related to job/career aptitudes and skills. Information can be collected about personal social interactions, ability to manage money, mobility, personal hygiene, following directions, ability to complete a task, etc. This assessment may be undertaken by an outside agency
TRANSITION SERVICES NEEDED TO ASSIST THE STUDENT IN MEETING POSTSECONDARY GOALS (include timeline for achievement)
or school staff. Also note real job experiences to be provided for training.
Post-secondary goal(s):
Specific goals/objectives:
Participate in an interest inventory to identify vocational interests by the end of senior year Keep in contact with Vocational Rehab, ongoing.
Student, Counselor,