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Transitions by Mind Map: Transitions

1. What is a transition?

1.1. "Passing from one state or condition to another." (Transition, 2018)

1.2. "A coordinated set of activities for a student, with a disability." (Transition, 2018)

1.2.1. 1. Outcome oriented

1.2.1.1. School to post-school activities

1.2.2. 2. Based on student needs

1.2.2.1. Their interests included into this thought process

1.2.3. 3. Includes a variety of areas

1.2.3.1. Instruction

1.2.3.2. Related services

1.2.3.3. Community experiences

1.2.3.4. Development of employment and other post-school objectives

1.2.3.5. Daily living skills and functional vocational evaluation, when appropriate

1.3. A section of the IEP that outlines transition goals and services for the student (Stanberry, 2016).

1.3.1. Based on a high school student's individual needs, strengths, skill, and interests.

1.3.2. Used to identify and develop goals needed to be accomplished during the current school year to assist with the student in meeting post-high school goals.

1.4. Required for students enrolled in special education who have an Individualized Education Program (IEP) (Standberry, 2016).

2. What are the components of transitioning?

2.1. Clark and Patton (1997) (Transition, 2018)

2.1.1. Studied 17 states plan for transition guides

2.1.2. Identified core transition planning areas

2.1.2.1. Community participation

2.1.2.2. Daily living

2.1.2.3. Employment

2.1.2.4. Financial/income management

2.1.2.5. Health

2.1.2.6. Independent living

2.1.2.7. Leisure/recreation

2.1.2.8. Postsecondary education

2.1.2.9. Relationship/social skills

2.1.2.10. Transportation/mobility

2.1.2.11. Vocational training

2.2. Contents (Bateman, 2018)

2.2.1. Instruction

2.2.2. Community experiences

2.2.3. Development of employment and other post school adult living objectives

2.2.4. Daily living skills (if appropriate)

2.2.5. Functional vocational evaluation (if appropriate)

3. Who develops a transition plan?

3.1. Student (Transition, 2018)

3.1.1. Communicate

3.1.1.1. Preferences

3.1.1.2. Interests

3.1.1.3. Strengths

3.1.1.4. Areas of need

3.1.1.5. Types of support

3.1.1.6. How they are progressing

3.1.2. Participate in:

3.1.2.1. Discussions

3.1.2.2. Decisions

3.1.2.3. Planning activities

3.1.2.4. IEP development

3.1.2.5. IEP meetings

3.1.2.6. IEP implementation

3.2. Parent/Guardian (Transition, 2018)

3.2.1. Support the student

3.2.2. Provide information about student:

3.2.2.1. Strengths

3.2.2.2. Interests

3.2.2.3. Needs

3.2.2.4. Independent living skills

3.2.2.5. Kinds of support needed to achieve their goals

3.2.3. Be actively engaged as equal partners:

3.2.3.1. Planning

3.2.3.2. Discussions

3.2.3.3. Decision making

3.2.4. Participate in making referrals

3.2.4.1. Adult service agencies

3.2.4.2. Training programs

3.2.5. Provide opportunities

3.2.5.1. To practice adult roles

3.2.5.2. To practice adult responsibilities

3.3. Special Education Teacher (Transition, 2018)

3.3.1. Provide information about the student's:

3.3.1.1. Strengths

3.3.1.2. Achievements

3.3.1.3. Progress on IEP goals

3.3.1.4. Strategies for teaching the student

3.3.2. Assist the student in identifying postsecondary goals

3.3.3. Prepare the student and family for their leadership role in the transition process

3.3.4. Suggest courses of student and educational experiences

3.3.5. Identify needed personnel from:

3.3.5.1. School

3.3.5.2. Related services

3.3.5.3. Community agencies

3.3.6. Provide input and incorporate those ideas into the IEP

3.3.7. Link student and parents to post high school services and supports

3.3.8. Coordinate:

3.3.8.1. People

3.3.8.2. Agencies

3.3.8.3. Services

3.3.8.4. Programs

3.3.9. Monitor student progress

3.4. LEA Representative (Transition, 2018)

3.4.1. Support special and general education staff

3.4.2. Provide information about programs:

3.4.2.1. School system

3.4.2.2. Community

3.4.3. Allocate necessary resources:

3.4.3.1. Technology

3.4.3.2. Accommodations

3.4.3.3. Supports

3.5. General Education Teacher (Transition, 2018)

3.5.1. Assist student:

3.5.1.1. Identifying postsecondary goals

3.5.1.2. Planning courses of study in general education curriculum

3.5.2. Identify and provide:

3.5.2.1. Modifications

3.5.2.2. Adaptations

3.5.2.3. Supports

3.5.2.4. Positive behavioral strategies

3.5.2.5. Interventions

3.5.3. Monitor student progress

3.6. Individual who can interpret evaluation information (Transition, 2018)

3.6.1. Provide assessment information about student:

3.6.1.1. Needs

3.6.1.2. Interests

3.6.1.3. Preferences

3.6.1.4. Strengths

3.6.1.5. Aptitudes

3.6.2. Interpret assessment information for student and family

3.7. Others, as appropriate (Transition, 2018)

3.7.1. Examples:

3.7.1.1. Vocational rehabilitation

3.7.1.2. MR/DD services

3.7.1.3. Mental health

3.7.1.4. Social security

3.7.1.5. Employers

3.7.1.6. Postsecondary educators

3.7.1.7. Human services

3.7.2. Provide information about services and eligibility criteria

3.7.3. Assist in identification of community and adult services and in the application process for services

3.7.4. Alert families and school to potential waiting lists for services

3.7.5. Provide services, as appropriate, while student in is school

3.7.5.1. Functional vocational evaluation

3.7.5.2. Technology and accommodations

3.7.5.3. Counseling

3.7.5.4. Independent living

4. What are the transition planning requirements of the IDEA?

4.1. Purpose (Transition, 2018)

4.1.1. Ensure students are provided with:

4.1.1.1. Free and appropriate education

4.1.1.2. Services designed to meet their unique needs

4.1.1.3. A plan designed to prepare them for employment and independent living

4.2. Content of the IEP (Transition, 2018)

4.2.1. Beginning at age 14 (or younger, if appropriate):

4.2.1.1. A statement of transition service needs that focuses on the course of study the student needs to achieve their post high school goals

4.2.1.1.1. Other educational experiences

4.2.1.1.2. Required elective

4.2.2. Beginning at age 16:

4.2.2.1. Statement of needed transition services

4.3. Transition services (Transition, 2018)

4.3.1. Based on the individual student's needs

4.3.1.1. Preferences

4.3.1.2. Interests

4.3.2. Include:

4.3.2.1. Instruction

4.3.2.2. Related services, if needed

4.3.2.3. Community experiences outside of school setting

4.3.2.4. Development of:

4.3.2.4.1. Employment

4.3.2.4.2. Other post high school adult living objectives related to goals

4.3.2.5. Acquisition of:

4.3.2.5.1. Daily living skills

4.3.2.5.2. Functional vocational evaluation

4.4. Agency notification, participation, and responsibilities (Transition, 2018)

4.4.1. The school:

4.4.1.1. Invite to transition meetings representatives of other agencies who are likely to be responsible for providing or paying for transition services

4.4.1.2. Take steps to obtain the participation of agency personnel who have been invited to transition meetings but do not attend

4.4.2. The IEP

4.4.2.1. If appropriate, a statement of interagency responsibilities and/or needed linkages

4.4.2.2. The commitment by a participating agency to meet the financial responsibility associated with the provision of services

4.5. Parent notification (Transition, 2018)

4.5.1. Indicate the purpose of the meeting

4.5.2. Indicate that the student will be invited to the meeting

4.5.3. Identify any other agencies that will be invited to send a representative to the meeting

4.6. Student notification and participation (Transition, 2018)

4.6.1. Beginning no later than age 14 (or earlier if appropriate:

4.6.1.1. Must be invited to attend his or her IEP meetings that consider transition service needs, needed transition services, or both

4.6.1.2. Schools must take steps to ensure that the student's preferences and interests are considered in transition planning if the student does not attend his or her IEP meeting

4.7. Transfer of rights (Transition, 2018)

4.7.1. At least 1 year before student reaches the age of majority under state law:

4.7.1.1. IEP must include a statement that the student has been informed of his or her rights under Part B of IDEA that will transfer to the student at the age of majority

5. What are the legal requirements in transition when writing an IEP?

5.1. Districts must bring agencies that may provide or pay for transition services to the table so that both school services and post school services can be identified and included in the IEP as part of the transition planning (Advocacy, 2017).

5.1.1. Health

5.1.2. Human services

5.1.3. Mental health

5.1.4. Social security

5.1.5. Housing

5.1.6. Recreation

5.2. If 14 or older, the student must be invited to the meeting (Advocacy, 2017).

5.3. Individual needs must be identified and met (Advocacy, 2017)

5.4. Districts are obligated to provide the student with experiences that were based on individual needs, preferences, and interests (Advocacy, 2017).

5.5. Must be started before the student turns 16 (Parents, 2018)

6. References

6.1. Transition. (n.d.). Retrieved August 25, 2018, from https://council-for-learning-disabilities.org/transition-planning-for-individuals-with-learning-disabilities

6.2. Stanberry, K. (2016, December 19). Transition planning for students with IEPs. Retrieved from Transition planning for students with IEPs | Parenting

6.3. Bateman, B. D., Ph.D. (n.d.). Wrightslaw - Transition - Legal Requirements for Transition Components of the IEP by Barbara Bateman. Retrieved August 25, 2018, from Wrightslaw - Transition - Legal Requirements for Transition Components of the IEP by Barbara Bateman

6.4. Advocacy In Action:Legal Issues in Transition Planning. (2017, May). Retrieved from Advocacy In Action:Legal Issues in Transition Planning

6.5. Parents. (n.d.). Retrieved August 25, 2018, from Transition Planning Requirements of IDEA 2004

7. Planned by Jeanie Fulmer