Topics in Transition
Specific Student Needs, Present Educational Levels, Transition Grid, MAGs-SDI-Related Service
These are the 3 areas that must be addressed in the transition grid
Education/Training, Employment, Independent Living
In the present levels section this documentation or data is needed to show connections to current post-secondary transition goals
Transition assessments, interest surveys, preference surveys explaining what the student would like to do with their future
Name on IEP participation pg and Transition Review on Invitation to parents/students
3 examples of activities on the grid to be completed by the student and IEP team.
Participation in post-secondary activities (fairs, visits, disability services contact…), career exploration, job shadowing, OVR contact, community based instruction, hobbies/school activities, etc…
To achieve the identified post-secondary goals (in the grid) these are the skills and knowledge gathered to attain the academic goals for that school year (services)
Age-appropriate academic and functional skill assessments and their interpretation of the assessment outcomes
Agency consideration is shared at every IEP meeting. This is the evidence in the document to show this was discussed at the meeting
IEP includes information about agency involvement or representatives were invited with permission and parents were provided with info about agencies
These are the 3 levels of criteria should be included in the IEP goal regarding the student’s performance
What are: Level of performance (how well), Level of times needed to demonstrate master (how consistently), Evaluation schedule (how often)
This is evidence would you include in the IEP that shows the post-secondary education goals were updated from the previous year?
Information from new/different assessments, statements made about new interests, job trainer input, career exploration
Because all aspects of transition can be appropriate for all
These are types of transition assessments could/should be included in the present education levels section
Current and future employment ( work readiness, temperament, personality, prevocational skills), Education/Training (academic, learning styles, accommodations, career cruising, bridges, casey’s life story…), Independent Living (self-awareness, determination, advocacy)
To be considered as courses of study these 3 areas of evidence need to be included on the grid
The courses need to be listed by name in the LEA’s program, courses need to align with the student’s post-secondary goals, courses must accurately reflect student’s current schedule
Name 3 out of 4 assessments that should be in the present education levels area to show academic and functional sills.
Summative, Benchmark, Diagnostic, Formative, Functional skill assessments (behavior, job training…)