ransition Services Information Guide
able of Contents Why is ransition Important?... Four Components of ransition Planning... About the ransition Services Information Guide... About the Six District Educational Compact... ransition Services and Programs... Grade... Grade... Grade 0... Grades -...0 Grades -Age... ransition: Secondary to College and Universities... Free Age-Appropriate ransition Assessments... ransition Planning and Preference Survey... - ransition Skills Assessment... - Employability/Life Skills Assessment (Ages -)... - A Continuum of ransition Services for Students with Disabilities... Resource Directory...-0 First Edition: Spring Revised: March 00 October 00 January 00 April 00 July 0 September 0
Why is ransition Important? he ransition Services requirements of IDEA provides the following important opportunities: what they want to do after high school; high school experiences relate directly to the student s dreams and desired outcomes; and during and after high school; and Reference: Ohio Department of Education
Four Components of ransition Planning RANSIION PLANNING....... he student and his or her parents or guardians need to determine long-range goals for steps must be taken to ensure that the student s preferences and interests are considered such as.... is designed within a result-oriented process..... is a coordinated set of activities that is evident throughout the IEP..... is designed to promote movement into post-school living settings. ransition to L.I.F.E., Ohio Department of Education, Division of Special Education
About the ransition Services Information Guide Student Regular Education eacher Special Education Supervisor
he Six District Educational Compact - he Six District Educational Compact College ech Prep Initiatives - Career Assessment Coordinator Career and echnical-special Education Coordinator is the liaison for special Work-Study Coordinator Job-raining Coordinator Special Education Supervisor School Counselor can provide information and assistance about career and
ransition Services and Programs Career Assessment Career Passport his is a document that outlines in detail all the occupational skills Individual Academic Career Plan (IACP) he County Boards of Developmental Disabilities hese agencies provide a variety eligible through the administration of the Children s Ohio Eligibility Determination Instrument Ohio Eligibility Determination Instrument Community Based Supported Experiences hese are collaborative programs involving he Bureau of Vocational Rehabilitation Opportunities for Ohioans with Disabilities Bureau of Services for the Visually Impaired Adult Services Agencies
Goals: Identify career interests and courses of study for high school Activities Initiate Individual Academic Career Plan (IACP) Identify and strengthen employability skills Provider/Resource Special Education Supervisor Select high school classes appropriate to the student s career development * * * Begin transition awareness for parents and students Refer appropriate students to local Board of Developmental Disabilities (DD) for the Children s Ohio Eligibility Determination Instrument (COEDI) with parental approval Inform parents and students of option for public school service to age Special Education Supervisor Special Education Supervisor Special Education Supervisor * he Work-Study Coordinator, Job raining Coordinator and the Career and echnical-special Education Coordinator are available to assist with any of these activities on a consultation basis.
Grade Goals: Explore work, postsecondary education, independent living and leisure options Activities Provider/Resource Continue Individual Career Plan Special Education Supervisor Implement functional curriculum for employability and independent living skills * Strengthen appropriate work attitudes and behaviors through practical work experience within the school setting * Continue awareness of individualized services available for transition planning Special Education Supervisor Inform parents and students of option for public school service to age Special Education Supervisor * he Work-Study Coordinator, Job raining Coordinator and the Career and echnical-special Education Coordinator are available to assist with any of these activities on a consultation basis.
Grade 0 Activities Goals: Explore work, postsecondary education, independent living, and leisure options Provider/Resource independent skills. Continue Individual Career Plan (ICP) Special Education Supervisor Implement functional curriculum for employability and independent living skills Strengthen appropriate attitudes and behaviors for employment through work experiences within the school setting and community career exploration Provide guidance in transition planning for Special Education Supervisor Board of Developmental Disabilities Special Education Supervisor for the administration of the adult Ohio Eligibility Determination Instrument (OEDI) Conduct career assessment at the Career Assessment Center with follow-up parent conference Attend Compact Career orientation and visitation days per high school Participate in Six District Educational Compact College ech Prep Inform parents and students of option for public school service to age Discuss with parents and student graduation options Special Education Supervisor * he Work-Study Coordinator, Job raining Coordinator and the Career and echnical-special Education Coordinator are available for consultation.
Activities Goals: Obtain work, postsecondary education, residential living and leisure options Provider/Resource independent skills. Continue Individual Career Plan (ICP) Special Education Supervisor Implement functional curriculum for employability and independent living skills Strengthen appropriate work attitudes and behaviors for employment through work based employability training and/or community job placement Provide guidance in transition planning for Special Education Supervisor Board of Developmental Disabilities for the administration of the adult Ohio Eligibility Determination Instrument (OEDI) Conduct career assessment at the Career Assessment Center with follow-up parent conference Visit Six District Educational Compact College ech Prep Initiatives Special Education Supervisor Inform parents and students of option for public school service to age Special Education Supervisor Discuss with parents and student graduation options * he Work-Study Coordinator, Job raining Coordinator and the Career and echnical-special Education Coordinator are available for consultation. 0
Goals: Obtain work, postsecondary education, residential living and leisure options Activities Provider/Resource independent skills. Continue Individual Career Plan (ICP) Special Education Supervisor Conduct career assessment with follow-up parent conference Agency Assessment Student and follow-along services Adult Services Agencies Provide guidance to students and parents in networking with appropriate Adult Services Agencies Discuss with parents and student graduation options * he Work-Study Coordinator, Job raining Coordinator and the Career and echnical-special Education Coordinator are available for consultation.
Investigate Colleges and Universities Self-Advocacy Colleges /Universities Preferences Accommodations Academic Standards Dormitory Living
transition assessments related to employment in a competitive environment in age appropriate transition assessments transitioning students interest inventories and done vocational requirements state age appropriate transition assessments (meaning more than one assessment) from non-copyrighted material or directly from the Suggestions are also given for assessments that you may already given that serve a
Name Date Sometimes Never Whenever I need it. How often do you ask for help from a teacher?. Imagine that you are going to seek assisstance in college because of your learning disability. What materials would you bring to the meeting?. When you enter college or a technical vocational school, who will you ask for help?. When you need help which of these are likely to be difficult for you? Sometimes Never Whenever I need it taking the initiative and asking for help making your needs clearly understood. When you enter post-seconday school, when are you the most likely to identify yourself as learning disabled to the appropriate people? before school starts after you get used to school have a learning disability only if you really need the help to pass
. Imagine that you re already in college or technical school and aren t sure you can cope with your classes. Would you: Sometimes Never Whenever I need it ask the learning disability specialist to. You are having trouble understanding what is expected on a class assignment. Who are you most likely to ask for help? parent friend or classmate teacher of the class learning disability specialist. When you need help from a teacher how would you feel? special attention comfortable about asking teacher for help *ools for ransition AGS* American Guidance Service, Inc., Circle Pines, Minnesota 0- Permission to reproduce this form is hereby granted to publisher.
Name Date. When you enter post-secondary school, which services or accommodations might you need because of your learning disability? (Having a textbook taped is an example.) Check the box that shows how likely you are to use each method.. When you need extra help in a class, which of these are most likely to help you: Sometimes Never Whenever I need it aped lectures class notes asking questions during a lecture. When preparing for a test exam, which of these accommodations would be the most helpful to you? asking to take the test in another room asking to have the test read to you. If you have reading difficulties, which of these are most likely to help you? asking for someone to read to you asking for study guides enrolling in a reading skills class
. If you have writing difficulties, which of these are most likely to help you? Sometimes Never Whenever I need it asking for proofreading help asking for a note taker tape recording lecture. When preparing for a test exam, which of these accommodations would be the most helpful to you? listing steps of a process in your notes using graph paper using a calculator. If you have reading difficulties, which of these are most likely to help you? getting assignments ahead of time keeping a calendar of assignments breaking large assignments into parts *ools for ransition AGS* American Guidance Service, Inc., Circle Pines, Minnesota 0- Permission to reproduce this form is hereby granted to publisher.
Student Name: I. Work and Education echnical school 0
II. Residential Living With parents or relatives Money and budgeting First aid and health Other III. Community Participation Recreation Accessible vans
Social Security Other: Note: Over the course of the student s high school years information from the survey may change and may need to be updated. 0
ransition Assessment ools ransition Skills Assessment Student Name: Date: EMPLOYMEN Knowing about jobs Student Parent eacher Average Finding a job Student Parent eacher Average Skills on the Job Student Parent eacher Average Quickbook of transition assessments
LIFELONG EDUCAION AND RAINING Reading Student Parent eacher Average Writing Student Parent eacher Average Math Student Parent eacher Average
Post-Secondary Education Student Parent eacher Average HOME LIVING Self Care Student Parent eacher Average Nutrition and Fitness Student Parent eacher Average Personal Management Student Parent eacher Average Money Management Student Parent eacher Average
Medical Student Parent eacher Average COMMUNIY PARICIPAION Student Parent eacher Average RECREAION/LEISURE Socialization/Friends Student Parent eacher Average Leisure/Recreation Activities Student Parent eacher Average
PERSONAL LIFE (crosses all transition areas) Communicating With Other People Student Parent eacher Average Relating to Authorities Student Parent eacher Average Relating to Peers Student Parent eacher Average do you stand up for yourself and stop this Self Awareness Student Parent eacher Average Responsibility Student Parent eacher Average
Solving Problems Student Parent eacher Average
Employability/Life Skills Assessment (Ages - years) Name: Birthdate: developed by Roberta Weaver And Roberta Joseph Weaver R. DeLuca And Joseph R. DeLuca Employability skills are those personal social behaviors and daily living habits that have been identified by employers and young entry-level workers as essential for obtaining employment and for success in the work place. hese are life skills that must be taught with the same rigor as basic skills. he development of such skills is a life long process, with performance being relative to a student s ability and age. eachers at all age levels have the responsibility to teach employability skills. his criterion-referenced checklist may be used yearly, beginning at the age of, to assess student s level of performance in the twenty-four critical employability skill areas identified by Ohio s Employability Skills Project. hree descriptors are provided for each skill. Student performance should be rated using the following scale: = usually, = sometimes, = seldom, 0 = never. (for a year old student) I. SELF HELP SKILLS AGE AGE A. Demonstrates personal hygiene and grooming by: meeting teacher expectation for cleanliness. meeting teacher expectation for good grooming (hair combed, shirt tucked in, etc. meeting teacher expectation for consistent, independent personal hygiene and grooming. 0 B. Dresses appropriately by: choosing and wearing clothes that are appropriate for the weather/ activity/social custom. identifying when clothes should not be worn (dirty, ill fitting, etc.). wearing clothes that are in good condition, clean and pressed with detail given to appearance. 0 Scores for each descriptor are added, provided a value that can be recorded on the Student Profile of Employability Skills. When completed, the profile yields a graphic representation of employability skills performance that will help in planning instruction. SELF-HELP SKILLS WORK HABIS ASK RELAED WORK QUANIY WORK QUALIY RELAIONS: SUPERVISOR RELAIONS: PEERS WORK AIUDES S C O R E HYGIENE, GROOMING DRESSES APPROPRIAELY RAVELS INDEPENDENLY COMMUNICAES EFFECIVELY AENDS, ON IME SAYS ON ASK WORKS INDEPENDENLY CARES FOR OOLS, EC. PRACICES SAFEY COMPLEES WORK EXHIBIS SAMINA ADAPS O DEMANDS CHOICES, DECISIONS CORRECS MISAKES ACCEPS CRIICISM FOLLOWS DIRECIONS SEEKS HELP WORKS COOPERAIVELY SHOWS RESPEC LANGUAGE, MANNERS PERSONAL GOALS SHOWS INIIAIVE VALUES, REWARDS PRIDE IN WORK S C O R E A G E 0 0 Y E A R S OHIO S EMPLOYABILIY SKILLS PROJEC
I. SELF HELP SKILLS AGE AGE A. Demonstrates personal hygiene and grooming by: 0 C. Works independently by: 0 meeting teacher expectation for cleanliness. locating materials. meeting teacher expectation for good grooming (hair combed, shirt tucked in, etc.). meeting teacher expectation for consistent, independent personal hygiene and grooming. beginning work promptly. asking peers/teachers questions about a given task at the appropriate time. III. ASK RELAED SKILLS B. Dresses appropriately by: choosing and wearing clothes that are appropriate for the weather/activity/ social custom. identifying when clothes should not be worn (dirty, ill fitting, etc.). wearing clothes that are in good condition, clean and pressed with detail given to appearance. C. ravels independently by: walking or riding to school, following safety rules. getting around the school building or grounds. getting around the community. D. Communicates effectively by: demonstrating effective listening skills, including eye contact. expressing self, answering and asking questions. demonstrating expected conversational skills (turn taking, choice of appropriate topic, etc.). II. GENERAL WORK HABIS A. Cares for tools, materials, and work area by: meeting expectations for the use of tools and materials (scissors, paste, screwdriver, etc.). locating and returning work materials and belongings to the proper storage area. maintaining and caring for work and living area. B. Practices safety rules by: stating and using safety rules appropriate to grade level and situation. using tools and materials only for their specified purpose. demonstrating correct safety procedures in simulated emergency situations. IV. QUANIY OF WORK A. Completes work on time by: completing work on time with teacher prompts. completing work on time without teacher prompts. working at an acceptable speed for a given task. A. Attends regularly/arrives on time by: B. Exhibits stamina by: having no unexcused absences. arriving at class, school, or work on time. following school procedures when tardy or absent. B. Stays on task by: meeting teacher expectations regarding length of time on task. completing a task without being distracted. returning to task if distracted. finishing age-appropriate tasks without a break. maintaining an acceptable level of speed without tiring. completing new tasks without diminishing the level of performance of former tasks. C. Adapts to increased demands in workload by: responding to additional tasks with teacher prompts. attempting new tasks without demonstrating frustration. responding to additional tasks without teacher prompts.
V. QUALIY OF WORK AGE AGE A. Makes appropriate choices and decisions by: choosing an appropriate solution when given options. making age-appropriate decisions without teacher intervention. responding to a problem situation with reasonable alternative solutions. 0 B. Shows respect for the rights and property of others by: taking turns. asking permission to use another s property. treating borrowed property with respect. 0 B. Recognizes and corrects mistakes by: examining work for errors before submitting it. using self-check methods to evaluate work. making corrections once an error has been identified. VI. RELAIONSHIP O SUPERVISOR/EACHER C. Uses appropriate language and manners with peers by: using everyday manners (please, thank you). avoiding teasing/ridiculing others. using language appropriate for a given situation. VIII. WORK AIUDES A. Accepts constructive criticism from supervisor/teacher by: listening to constructive criticism without making inappropriate gestures or comments. making specified changes based on constructive criticism. identifying that changes have been made and that performance has improved. B. Follows directions from supervisor/ teacher by: correctly completing tasks following verbal directions. correctly completing tasks following written directions communicating and accepting consequences for not following directions. C. Seeks help when needed by: identifying when help is needed. asking for assistance when help is needed. using requested information to remedy the problem. VII. RELAIONSHIP O PEERS A. Develops and seeks personal goals by: demonstrating short term personal goals such as completing daily work. explaining planned activities for after school, weekend or vacation. seeking and developing personal goals that are viable and consistent with abilities and limitations. B. Shows initiative by: beginning a task as soon as requested to do so. beginning a task without prompting. asking for additional work or directions once a task is completed. C. Accepts societal values and rewards by: acknowledging various types of rewards for work well done (stickers, free time, etc.). recognizing when good work has been done. responding appropriately when praised for doing a good job. D. akes pride in working by: A. Works cooperatively with peers by: working well with others. seeking help from co-workers. directing co-workers without being overbearing. sharing accomplishments with others (takes papers home, collects stickers, responds to point systems/ grades. working for positions requiring improvement in skills. contributing to the common good of the group.
SUDEN PROFILE OF EMPLOYABILIY SKILLS SELF-HELP SKILLS WORK HABIS ASK RELAED WORK QUANIY WORK QUALIY RELAIONS: SUPERVI- RELAIONS: PEERS WORK AIUDES S C O R E HYGIENE, GROOMING DRESSES APPROPRIAELY RAVELS INDEPENDENLY COMMUNICAES EFFECIVELY AENDS, ON IME SAYS ON ASK WORKS INDEPENDENLY CARES FOR OOLS, EC. PRACICES SAFEY COMPLEES WORK EXHIBIS SAMINA ADAPS O DEMANDS CHOICES, DECISIONS CORRECS MISAKES ACCEPS CRIICISM FOLLOWS DIRECIONS SEEKS HELP WORKS COOPERAIVELY SHOWS RESPEC LANGUAGE, MANNERS PERSONAL GOALS SHOWS INIIAIVE VALUES, REWARDS PRIDE IN WORK S C O R E A G E 0 0 Y E A R S Completed by Date Administered 0 0 0 0 0 0 Y E A R S Y E A R S Y E A R S Completed by Date Administered Completed by Date Administered Completed by 0 0 Y E A R S Date Administered Completed by 0 0 0 0 0 0 Y E A R S 0 Y E A R S Y E A R S Date Administered Completed by Date Administered Completed by Date Administered Completed by Date Administered 0
A Continuum of ransition Services for Students with Disabilities Student with Disabilities (age Exit school services) Career Assessment IEP eam coordinates and develops transition planning (also referred to as the ransition eam) Selection of Career echnical Option Based on Career Assessment and Individual Student Needs and Preferences COLLEGE ECH PREP INIIAIVES AND PREPARAION FOR POS-SECONDARY RAINING & EMPLOYMEN OPPORUNIIES Independent Employment Outcomes Supported Employment Outcomes Regular College ech Prep Initiatives Implement IEP accommodations Consult with Career and echnical- Special Education Coordinator May include participation in Work Study If eligible, may include referral/transition to adult service vocational programs for support (i.e. BVR) Regular College ech Prep Initiatives with Accomodations and/or Supplemental Aids/ Supportive Personnel Implement IEP accommodations Consult with Career and echnical- Special Education Coordinator May include participation in Work Study If eligible, may include referral/transition to adult service vocational programs for support (i.e. BVR, DD) Individualized Career-echnical Program with Intensive Support through Job raining Coordination or Work Experience Implement IEP accommodations Special Education programming for provision of school-based and/or community-based work experience that may be coordinated through Work Study May include coordination for community job training/ job placement Referral/transition to adult service vocational programs for support (i.e. BVR, DD) and is facilitated by the ransition Plan Coordinator.
Resource Directory ARC of Summit and Portage Counties Bureau of Vocational Rehabilitation (BVR)/ Opportunities for Ohioans with Disabilities (OOD) Kent State University Office of Accessibility Kent State ransition Collaborative Metro Parks Serving Summit County Metro Regional ransit Authority Ohio Department of Education Exceptional Children Website Ohio Department of Mental Health Parent Coalition for Persons with Disabilities
PARA 000 Summit Road Portage County Board of Developmental Disabilities Six District Educational Compact Career Assessment Center Six District Educational Compact Career/echnical Special Education Coordination Six District Educational Compact Job raining Coordination Project SEARCH Six District Educational Compact Work-Study Coordinator
Social Security Administration 0-- Special Olympics Stark State College of echnology State Support eam Region -00-- County of Summit Board of Developmental Disability Summit County ransition Resource Group; Summit County Educational Center United Disability Services University of Akron Services for Students with Disabilities 0-- * For additional community resources please reference the Summit County ransistion Resource Group website http://www.summittrg.org/