From the Transition Services Liaison Project
This is a series of questioning “assessments” to help with transition planning.
PDF version of the booklet.
Here is the preface to the booklet:
Quick Book of Assessments
This guide will provide technical assistance to school districts and/or agencies that provide special education or special education and related services to youth with disabilities.
It is helpful to think in terms of what your student’s peers are doing at this age, how they are dreaming and planning for their lives after high school, and then attempt to help students with disabilities seek out activities to help them look at their dreams and goals as well. Just like students without disabilities, students with disabilities, now have many options to explore and many adult service providers to choose who they may receive services from.
When students with disabilities leave special education, the school will no longer provide services. Assistance may be provided by several different agencies serving adults. This is a big change. Families are confronted with a maze of public and private agencies in the community.
Application procedures, funding sources, and eligibility requirements differ for each agency.
For students and their families to learn about agencies and to help students acquire the skills they will need, transition planning must begin at age 16 or earlier if determined appropriate. Transition planning is a lifeline to adulthood.
The Individual Education Program (IEP) is designed to help the student begin thinking of where they may want to work and live (with supports as needed) 3 to 5 years following high school. It also has five areas of transition that lead us to a well rounded life. These areas are: employment, independent living, community participation, post secondary training and adult service connections. Short-term goals are established in each of these areas that directly relate to the students’ long term goals. Using this methodology, students can decide if their long-term goals are attainable or desired, and this provides an opportunity for them to alter their goals or to reach their goals through careful planning.
If the student will turn age 16 during the year that the IEP is being implemented, the transition plan must be written at age 15, or an additional IEP must be developed with transition planning at the time the student turns 16. The initial transition plan generally focuses on the student’s course of study, until age 16. At that time more extensive community connections are coordinated.
Original source on the web: www.tslp.org/docs/QuickbookIEPChecklistFinal091407.pdf