Creating The Vision
Transition Planning for Students
With Disabilities From High
School to Adulthood
Developed in collaboration with: Wisconsin Statewide Parent –Educator Initiative (WSPEI)
Wisconsin Family Assistance Center for Education, Training and Support (WI FACETS),
and the Wisconsin Statewide Transition Initiative (WSTI). Revised 2007
1
What is Transition?
Transition happens
when a person
moves from one
life stage…
To another…
PLAN FOR
THE FUTURE!
2
Transition Covers All
Of Life’s Stages:

Moving into:







Birth to Three
Early Childhood
Elementary School
Middle School
High School
Adult life in the
community
Retirement
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The future is not something
we enter. The future is
something we create. And
creating that future requires us
to make
choices and decisions…
That all begins with a dream!
Leonard I. Sweet
4
Transition as a whole

There are many
factors to transition,
they include:
 The participants
 The Vision
 The Laws
 The IEP
 The Experience
participants
vision
experience
Transition
IEP
Laws
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Who Participates in
Transition Planning?




Parents/Families
Student
School personnel
Adult Service
agencies
Who is the star?
6
STUDENT
Needs to express his /her strengths,
preferences and interests in whatever
manner possible, to begin the process
of self-advocacy.
7
Transition Pointer:

Students should
participate in their
Individualized
Education Program
meeting as early
and as much as
possible.
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Transition Pointer:

Plan early! Start
asking questions
about your
student’s needs
during middle
school.
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A Vision For
The Future
Transition Pointer:

Help students talk about their
dreams and goals…
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Vision Plans
Employment
 Training and education
 Independent Living
 Community Participation
 Recreation and Leisure
Once you have a vision for the
future...
Prioritize the goals!

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Individuals With Disabilities
Education Act 2004
IDEA is the Individuals with Disabilities Education
act. This law gives children who qualify for special
education, the right to receive services until the
age of 21.
 Special education process

referral
team evaluation process
determination of disability and need for special
education services
placement

Entitlement System
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IDEA 2004
Transition Services
By 14 years of age (in Wisconsin State Law) the
IEP must contain a statement of Transition
Services. Every student’s IEP must include:
Measurable Post Secondary Goals
 Course of Study
 Coordinated Set of Activities

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Developing and
Writing IEPs for
Transition Services
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Transition Pointer:

All planning is
based on the
student’s
strengths,
interests, and
preferences.
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IEP Process for Transition Services
Today’s IEP Process
Postsecondary
Goals
(Vision)
Present Level
of Academic
Achievement
and Functional
Performance
Measurable
Post-secondary
Goals
Course of
Study
Annual Goals
(long range
education plan)
Timeline Adapted from Ed O’ Leary
Coordinated
Set of
Activities
Short term
objectives/
benchmarks
(long range
plan for adult
life)
for students
taking
alternative
assessments
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Measurable
Postsecondary Goal
A statement based on age
appropriate transition
assessment that
articulates what the student
would like to achieve after
high school taking into
account the student’s
strengths, preferences and
interests.
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Who needs a measurable
postsecondary goal?
Any student who will turn 14 during the
timeframe of their IEP, or younger, if determined
appropriate by the IEP team as required under
IDEA 2004.
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Measurable Postsecondary Goal Areas
Training or Education
Specific vocational or career field, independent living skills
training, vocational training program, apprenticeship, on-thejob training, job corps,
4 year college or university, technical college, 2 year college,
etc.
Employment
Paid (competitive, supported, sheltered); unpaid employment
(volunteer, in a training capacity); military; etc.
Independent Living, where appropriate
Adult living, daily living, independent living, financial,
transportation, etc.
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Must there be a measurable
postsecondary goal in each area?
YES
Education/Training and Employment
Can be combined into one all-inclusive goal or
two or three separate goals
OPTIONAL – (Where appropriate)
Independent living
Can be a separate goal or combined with the
above goal(s)
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Sheila – a 17 year old student
with a mild learning disability
1. Training/Education
After high school, I will enroll full time at UWEau Claire in the nursing program.
2. Employment
After high school, upon graduation from the
nursing program, I will work full time as a
nurse.
3. Independent Living
After high school, I will live in the dorm with
a roommate.
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Or as a combined goal
After high school, I will enroll full time at
UW-Eau Claire to prepare myself to work full
time as a nurse, and I will live in the dorm with
a roommate.
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Transition Services
Courses of Study

LONG RANGE (multi-year) EDUCATION
PLAN
Coordinated Set of Activities
LONG RANGE (multi-year) PLAN FOR POST
SCHOOL ADULT LIFE
 Coordinated Set of STRATEGIES

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Example of Student Profile
Eric Smith
Transition Planning
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Eric Smith – Transition Planning
(Information shared by Eric at his IEP Meeting, 2006)

I am 15 years old. My birthday is April 16, 1990.

I am good at shooting “hoops” (basketball), baseball, air hockey,
playing catch with a football, making grocery lists and going
shopping. I am good at setting the table, raking leaves, and
picking up sticks in our yard.

I spend my free time playing air hockey and other sports with my
brothers, looking through grocery store ads and cookbooks,
writing lists, watching Food Network; play TOPS soccer in the
fall and spring, and baseball in the summer. I like sports the
most. I like to play sports and watch games.

My grade point average is 3.429.
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Eric Smith – Transition Planning (cont’d)

My strengths are when I learn to do something, I learn to do it the same
way every time. I am happy and nice to other people. I am very good
at helping to cook and make food in our kitchen.

My weaknesses are sometimes I don’t listen very well. Sometimes I
get mad and then I have an attitude. I am not always patient when I
need to be. Sometimes I do not adjust well to changes in my schedule.

My favorite classes are gym, current events, science, and speech. My
least favorite class is English.

After high school, I want to have a job. I want to work at Pick N Save.
I want to go shopping all the time. I want to do activities like go to
dances, the YMCA or gym; play games like air hockey and ping pong;
go to baseball, football, and basketball games; play soccer, basketball,
football, and baseball. I want to help at church too.
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Transition Pointer
Measurable postsecondary goals express
what the student wants to do after
they leave high school.
Students should use self determination
surveys to express their needs, preferences
and interests
27
Eric’s Measurable Postsecondary
Goals
Training/Education:
After high school, I will get on the job training
at a grocery store.
Employment:
After high school, I will work part-time in a
grocery store.
Independent Living
After high school, I will live in a group home
with 24 hour assistance/supervision.
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Eric’s Measurable Postsecondary
Goals
*written
as a combined goal:
After high school, I will work part time in a
grocery store where I will receive on-thejob training, and I will live in a group
home.
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Transition Pointer:
Plan, Develop and Write
(beginning at age 14 in WI Law,
or sooner if appropriate) …
classes, educational and community
experiences that relate to what the
student wants to do after high school.
(Course of Study)
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Transition Services
Course of Study
(multi-year education plan )
School
Year
Grade
Level
List courses to be taken each year
(subject to availability)
Credits
Earned
Ages
18-21
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Eric Smith’s Course of Study
(long range education plan )
School
Year
Grade
Level
List courses to be taken each year
Credits
Earned
2005-06
9th grade
Business Basics, Math Basics, Reading Essentials, Specially
Designed Physical Education, Environmental Science, Self Advocacy,
English Essential, Current Events
6
2006-07
10th grade
Business Basics, Consumer Math, Readings and Literature, Specially
Designed Physical Education, Citizenship, Life Art, Speech and
Drama, Social Skills, Employability Skills, Family Living
2007-08
11th grade
English for Work, Math for the World of Work, Budgeting Money,
Business Management, Specially Designed Physical Education,
Music Appreciation/ Culinary Arts/Stress and Self Esteem; Microsoft
Word/Graphics
2008-09
12th grade
Communication and Writing Skills, Functional Math
for Living, Daily Living Skills, Essentials of Business
Operations, Reading for Life, Specially Designed
P.E., Art Applications/Computer Applications/Photography, Work
Experiences
2009-11
19-21 years of
age
Community Based Instruction
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Transition Pointer

Work on
job skills
for employment
to be included in
the student’s
educational plan.
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Long Range Coordinated Set of Activities
(ages 14-21)
(Ed O’Leary, A Guide To Transition, 2000)
Transition
Services
Needs & Activities
Timeline
for
Activities
Agency(ies) &
Responsibilities
Provider &
Payer
Instruction:
Community
Experiences:
Employment:
Related
Services:
Adult Living &
Post School:
Daily Living:
Functional
Vocational
Assessment:
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Eric Smith’s Coordinated Set of
Activities (Strategies)
Transition
Services
Needs &
Activities
Timeline
for
Activities
Agency(ies) &
Responsibilities
Provider &
Payer
Instruction:
Enroll in a self
advocacy class
2006-11
School, Student and
Family
School,
Family
Community
Experiences:
Acquire a state ID
2006-07
Student, Family
Family
Employment:
Memorize social
security number
2006-07
Student, Family
Family
Related
Services:
Complete applications
for county support
programs
2006-07
Student, Family
Family
Adult Living &
Post School:
Learn appropriate
behaviors and job
skills in the workplace
2006-09
Student, School, DVR
School, DVR
Daily Living:
Develop a personal
fitness routine
2006-07
Student, School,
Family
School, Family
Functional
Vocational
Assessment:
Develop a vocational
profile based on
functional info
2006-07
Student, School
School
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SUMMARY OF PERFORMANCE



A summary of academic achievement
completed the last year the student is
in high school and goes with the student
when they leave.
Summary of functional performance as it
relates to measurable postsecondary goals
Recommendations on how to assist the student
in meeting the student’s measurable
postsecondary goals
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Transition Pointer

Prepare students
to know about the
services and
supports they will
need after high
school to help
them with their
vision.
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Agency Connections for the IEP
The agencies invited
to the IEP should be
those most likely to
have the services,
programs and
supports that best
match the student’s
needs and postschool goals.
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Division of Vocational
Rehabilitation (DVR)
At least 2 years before student exits
high school, a DVR counselor should be
invited to the IEP meeting to provide
information and support regarding
employment, postsecondary education
and training.
http://www.dwd.state.wi.us/dvr/
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The Rehabilitation Act

The Rehabilitation Act is currently undergoing
reauthorization. The Act assists eligible people with
disabilities to prepare for and access meaningful
employment; live independently, make choices and be
included in society.

It is based on an Eligibility System.

The language about transition is the same as in IDEA
2004.
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Post High School Agency
Connections


Agencies provide services for students
AFTER high school as well as DURING
high school.
Establishing relationships with agencies
early will allow students to be more
prepared when they leave high school and
no longer have an IEP.
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Agencies




DVR- Division of
Vocational
Rehabilitation
Social Services
Independent Living
Centers
Supported
Employment

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




Human Services
Social Security
Mental Health
Technical Colleges
Vocational Training
Colleges
Probation/Parole
Officers
www.wsti.org
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Summary
Remember that
Transition
planning is:
“The Student’s Vision”
of what he/she wants for
his/her Future!
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Creating The Vision: Pointers For Transitioning Students With