Transition Planning Guide - Ottawa Area Intermediate School District

TRANSITION PLANNINGTransition planning is a partnership involving specialeducation students, families, school and post-school servicepersonnel, local community representatives and employers.The purpose is to promote movement from school to postschoolactivities, including post-secondary education,vocational training, integrated employment (includingsupported employment), continuing and adult education, adultservices, independent living, and community participation.Because young people with disabilities have different levels ofimpairments and capabilities, transition planning needs to beflexible to meet a variety of needs. Transition planning beginsearly, with the expectation that students have opportunities andexperiences during their school years to prepare them for postschoolenvironments as well as time to redesign strategiesalong the way.

Table of ContentsSection IWhat is Transition?What is Transition Planning?.....................................................................................1Five Areas of Transition ……………………………………………………………Transition Planning: What the Student Needs………………………………………Key Components of Effective Transition Planning…………………………………Transition Law...........................................................................................................3Transition Timeline....................................................................................................5Section IIStudent InformationIntroduction to the Transition Planning Guide ..........................................................7Student Transition Planning Guide............................................................................8What is the Student Transition Profile.......................................................................13Student Transition Profile..........................................................................................14Student Transition Questionnaire ..............................................................................18Parent Transition Questionnaire ................................................................................20Teacher Transition Questionnaire..............................................................................23Section IIITransition MeetingOrganizing the Transition Meeting............................................................................27Cover Letter to Parent/Student...................................................................................28Transition Meeting Checklist.....................................................................................29Transition Meeting Format ........................................................................................30Parent/Student Transition Guide................................................................................32Instructions for Completing the Transition Plan........................................................39Transition Plan...........................................................................................................41Transition Plan Back Page.........................................................................................42Section IVTransfer of RightsLaw Related to Transfer of Rights.............................................................................43Transfer of rights Q & A............................................................................................44Transfer of Rights Checklist ......................................................................................46Notice to Parent/Student ............................................................................................47Notice Documentation Letter to Student ...................................................................48Student Rights/Procedural Safeguards.......................................................................49ii

WHAT IS TRANSITION PLANNING?Transition planning is a process used to assist a student with a disability in moving from school toadult life. To be effective, transition planning should be an intrinsic component of the student’sIndividualized Education Plan (IEP). It is the role of schools to provide a curriculum thatprepares students for the changes and demands of life after high school. Programs may offerskills instruction in natural (rather than simulated) environments, including the home; workplaces; and such community sites as grocery stores, offices, and restaurants.Transition planning is a partnership involving students with disabilities, families, school and postschoolservice personnel, local community representatives, and employers. The purposes are tohelp the student choose a living situation and to ensure that the student graduates with communityliving skills and can access post-secondary education if that is a desired outcome. Because youngpeople with disabilities have different levels of impairments and capabilities, transition planningneeds to be flexible to meet a variety of needs. Such planning begins early, with the expectationthat students have opportunities and experiences during their school years to prepare them forpost-school environments as well as time to redesign strategies along the way.The years of transition from school to adulthood are difficult for everyone, but especially foryoung people with disabilities. They leave the structured environment of school and go out intothe community to face it’s maze of public and private agencies, which often have long waitinglists for services with different eligibility criteria. The most effective transition planninginvolves:• the student – identify interests, abilities, values, goals• the parents – encourage, guide, advise• family and friends – discuss goals and dreamsEmpowering the family and student to do their own case management and be involved as equalpartners in the Transition/IEP process is paramount to successful transition outcomes.Transition planning will:• begin by age 14 by identifying a course of study• be coordinated by the school• consider the student’s preferences and interests• focus on the student’s life after school• be individualized by using information from family, student and the school• be discussed with the student prior to the Individualized Education Plan (IEP)• be reviewed every year• give responsibility to the student and family• be a cooperative effort between the student, family and community agencies• include self-advocacy and self-determination training• recommend family support systems• provide community experiences in adult life rolesA Transition Network includes:• the student – identify interests, abilities, values, goals• the parents – encourage, guide, advise• family and friends – discuss goals and dreams1

In addition:• special education and regular education teachers – will provide academic services• counselors and career-technical education instructors – will present career options andopportunities• agency representatives – will assist with needed transition services• a special education administrator or designee – will oversee the processTransition planning involves:• awareness of interests and abilities – ongoing at home and at school• career awareness – ongoing at home and at school• developing daily living skills - ongoing at home and at school• IEP (Individualized Education Plan) – annual plan points toward long-range goals• EDP (Education Development Plan) initiated at grade 8 determines the high school programbased on interests, abilities, and educational and career goals• Transition Plan Profile – evidence of skills and accomplishments• Skill or technical training and work experience – follows development of basic academicskills and pre-vocational learning; grades 11, 12 and post-secondary1. Education2. Employment/Career Prep3. Daily Living Skills4. Community Participation5. Adult ServicesThe Five Areas of Transition2

Transition Law:INDIVIDUALS WITH DISABILITIES EDUCATION ACTAMENDMENTS OF 1997Summary of Excerpts Related to Transition Planning:ServicesSection 300.29 Transition ServicesAs used in this part, transition services means a coordinated set of activities for a student with adisability that:• Is designed within an outcome-oriented process,• promotes movement from school to post-school activities, including post-secondaryeducation, vocational training, integrated employment (including supported employment),continuing and adult education, adult services, independent living, or communityparticipation;Is based on the individual student’s needs, taking into account the student’s preferences andinterests; and includes:• Instruction;• Related services;• Community experiences;• The development of employment and other post-school adult living objectives;• and if appropriate, acquisition of daily living skills and functional vocational evaluation.Transition services for students with disabilities may be special education, if provided as speciallydesigned instruction, or related services, if required to assist a student with a disability to benefitfrom special education.MeetingsSection 300.344 (b) IEP MeetingsTransition services participants-• The school district shall invite the students with a disability of any age to attend his or her IEPmeeting if a purpose of the meeting will be the consideration of the students transition serviceneeds.• If the student does not attend the IEP meeting the school district shall take other steps toensure that the students interests and preferences are considered.• The school district shall also invite a representative of any agency that islikely to be responsible for providing or paying for transition services.3

• If an agency invited to send a representative to a meeting does not do so, the school districtshall take other steps to obtain participation of the agency in the planning of any transitionservices. The special education provider designated to be responsible for the IEP shallmonitor the participation of other agencies in the IEP/transition plan process. If an invitedagency fails to participate, the designated special education provider shall invite alternativeagencies.ContentSection 300.347 (b).(c) and (d) Content of IEPTransition services. The IEP must include:For each student with a disability beginning at age 14 (or younger, if determined appropriate by the IEPteam), and updated annually,• a statement of the transition service needs of the student under the applicable components of thestudent’s IEP that focuses on the student’s courses of study (such as participation in advancedplacementcourses or a vocational education program); andFor each student beginning at age 16 (or younger, if determined appropriate by the IEP team),• a statement of needed transition services for the student, including, if appropriate, a statement of theinteragency responsibilities or any needed linkages.ResponsibilitiesSection 300.348 Agency Responsibility for Transition Services• If a participating agency, other than the school district, fails to provide the transition servicesdescribed in the IEP, the school district shall reconvene the IEPT to identify alternative strategies tomeet the transition outcomes. (The special education provider designated to be responsible for theIEP shall monitor the provision of services by other agencies and shall convene an IEPT meeting ifthe agency fails to provide the services listed on the transition plan. The purpose of the IEPTmeeting will be the discussion of alternative methods for meeting the outcome; this provision doesnot require the district to provide the service.)• Nothing in this part relieves any participating agency of the responsibility to provide or pay anytransition service the agency would otherwise provide to students who meet the eligibility criteria ofthe agency.Transfer of rights. In a state that transfers rights at the age of majority; beginning at least one yearbefore a student reaches the age of majority, under State law, the student’s IEP must include a statementthat the student has been informed of his or her rights under Part B of the Act, if any, that will transfer tothe student on reaching the age of majority, consistent with Section 300.517.4

TRANSITION TIMELINEGrade Student Age4Date Checklist8 th 14 or earlier ifappropriateShare “A Guide to Transition Planning for Parents andStudents” Transition class and information meetings (if available) Parent/Student Transition Questionnaire completed priorto Transition /IEP meeting notification (recommended) Vocational assessment and interest inventory (if needed) Consider students course of study Transition Profile is filled out by school utilizingParent/Student/Teacher questionnaire(s) (updated yearly)Look into eligibility/referral to: Community Mental Health Social Security Disability Income eligibility MRS Other Community Resources9 th /10 th 15-1616-17Introduce Transition information to student and parents(s)through: Transition class, information meetings (if available) andTransition Fair Parent/Student/Teacher Transition Questionnaire completedwith Transition/IEP meeting notificationPrepare for ITP/IEP Meeting and update Transition ProfileAt each IEP meeting: Review Transition Planning Guide Consider pre-vocational classes, personal adjustment, andtransition classes Consider drivers training if appropriate Consider living, employment, post-secondary and communityresource options Consider work based learning opportunities in a variety ofschool/community sitesVocational Evaluation is recommended for any student planningto enroll in Career & Technical education programmingAvailable through: Careerline Tech Center Career Assessment Center School ProvidedOne year prior to student’s 18 th birthday discuss transfer ofrights at age of majority:Review Procedural Safeguards with student Notice of transfer of rights letters to parent and student Notice of Documentation signed Explanation of student rights/procedural safeguards5

Grade Student Age411 th 17DatePreparing for post-school goals:Checklist Review and update Transition Planning Guide/TransitionProfile Agencies involved in transition process are invited to ITP/IEP Discuss and/or establish graduation /completion timelines Consider visits to post-secondary education/training sites Possible enrollment in high school Career Tech Ed (CTE)or Community Based Instruction (CBI) programs Vocational reassessment if necessary Opportunities to participate in career preparationand/or work-based learning (WBL) experience(s)Options: Possible enrollment in high school Career Technical12 th 18-26Education or CBI programming Career preparation through work experience, with assistance ofMRS Work study or co-op if applicable Review of Transition Profile Finalize post-secondary life, training/education, employmentoptionsOne year after graduation/completion: Follow-up survey through ISD/agencies6

Transition Planning GuideThe Transition Planning Guide Is:• An optional planning tool designed to assist teachers ingathering information.• Completed by the special education teacher and/or otherservice provider.• To be updated each year beginning in 8 th grade.• A document that follows a student through high school.• Provided to help the teacher identify options andbecome familiar with the areas to be considered indeveloping a transition plan.• Updated on an ongoing basis throughout the year toprovide information as new issues and concerns arise.Five Areas Covered in the Transition Planning Guide:1. Education2. Employment/Career Prep3. Daily Living Skills4. Community Participation5. Adult Services7

Transition Planning Guide(Information from a Variety of Sources)(optional)Student Name: ______________________________________ Age: ___________School: ____________________________________________ Date: __________Form Completed By: ___________________________________________________________________________________________________________________This checklist is provided to help you identify options and to become familiar with the areas to beconsidered in forming a transition plan. Please check any items that need to be addressed during theindividual transition planning meeting.I. EducationA. MathFunctional Levels/GradeEquivalents:__________________________________________________________________________________________________________________________________________________________________Comments:___________________________________________________________________________________________________________________________________________________________________B. Reading/LanguageFunctional Levels/GradeEquivalents:__________________________________________________________________________________________________________________________________________________________________Comments:___________________________________________________________________________________________________________________________________________________________________C. Computer Skills (Keyboarding, word processing, programming, CAD, etc.)Functional Levels/GradeEquivalents:____________________________________________________________________________Comments:___________________________________________________________________________________________________________________________________________________________________D. OtherFunctional Levels/GradeEquivalents:__________________________________________________________________________________________________________________________________________________________________Comments:___________________________________________________________________________________________________________________________________________________________________II. Employment/Career PrepA. Pre-vocational Education____ self-awareness____ career awareness____ career exploration____ employability skills/training____ vocational evaluations____ pre-vocational training____ work experience____ work portfolioCurrent Status:______________________________________________________________________________________________________________________________________________________________Recommendations:______________________________________________________________________________________________________________________________________________________________8

B. Vocational AssessmentDate: _______________ What are the options or types?________________________________________C. Vocational Training____ career counseling and guidance ____ adapted special needs/vocational education____ college prep course of study____ individualized vocational training____ general education course of study ____ special education/vocational education____ special education course of study ____ regular vocational education____ work experience –paid____ employability training____ work experience –unpaid____ otherCurrent Status: ___________________________________________________________________________________________________________________________________________________________Recommendations: _________________________________________________________________________________________________________________________________________________D. Education/Training Options____ community college____ adult and community education____ four year college/university ____ Michigan Rehabilitation Services (MRS)____ vocational training center ____ Michigan Career and Technical Institute____ military service____ other _________________________ other_________________Current Status: ___________________________________________________________________________________________________________________________________________________________Recommendations: _________________________________________________________________________________________________________________________________________________III. Daily Living SkillsA. Self Care____ household management/maintenance____ eating____ money management____ meal planning & food preparation____ social skills____ clothing care and selection____ drug & alcohol counseling____ dressing and grooming____ family planning & sex education____ personal hygiene & toileting____ personal care services (Attendant)____ safety and health____ fitness____ medication use____ time management____ therapy: behavioral, occupational,____ otherphysical, speech/language/hearingCurrent Status: ___________________________________________________________________________________________________________________________________________________________Recommendations: _________________________________________________________________________________________________________________________________________________B. Fitness____ sporting clubs____ team sports____ walking/jogging____ swimming/cycling____ other ______________________ other ____________________Current Status: ___________________________________________________________________________________________________________________________________________________________Recommendations: _________________________________________________________________________________________________________________________________________________9

C. Social/Friendships____ identification of friendships____ interaction with friends on a regular basis____ maintenance of friendships and other supportive relationships____ development of new friendships____ other____________________________________________Current Status: ___________________________________________________________________________________________________________________________________________________________Recommendations: _________________________________________________________________________________________________________________________________________________D. Communication____ communicates verbally____ uses adequate communication skills____ communicates non-verbally____ uses adequate listening/responding skills____ attends to details____ sets goals____ uses problem solving skills____ seeks help when needed____ demonstrates respect of authority ____ evaluates goals/sets alternative goals____ copes with stress____ other______________________________ anticipates consequences____ other__________________________Current Status: ____________________________________________________________________________________________________________________________________________________________Recommendations: _________________________________________________________________________________________________________________________________________________IV.Community ParticipationA. Consumer Activities/ServicesKnowledge and use of:____ grocery store ____ restaurant ____ laundromat____ dept/retail store ____ bank ____ public restroom____ salon/barber shop ____ post office ____ library____ other __________ ____ other _________ ____ other _________Current Status: ___________________________________________________________________________________________________________________________________________________________Recommendations: __________________________________________________________________________________________________________________________________________________B. Citizenship/Community Membership____ state ID/drivers license____ courtesy toward others____ selective service registration____ homeowner/neighborhood association____ interaction appropriate to age ____ charitable organizations____ voter registration____ other _________________________Current Status: ____________________________________________________________________________________________________________________________________________________________Recommendations: _________________________________________________________________________________________________________________________________________________10

C. Transportation/Mobility____ mobility/accessibility training ____ efficient planning of transportation needs/services____ directionality____ transportation service for disabled____ drivers license____ reimbursement to others for travel expenses____ carpool____ specialized equipment (vehicle modification)____ public transportation____ independent (car ,bicycle, walk, etc.)____ family car____ adaptive technology____ other ___________Current Status: ___________________________________________________________________________________________________________________________________________________________Recommendations: ________________________________________________________________________________________________________________________________________________________D. Community Agencies and Advocacy Groups____ MRS (Michigan Rehabilitation Services) ____ Community Mental Health____ ARC (Advocacy Resource Center)____ Michigan Works!____ Family Independence Agency____ Center for Independent Living____ CAUSE (Citizens Alliance to Uphold ____ KANDUSpecial Education)____ other _________________Current Status: __________________________________________________________________________________________________________________________________________________________Recommendations: _________________________________________________________________________________________________________________________________________________E. Leisure and Recreation DomainThe desired outcome is the participation in hobbies, activities of interest, and preferences within the home, school,and community.Areas to consider:____ community education (credit & non-credit)____ individual hobbies/activities____ affiliated religious activities____ social clubs____ hobby clubs____ school clubs/activities____ local community events____ scouting____ 4-H Club____ Junior Achievement____ community parks/recreation____ recreation programs____ recreational reading____ spectator activities____ other ____________________ other ________________Current Status: ____________________________________________________________________________________________________________________________________________________________Recommendations: ________________________________________________________________________________________________________________________________________________________11

V. Adult ServicesA. Living arrangements____ live with parent/guardian____ foster care (child/adult)____ semi-independent living (supported)____ independent living (own home/apt.)____ supervised group living____ share living (roommate)____ other _________________________Current Status: _________________________________________________________________________________________________________________________________________________________________________Recommendations: ______________________________________________________________________________________________________________________________________________________________________B. Personal/Family Relationships____ counseling____ family____ individual____ marriage, divorce____ wills/trusts____ religious organization____ caring for others(pets, spouse, siblings)____ crisis, death/loss____ support group (if needed)____ respite care____ other_______________________________Current Status: __________________________________________________________________________________________________________________________________________________________________________Recommendations: ______________________________________________________________________________________________________________________________________________________________________C. Financial Support____ Supplemental Security Income (SSI)____ food stamps____ Social Security Disability Income (SSDI) ____ unearned income (trusts, gifts,)____ tax deduction for residing at home____ earned income____ other _______________________Current Status: ________________________________________________________________________________________________________________________________________________________________________Recommendations: ______________________________________________________________________________________________________________________________________________________________D. Medical Needs and Resources____ group/private insurance (work/parent) ____ Medicaid/SSI____ emergency situations____ long term care____ access to routine services (dental/medical) ____ equipment purchase & care____ other ____________________________ other __________________Current Status: ________________________________________________________________________________________________________________________________________________________________________Recommendations: ____________________________________________________________________________________________________________________________________________________________________12

TRANSITION PLANNING PROFILEThe Transition Profile is designed to summarize a student’s progress and is:• An optional planning tool• Completed by the special education teacher• Started no later than 8 th grade• Designed to follow the student through high school• Updated yearly following completion of outcomes and activities• An identifier of priority areas which appear as outcomes on the IEP/Transition Plan• Passed on to appropriate agencies with permission• Housed in the student’s permanent recordThe Transition Profile can be utilized as a means of recording and monitoring a student’s progressin skills addressed within the transition areas.The Transition Profile should be started prior to the initial Transition Plan and should includeinformation from the Parent, Student, Teacher Questionnaires, school records, and the TransitionPlanning Guide.The information in the student’s Transition Profile is updated in preparation for the IndividualizedTransition Planning (ITP) and Individualized Education Planning (IEP) meetings.A completed and updated Transition Profile will offer assistance to post-secondary agenciesinvolved with ensuring transition services continue for the student post-school.13

TRANSITION PROFILE(optional)This record provides yearly continuity from one teacher to the next.STUDENT: _______________________________ SCHOOL: ___________________________________Portfolio ReviewDateGradeTeacherPersonal InformationAddress: ___________________________Birth Date: ___/___/___ SS#: ___________________Parent/Guardian: _______________________________Telephone:_______________________Eligibility Area:_________________________ Projected Graduation/Exit: _________________Special Health Considerations / Medications: ___________________________________________________________________________________________________________________________________Student has been provided information on transfer of rights Y/N Date ___/___/___Vocational AssessmentSchool yr./grade levelEvaluator/Agency Interests StrengthsCommunity ResourcesSchool yr./grade levelAgencies Current Services Person Responsible14

Career/TechnicalSchool yr./ Career/Technical Coursegrade level CompletedCommentsCommunity Based Vocational Exploration/Training EmploymentDateSite Type CommentsBeginning EndingTransition Plan ProfileStatus Code: A=Accomplished C=Continuing NA=Not ApplicableEducation (Outcomes: College, Military Service, Voc. Training)ActivitiesRelated to EducationSch/Yr Sch/Yr Sch/Yr Sch/Yr Sch/Yr Sch/Yr Sch/Yr Sch/YrPlanning a course ofstudyACT/SAT testsReferral to MRSCollege visitations/applicationsContact militaryrecruiter15

Status Code: A=Accomplished C=Continuing NA=Not ApplicableEmployment/Career Prep (Outcomes: Competitive Employment, Supportive Employment,Sheltered Employment)Activities Related toEmploy./Career PrepSch/Yr Sch/Yr Sch/Yr Sch/Yr Sch/Yr Sch/Yr Sch/Yr Sch/YrVoc. assess./eval.Vocational classeshome school, CTCWork-BasedLearningReferral to MRSCareer explorationStatus Code: A=Accomplished C=Continuing NA=Not ApplicableDaily Living Skills (Outcomes: Self-care, Social Skills, Communication, Independent Living)Activities Related toDaily Living SkillsSch/Yr Sch/Yr Sch/Yr Sch/Yr Sch/Yr Sch/Yr Sch/Yr Sch/YrLife skillscurriculum(s)Social skills trainingCommunicationtraining16

Status Code: A=Accomplished C=Continuing NA=Not ApplicableCommunity Participation (Outcomes: Access and participation in community resources)Activities Related toCommunityParticipationSch/Yr Sch/Yr Sch/Yr Sch/Yr Sch/Yr Sch/Yr Sch/Yr Sch/YrComm. BasedInstructionFamiliarization w/comm. resourcesLeisure andrecreationStatus Code: A=Accomplished C=Continuing NA=Not ApplicableAdult Services (Outcomes: Living Arrangements, Related Services, Case Management,Activities Related toAdult ServicesTransportation)Sch/Yr Sch/Yr Sch/Yr Sch/Yr Sch/Yr Sch/Yr Sch/Yr Sch/YrFamiliarity withhousing optionsReferral to CMH/other supt. agcys.GuardianshipRelated ServicesDrivers training17

Please review and update annuallySTUDENT TRANSITION QUESTIONNAIREStudent Name _______________________________ Date ________________School __________________________________________________________Completed Independently by _________________________________________Completed with reading assistance by _________________________________Completed with decision assistance by _________________________________Education1. Check if you are interested in continuing your education after you leave high school:___ four year college/university___ two year community college___ trade school or vocational training___ Michigan Career and Technical Institute___ adult and community education___ military service___ other ______________________________________________________Employment/Career Prep1. What job would you like to have when you finish high school?______________________________________________________________________________2. Please list any jobs you have had (paid or unpaid)._________________________ ___________________________________________________ ___________________________________________________ __________________________3. Can you work independently when given a job to perform?Yes ___No ___4. Do you need supervision and support to complete a job?Yes ___No ___Daily Living Skills1. Which of the following can you do independently?___ household management___ minor home repairs___ schedule appointments___ plan meals and shop for groceries___ select and care for clothing___ prepare foods___ budget money___ use telephone___ time/calendar skills___ use medication___ dressing and grooming___ personal hygiene and hair cuts___ personal fitness (exercise, weight control) ___ other ________________ banking and bill paying2. Do you do things with friends outside of school?___ Yes ___ NoIf yes, what activities and how often?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________18

Community Participation1. Check the following community services you can use independently:___ grocery store___ department/retail store___ beauty salon/barber shop___ restaurant___ bank___ post office___ laundromat___ library___ doctor/hospital___ other _______________2. Do you have?___ State of Michigan ID ___ Selective Service registration (age 18)___ driver’s license___ Social Security number___ other________________3. What types of transportation can you use?___ have your own car___ parents/guardian drives___ pay others for transportation___ use of family car___ public transportation___ car pool___ other ________________4. Do you participate in any of the following activities?___ community education___ school clubs/activities___ individual hobbies___ recreation centers___ community festivities___ other ___________________ religious affiliation activities ___ other ________________5. Do you participate in physical fitness activities?___ individual sports___ health clubs___ team sports___ YMCA/YWCA___ other________________Adult Services1. Where do you think you will be living after you leave high school?___ by yourself___ with a friend/roommate___ with your family___ group home/supported living2. Check if you would like to receive counseling or assistance in any or the following areas:___ understanding my disabilities ___ marriage___ death/loss___ divorce___ family issues___ crisis___ substance abuse___ family planning___ daily coping skills___ other _________________3. Do you need information or referrals regarding any of the following?Medical ServicesFinancial Services___ doctor/medical clinic___ Supplemental Security Income (SSI)___ Social Security Disability Income (SSDI)___ medical insurance___ general public assistance___ dentist___ food stamps___ equipment purchase/maintenance ___ other _____________________ Medicaid/Medicare19

PARENT TRANSITION QUESTIONNAIREStudent Name ____________________________________ Age__________________Parent Name _____________________________________ Date _________________School ________________________________________________________________To assist the school in providing transition services for your son/daughter, please take the time to completethis Parent Transition Questionnaire. Areas listed will be discussed at the upcoming IndividualizedTransition Planning (ITP)/Individualized Educational Planning (IEP) Meeting.Education1. What kind of vocational training do you think your son/daughter will need while he/she is still inschool?___vocational/technical in high school___instruction within the community (non-paid)___work experience, co-op (paid)2. Is your child interested in continuing school or education after he/she leaves high school?___Yes ___NoIf yes, what type?___ four year college/university___ two year community college___ trade school or vocational training ___ Michigan Career and Technical Institute___ rehabilitation center___ adult and community education___ military service___ other _____________________Employment/Career Prep1. When do you plan on your son/daughter finishing high school?__________________, 20____.MonthYear2. In what type of work situation(s) do you believe your son/daughter will be successful?___ competitive employment___ rehabilitation facility (ie, KANDU)___ supervised supported employment ___ other _________________________ volunteer work3. What job would you like your child to have when he/she finishes high school?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4. Please list any jobs your child has had (paid or unpaid):________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________20

5. Can your child work independently when given a job to perform?___ Yes ___ No6. Does your child need supervision and support to complete a job?___ Yes ___ No7. Is your child currently working?___Yes___NoIf yes, is your child interested in continuing in their current job?___ Yes ___NoDaily Living Skills1. Does your child socialize with friends outside of school?___Yes___NoIf yes, what activities and how often?____________________________________________________________________________________________________________________________________________________________________If no, what kinds of activities would he/she want to do to have fun?__________________________________________________________________________________2. Which of the following does your child do independently?___ household management___ minor home repairs___ schedule appointments___ plan meals and shop for groceries___ select and care for clothing___ prepare food___ budget his/her money___ use telephone___ time/money/calendar skills___ take medication___ dressing/grooming___ personal hygiene and hair cuts___ personal fitness___ get up in the morning on his/her ownCommunity Participation1. Check the following consumer services your child does use independently:___ grocery store___ department/retail store___ beauty salon/barber shop___ restaurant___ bank services (checking, savings, ATM) ___ post office___ laundromat___ library___ pump gas___ other _______________2. Does your child have?___ State of Michigan ID ___ Selective Service Registration (age 18)___ driver’s license___ voter registration___ Social Security number___ other ________________3. What types of transportation does your child use?___ his/her own car___use of family car___ parent/guardian drives___ public transportation___ pays others for transportation ___ car pool___ other ________________21

4. In which of the following types of activities does your son/daughter participate and how often?___ community education (credit & non-credit) __________________________________________ individual hobbies and activities ___________________________________________________ religious affiliation activities ______________________________________________________ social clubs ___________________________________________________________________ hobby clubs ___________________________________________________________________ school clubs/activities ___________________________________________________________ local community festivities _______________________________________________________ scouting ______________________________________________________________________ 4-H Club _____________________________________________________________________ community parks _______________________________________________________________ recreation programs _____________________________________________________________ reading/library use ___________________________________________________________5. Does your son/daughter participate in physical fitness activities?___ individual sports___ health clubs___ team sports___ YMCA/YWCA___ other________________6. Do you need information about resources available concerning?___ wills ___trusts ___guardianships7. Do you need information regarding advocacy or support groups?___Yes___NoADULT SERVICES1. Where do you think your child will be living after he/she leaves high school?___by him/herself ___with a friend/roommate ___ relative___with your family ___group home ___ other2. Would you like your child to receive counseling or assistance in any of the following areas?___ understanding his/her disabilities ___ marriage___ death/loss___ divorce___ family issues___ crisis___ substance abuse___ family planning___ daily coping skills___ other_________________ other __________________ ___ other______________3. Does your child need information or referrals regarding any of the following?Medical ServicesFinancial Support___ doctor/medical clinic___ Supplemental Security Income (SSI)___ medical insurance___ Family Independence Agency (FIA)___ Medicaid/Medicare___ food stamps___ dentist___ Social Security Disability Income (SSDI)___ equipment purchase/maintenance ___ other _______________4. Is your son/daughter a client of any service agency such as MRS or Community Mental Health?____Yes ____NoIf yes, which one(s)______________________________________________________________________________________________________________________________________________22

TEACHER TRANSITION QUESTIONNAIREStudent Name ________________________Age: ___________ Date: _________Teacher Name _____________________________________________________School ___________________________________________________________Special Education Eligibility(Circle One) EMI EI HI LD TMI POHI SLI VI AI ADD ADHDSpecial Education support needed: Extensive____ Moderate____ Occasional____Number of hours/days mainstreamed ________________________________________________Medical Information And Special NeedsCheck if support is needed in any of the following areas:Hearing ____ Vision ____ Epilepsy ____ Wheelchair ____ADD/ADHD ____ Glasses ____ Hearing aid ____ Prosthetics ____Special Transportation ____ Bathrooming ____ Augmentative communication devices ____Use of technology ____ Other ____ ______________________________Meds and Dosages, if known 1._________________________ 2.__________________________Additional Comments: ____________________________________________________________Is the student receiving counseling? Yes____ No____ How often? _________Social Worker____ Other support Staff_______________________________________School Counselor____ Outside Agency(s)_______________________________________(Please Specify)EducationTest Scores (grade equivalents) (name test)Reading ___________________ Reading Comp. __________ Math Application ___________Spelling ___________________ Reading Decoding ________ Math Computation __________Written Expression __________ Math _________Cognitive Domain1. Ability to follow directions:Verbally: _____ Good _____ OK _____ PoorWritten: _____ Good _____ OK _____ Poor2. Retains instructions or concepts: _____ Good _____ OK _____ Poor3. Spatial relationships:a. Knows left from right? _____Yes _____ Nob. Gets lost in the building? _____Yes _____ Noc. Understand prepositional directions? _____Yes _____ No(i.e. under, around, near, far)4. Problem solving skills: _____ Good _____ OK _____ Poor5. Computer skills (keyboarding, word processing, programming, CAD, etc. Please list anycourses the student has completed: __________________________________________________________________________________________________________________________23

Affective Domain1. Interpersonal relationships with peers: ____ High _____ Medium _____Low2. Frustration tolerance ____ High _____ Medium _____Low3. Interpersonal relationships with adults: ____ High _____ Medium _____Low4. Responds appropriately to supervision: ____ High _____ Medium _____Low5. Level of self-confidence: ____ High _____ Medium _____Low6. Positive Attitude: ____ High _____ Medium _____LowComments:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Learning StyleReceives information most effectively___Auditory/Listening___Kinesthetic/Hands-on___Visual/Observing___Other (ie. Paper/pen assignments,written directions)Work ReadinessMotivation/initiative: In the classroom:Outside the classroom:_____ Good _____ OK _____ Poor_____ Good _____ OK _____ PoorPlease use the following checklist to assist in determining work readiness.Work Habits – Student: Yes No Not ObservedHas good attendance patterns (90%) ___ ___ ___Follows correct procedure for lateness/absentee ___ ___ ___Dresses appropriately for employment ___ ___ ___Is punctual ___ ___ ___Can tell time ___ ___ ___Starts work independently ___ ___ ___Keeps work area neat and clean ___ ___ ___Can organize physical objects ___ ___ ___Can follow established work routine ___ ___ ___Requests help appropriately when help is needed ___ ___ ___Has a good attention span ___ ___ ___Comes to school neat and clean ___ ___ ___Maintains neatness through the day ___ ___ ___Completes work ___ ___ ___24

Yes No Not ObservedContinues work regardless of distractions ___ ___ ___Works in absence of supervision ___ ___ ___Follows prescribed safety procedure(s) ___ ___ ___Leaves work site only with permission ___ ___ ___Produces work consistently until it is completed ___ ___ ___Can discriminate between work and break time ___ ___ ___Independently monitors break start and ending time ___ ___ ___Completes tasks within specific time frame ___ ___ ___Uses time wisely ___ ___ ___Looks for and starts next task after initial completion ___ ___ ___Is willing to try tasks/assignments as instructed ___ ___ ___Accepts criticism and praise ___ ___ ___Communicates needs and wants appropriately ___ ___ ___Cares properly for tools, machines, and equipment ___ ___ ___Adjusts readily to new situations ___ ___ ___Is capable of using a daily planner ___ ___ ___Has good coordination skills ___ ___ ___• List any current or previous work experience the student has had:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________• Has the student been involved in the CTC career Path Summer Programand/or vocational/technical classes taken at the home school (Please list with grades):________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________• Please list any conditions that may hinder employment/training away from the school site:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________• Describe any areas of potential concern (if any):______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________25

• Describe any known physical or medical limitations or conditions that may affect classroomor vocational performance: (physical stamina, hyperactivity, seizures etc.)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________• Describe the student’s skills and abilities that may promote success:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________• Does the student have interest in beginning/continuing job training?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________• Further comments:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________26

ORGANIZING THE TRANSITION MEETINGIn preparation for the meeting the following should be considered:1. Who to InviteIf the Individual Transition Plan (ITP) and the IEP are conducted together, you must invite:• A person who can represent the school district and can commit the district’s resources;someone who is knowledgeable about the school district’s services and curriculum• A general education teacher (if the student is or may be in regular education programming)• Parent• Student• Special education teacherIf appropriate, invite:• Agency representative (any agency who may be paying for or providing a service to thestudent must be invited)• Counselor (for coursework planning)• Related services providers2. How to Invite and What Information is NeededParent• Obtain verbal confirmation of mutually agreed upon date and time. Provide an officialITP/IEP letter of notice of invitation to attend.• Provide letter explaining ITP process (see example following page)• Provide “Procedural Safeguards for Parents of Students with Disabilities”• Provide “A Guide to Transition Planning for Parents and Students”• Provide Parent Transition Questionnaire (ask parent to complete prior to meeting)Student• Notify student of date, time and place• Obtain student commitment to attend, if not attending arrange for student input prior to ITP• Provide an official ITP/IEP letter of notice and invitation to attend• Provide Student Transition Questionnaire (ask student to complete prior to meeting)Teacher• Complete Teacher Transition Questionnaire• Complete Transition Planning Guide• Complete/update Transition Planning Profile• Gather school recordsOthers (including agencies who may be paying for or providing a service to the student,counselors, and related services providers)• Obtain verbal confirmation of date and time• Send an official ITP/IEP letter of notice of invitation to attend27

Sample letter to parent, please revise as neededDate:Dear Parent:You have participated in Individual Educational Planning (IEP) meetings for your son/daughterin the elementary and middle school and know that the goals are usually academic in nature,dealing with math and reading. As students reach high school age, the planning emphasis focuseson employment, post-school education/training, daily living skills, community participation, andpost-school adult living in nature and is addressed through what is called Individual TransitionPlanning (ITP). Transition planning is required for all students who receive special educationservices by age fourteen, or younger if appropriate.The Individual Transition Plan is addressed as part of the IEP and include s input from theparents, student, educational staff and adult service providers. This plan will spell out whateveryone needs to do in order to provide the training and services necessary for yourson’s/daughter’s “smooth transition” from school to successful adult life. Individual TransitionPlanning will address long term goals to assure students are prepared to succeed after graduationand take full advantage of agencies and services available in the community.It is very important that you, as a parent, and your student play a major role in the writing ofIndividual Transition Plan (ITP) because it is about his/her future and you know your child best.Enclosed please find a booklet for parents entitled “A Guide to Transition Planning for Parentsand Students.” This guide addresses information on transition to assist you. Also enclosed is aParent Questionnaire we would like you to complete and bring to the ITP/IEP meeting.There is no substitute for good planning. A good future starts with transition planning today.When the student, parents, school and community agencies work collaboratively, it increases theprobability of a smooth transition to adult living and employment.If you have questions regarding the transition process please feel free to contact (name) at (phonenumber).Sincerely,Enclosures: “A Guide to Transition Planning for Parents and Students with Disabilities”“Procedural Safeguards for Parents of Students with Disabilities”Parent Questionnaire28

TRANSITION MEETING CHECKLIST1. Complete/update/review Transition Questionnaire(s)___ Student___ Teacher___ Parent2. Complete, review and update:___ Transition Planning Guide___ Student Transition Planning Profile3. Discuss transition meeting with student, and explain his/her rights (if applicable)___ Discussion with student4. Set-up meeting5. ___ Select Date___ Reserve place___ Verify attendance with committee membersInvitations6. ___ Send invitations___ Provide Procedural Safeguards for Parents of Students With Disabilities___ Provide Student Right/Procedural Safeguards___ Provide notice to parents/student on transfer of rights (if applicable)___ Provide Parent Questionnaire___ Provide “A Guide to Transition Planning for Parents and Students”7. Gather school records___ Transcripts___ Report cards___ Teacher reports___ Attendance8. Bring to Meeting___ Forms (IEP/ITP)___ Transition Planning Guide/Profile___ School records (as appropriate)___ Educational Development Plan___ Vocational Assessment___ Multidisciplinary Evaluation Team (MET) report___ Previous IEP/ITP forms___ Authorization to Share Information form29

TRANSITION MEETING FORMATThe intent of the Transition Planning process is to recognize the individual needs of each studentin an attempt to assure a future that has quality and is meaningful and productive. A cooperativeteam effort affords the opportunity to consider and integrate all aspects of the life of a student intoa comprehensive profile that can enhance the success of the individual and the plan.I. Open the Meetinga) Welcome and introduce all meeting participants.b) Encourage honest and open participation.c) State the purpose of the meeting.d) Review agenda and establish team meeting guidelines and appropriate time frame formeeting.II.Establish Team Meeting Guidelinesa) Services will be determined by the s of the student.b) Input from each team member is encouraged and valued (questionnaires and checklistmay be included.)c) Team members will commit to share responsibility for planning and programimplementation.d) Student and parent attendance/participation is essential.e) Decisions will be made at the planning meeting. There will be no predetermination ofservices ahead of the meeting.f) Team members will suggest options for team consideration when they disagree withthe proposed program or services.III. Encourage All Members of the Transition Team to:1. Ask the student questions as a first step in helping him/her to become more activelyinvolved in their transition plan. Direct questions that can be answered by the studentsuch as:a) What are your strengths/needs?b) What do you want to improve?c) What are your goals for school and after school?d) What are your career interests?2. Be positive, focused, and capitalize on what the student can do.3. Give the student time to think and respond.4. Use information that the student provides in the design and development of the ITPoutcomes and activities.5. Encourage the student to ask questions.6. Check to make sure the student understands what is being discussed or decided.30

IV. General Discussiona) Review and discuss the student’s present level of educational performance comparedto annual goals.b) Review transition goals from the previous year with the student, parent, and schoolrepresentatives and make necessary changes or adjustments.c) Determine student’s academic and service needs in each area and updateoutcomes and activities in the five areas:• Education• Employment/Career Prep• Daily Living Skills• Community Participation• Adult Servicesd) Review the completed plan.V. Closing the MeetingDistribute copies of ITP to all participants as soon as possible after the meeting.31

Instructions for Completing the Individual Transition Plan (ITP)1. ρ The student was invited to attend the transition IEP.2. π The student was given the opportunity to provide input regarding interests andpreferences.These items are designed to ensure that the student is invited to be a member of the IEPTwhere his/her transition service needs shall be addressed (34 C.F.R. § 300.344). The intentof the law is to insure that the student’s interests and preferences regarding transition areconsidered.• Check the box if the student attended the IEP and he/she signed the attendancesection on page 1 of the IEP.3. π The student did not attend the transition IEP, the following steps were taken to ensure thestudent’s interests and preferences were considered:_______________________________________________________________________________________________________In the case where a student did not attend their IEP, documentation must be provided thatthe student’s interests and preferences were considered in making decisions wheretransition services were considered (34C.F.R. § 300.344).• Check the box if the student did not attend the IEP and provide information on howthe student’s interests and preferences were sought and provided. This may includethe Student Transition Questionnaire and other methods.4. π For students 17 and older, the student has been informed of his/her rights that will or havetransferred to the student.5. π The student’s parents have been notified of this transfer of rights.When the student reaches the age of majority (18) all rights (Procedural Safeguards)transfer to the student unless guardianship has been established. The student must benotified of the rights that will be transferred to him/her beginning one year prior to thetransfer (34 C.F.R. § 300.517). Following this notice, the student shall be given copies ofthe Procedural Safeguards with each notice of the IEP.*Note: The parents of the student must also be notified of this transfer of rights at the time of therights transfer.6. π A representative from any agency likely to be responsible for providing or paying fortransition services has been invited to attend this meeting.When a service from an agency or community resource will be considered on thetransition page a representative of the agency or service must be invited to attend the IEP(34C.F.R. § 300.344).39

• Document the attendance of the representative on page 1 of the IEP.Transition is a coordinated set of activities which is designed within an outcome-oriented processthat promotes movement from school to post school activities. (34 C.F.R. § 300.29).• Complete this section of the transition plan by identifying outcomes (Where/what we wantthe student to be or achieve in the future) for the student in these areas and by listing activities(steps) that will lead to the outcome. Examples of outcomes and activities for each of theseareas can be found on the back of the transition page.• If an outcome is not needed in a particular area, indicate the reason why. (i.e. no needs at thistime, NA may not be used).• For each area identify the person or agency responsible (including the student and family) forachieving the outcome/activity.*Note: If an agency identified as responsible for an outcome does not follow through, it isthe responsibility of the school district to take steps to obtain participation of the agency orconvene an IEP to identify alternatives (34 C.F.R. § 300.344).Education: (e.g.: college, military service, MCTI, vocational training)Projected Outcome(s): ________________________________________________________________________________________________________________________________________________________________________Planned Activities: __________________________________________________________________________________________________________________________________________________________________________Person/Agency Responsible: ______________________________________________________________________Employment/Career Prep: (e.g.: competitive employment, supported employment, sheltered workshop)Projected Outcome(s): ________________________________________________________________________________________________________________________________________________________________________Planned activities: ___________________________________________________________________________________________________________________________________________________________________________Person/Agency Responsible: ______________________________________________________________________Daily Living Skills: (e.g.: self-care, social skills, communication, independent living)Projected Outcome (s): ________________________________________________________________________________________________________________________________________________________________________Planned Activities: ______________________________________________________________________________Person/Agency Responsible: ______________________________________________________________________Community Participation: (e.g.: access and participation in community resources)Projected Outcomes(s): ______________________________________________________________________________________________________________________________________________________________________Planned Activities: ________________________________________________________________________________________________________________________________________________________________________Person/Agency Responsible: _____________________________________________________________________Adult Services: (e.g.: living arrangements, related services, case management, transportation)Projected Outcome(s): ______________________________________________________________________________________________________________________________________________________________________Planned Activities: ________________________________________________________________________________________________________________________________________________________________Person/Agency Responsible: _____________________________________________________________________40

Transition Plan – OAISDStudent: ___________________________Date: ___________School: _______________________Transition Services: “A coordinated set of activities designed within an outcome oriented process, thatpromotes movement from the school to post-school activities” (34CFR §300.29(a)(1)π The student was invited to attend the Transition IEPπ The student was given the opportunity to provide input regarding preferences and interests.π The student did not attend the Transition IEP, the following steps were taken to ensure the student’s interests andpreferences were considered_____________________________________________________________________________________________________________________________________________________________________π For students 17 and older, the student had been informed of his/her Transfer of Rights and has received a copy of theStudent Rights and Procedural Safeguards.π The student’s parents have also been notified of this transfer.π A representative from any agency likely to be responsible for providing or paying for transition services has beeninvited to attend this meeting.Education: (e.g.: college, military service, state tech, vocational training)Projected Outcome(s): ________________________________________________________________________________________________________________________________________________________________________Planned Activities: __________________________________________________________________________________________________________________________________________________________________________Person/Agency Responsible: ______________________________________________________________________Employment/Career Prep: (e.g.: competitive employment, supportive employment, sheltered workshop)Projected Outcome(s): ________________________________________________________________________________________________________________________________________________________________________Planned activities: ___________________________________________________________________________________________________________________________________________________________________________Person/Agency Responsible: ______________________________________________________________________Daily Living Skills: (e.g.: self-care, social skills, communication, independent living)Projected Outcome (s): ________________________________________________________________________________________________________________________________________________________________________Planned Activities: ______________________________________________________________________________Person/Agency Responsible: ______________________________________________________________________Community Participation: (e.g.: access and participation in community resources)Projected Outcomes(s): ______________________________________________________________________________________________________________________________________________________________________Planned Activities: ________________________________________________________________________________________________________________________________________________________________________Person/Agency Responsible: _____________________________________________________________________Adult Services: (e.g.: living arrangements, related services, case management, and transportation)Projected Outcome(s): ______________________________________________________________________________________________________________________________________________________________________Planned Activities: ________________________________________________________________________________________________________________________________________________________________Person/Agency Responsible: _____________________________________________________________________41

Outcome: What we want the student to be able to do or achieve at some point in the future.Activities: Smaller steps that lead to the achievement of an outcome.Sample Activities Related to Outcome (Activities should not be limited to samples listed.)Education-Planning a course of study-ACT/SAT tests-Referral to Michigan Rehabilitation Services (MRS)-College visitations/applications-Contacting military recruiterEmployment/Career Prep-Vocational assessment/evaluation-Vocational classes, home school or CTC-Work based learning experiences-Referral to MRS-Career awareness and exploration-Daily living/life skills curriculum(s)• Managing finances• Caring for personal needs• Meal planning/preparation-Social skills training-Communication trainingDaily Living SkillsCommunity Participation-Community Based Instruction-Become familiar with community resources• Banks• Post Office• Stores-Leisure and recreation including Special OlympicsAdult Services-Familiarity with housing options-Referral to CMH or other support agencies-Provide information related to:• Guardianship• Public transportation• Medicaid-Related Services (links to OT, PT, speech therapy)-Drivers training• Managing a household• Family responsibilities• Dressing and grooming• Restaurants• Churches• Counseling/support groups• Medical resources42

TRANSFER OF RIGHTSThe regulations to implement IDEA require that school districts transfer Parental Rights andProcedural Safeguards to a student upon reaching the age of majority (18). The regulationsalso require that the district provide notice of this transfer to both the student and the parentat least one year prior to the student reaching the age of majority.§300.347(c) Content of IEP.Transfer of Rights. In a State that transfers rights at the age of majority, beginning atleast one year before a student reaches the age of majority under State law, thestudent’s IEP must include a statement that the student has been informed of his orher rights under Part B of the Act, if any, that will transfer to the student on reachingthe age of majority, consistent with §300.517.§300.517 Transfer of parental rights at age of majority.(a) General. A State may provide that, when a student with a disability reaches theage of majority under State law that applies to all students (except for a student witha disability who has been determined to be incompetent under State law)-(1) (i) The public agency shall provide any notice required by this part to both theindividual and the parents; and(ii) All other rights accorded to parents under part B of the Act transfer to studentand(2) All rights accorded to parents under part B of the Act transfer to students who areincarcerated in an adult or juvenile, State or local correctional institution.(3) Whenever a State transfers rights under this part pursuant to paragraph (a)(1) or(a)(2) of this section, the agency shall notify the individual and the parents of thetransfer of rights.(b) Special Rule. If, under State law, a State has a mechanism to determine that astudent with a disability, who has reached the age of majority under State law thatapplies to all children and has not been determined incompetent under State law,does not have the ability to provide informed consent with respect to his or hereducational program, the State shall establish procedures for appointing the parent,or, if the parent is not available another appropriate individual, to represent theeducational interest of the student throughout the student’s eligibility under Part B ofthe Act.In transferring these rights to the student it is important that first, the notice be given to boththe student and parent but also that second, the district help the student to understand theirrights. Third, it is important to document these activities.At the end of this section, the following model letters and forms which may be used toaccomplish the transfer of rights are provided.A. Transfer of Rights Checklist- This checklist is designed to help staff step by stepthrough the process.B. Notice letters to parent and student- These letters serve as the notice to both parentand student regarding the transfer of rights. Both the parent and student individuallymust receive a copy of this notice by age 17, at least one year prior to the studentreaching the age of majority. Copies should be placed in the central file.43

C. Student Rights/Procedural Safeguards- This document is a student friendly versionof the procedural safeguards for parents. Staff should review this document with thestudent to help them understand its contents. It is recommended that the studentreceive both the student and parent versions of the Procedural Safeguards as theparent version meets the precise legal requirements.D. Procedural Safeguards for Parents of Students With Disabilities- This is the samedocument used for all parents of students with disabilities.E. Transfer of Rights Documentation form- The staff person responsible for providingthe Transfer of Rights Notice and Student Procedural Safeguards should have thestudent sign this form following the provision and review of the Student ProceduralSafeguards. This form serves as documentation that the district has met therequirements of the regulations. A copy of this document should be placed in thecentral file.TRANSFER OF RIGHTS Q & AThe following is a Q and A that may provide further guidance regarding the transfer ofrights at the age of majority.Q Do IDEA rights transfer to a student when he/she turns 18 in Michigan if the parent hasnot obtained a guardianship over the student?A Yes. With the reauthorization of IDEA, Congress specifically addressed the issue ofrights transferring at the age of majority. Under IDEA-97, a state may provide that all rightsafforded parents under IDEA, except notice, transfer to a student when the student reachesthe age of majority, unless the student has been determined to be incompetent under statelaw. Administrative Rule R340.11701a (i) defines "parent" as meaning "the affectedhandicapped person when the person reaches 18 years of age, if a legal guardian has notbeen appointed by appropriate court proceedings." This administrative rule has long beeninterpreted by MDE as transferring rights from the parents to the student. Thus, asauthorized in IDEA-97, Michigan has provided that the rights accorded under IDEA dotransfer when the student reaches 18 years of age.When a state provides for transfer of rights upon the student turning 18, the district mustnotify the parents and student of the transfer of rights. Thereafter, the district must stillprovide all notices required by IDEA to both the student and the parents, but all other rightsaccorded parents under IDEA transfer to the student. Thus, parents would no longer havethe right to participate in future IEP meetings (although they could be invited by the studentor the district) or to request a due process hearing. There is also an exception to this rule. Ifthe student has not been determined to be incompetent, but has been determined not to beable to give informed consent, a parent or other appropriate person must be appointed torepresent the educational interests of the student.IEP meetings or notice of placement decisions if the parents have not obtained a44

guardianship over the student?A Yes. Prior to the reauthorization of the IDEA, a student's parents were entitled to noticeeven after the student turned 18 since they were entitled to attend the IEP regardless of thestudent's age. Nowhere in the prior IDEA was there a differentiation between students underthe age of majority and students over the age of majority. IDEA-97 provides that a state mayprovide for the transfer of other IDEA rights to the student at age 18, but it requires thatparents continue to be given notice of IEP team meetings or placement decisions. Althougha district is still required to give notice, all other IDEA rights (i.e., requesting due processhearings, signing the IEP, etc.) transfer to the student at age 18 in Michigan.Q In Michigan, does the parent of a student over the age of 18 have the right to request adue process hearing?A No. With the reauthorization of the IDEA, Congress made provisions for a state toprovide for the transfer of IDEA rights at the age of majority. Michigan has done so. Thus,parents would no longer have the right to request a due process hearing. There is also anexception to this rule. If the student has not been determined to be incompetent, but has beendetermined not to be able to give informed consent, a parent or other appropriate personmust be appointed to represent the educational interests of the student.Q In Michigan does the parent of a student over the age of 18 have the right to participatein IEP meetings?A No. With the reauthorization of tile IDEA, Congress made provisions for a state toprovide for the transfer of IDEA rights at the age majority. Michigan has done so. Thus,parents would no longer have the right to participate in future IEP meetings (although theycould be invited by the student or the district) or to request a due process hearing.45

Transfer of Rights ChecklistTo be done at least one year prior to the student’s 18 th birthday when he or she reaches theage of majority. A second notice shall be sent to both the student and parent when thestudent turns 18. Review Student Rights/Procedural Safeguards with student and give him/her a copy Send a Notice letter to parents Send/give a second Notice letter to student Send/give Procedural Safeguards for Parents of Students with Disabilities to parent Have student sign Transfer of Rights Documentation form at age 18 Place copies of letters and form in central file• Notice letters to student• Notice letters to parent• Transfer of Rights Documentation form46

OTTAWA AREA INTERMEDIATE SCHOOL DISTRICTNotice of Transfer of Parental Rightsto be provided to the student and to the parentsStudent’s full name (please print) __________________________________Birthdate _____________________ Age _______School __________________________________Date ________________Dear _______________________________ and _____________________________:(parent)(student)______________________ will reach the age of 18 on __________________, 20___.(student) (month/day) (year)The state of Michigan transfers rights to individuals at the age of majority (18). At that time, allparental rights will transfer to the student and he/she becomes responsible to make all decisionsregarding future educational services, unless a legal guardian or conservator has been appointed.If a guardian or conservator has been appointed, please notify the IEP coordinator. Parent(s)will continue to receive any future notices required by state and federal laws and rules regardingeducational programming. If you have any questions, you may contact me.IEP Coordinator:Telephone number:Enclosed: “Student Rights and Procedural Safeguards”“Procedural Safeguards for Parents of Students With Disabilities”ccIEP CoordinatorStudentParentCentral file47

OTTAWA AREA INTERMEDIATE SCHOOL DISTRICTTransfer of Rights DocumentationStudent name (please print) ____________________________________________Date of birth ____________________________________Contact teacher __________________________________Building ________________________________________As prescribed in the Individuals with Disabilities Education Act (IDEA), I have been informedof the Procedural Safeguards (rights) that have or will be transferred to me on my 18 th birthday.I have been given a copy of these rights._______________________________________________(Signature)_______________________________(Date)cc: central file48

STUDENT RIGHTS / PROCEDURAL SAFEGUARDSWhen you turn 18, according to Michigan laws, you reach the age of majority. You are thenconsidered an adult. Another law, the Individuals with Disabilities Education Act (IDEA),requires that if you are a student who receives services to assist you in school because you havea educational disability, at age 18, all rights and responsibilities covered by this law aretransferred to you as an adult student. The only reason why this would not happen is if the courthas given you a guardian.Every year you will meet with your school team to develop a plan of services called yourIndividualized Educational Plan (IEP). Your parents have been doing this with you for severalyears, but now you will have a new role as a young adult. It is now your job to speak foryourself and to make the decisions about your school services.Reaching the Age of Majority means two things, you have a whole new set of (1) Rights and (2)Responsibilities.By law, your rights include:Giving Consent:You must give YOUR consent before:• any evaluation can be done for you• a change in your special education services can be made• your records can be sent to someone elseThe following things must happen:• Someone must tell you about the evaluation or the change in a way that you will understand.• You must agree in writing, usually by signing a form or letter.• You must be told that you have a choice about having or not having and evaluation and thatyou can change your mind at any time.Prior Notice:Your school must tell you, in writing, any time it wants to change your special educationservices. If you have trouble reading, the school must have someone tell you so that you willunderstand.Evaluation Procedures:At least every three years you will work with school staff to complete an evaluation, called the"multidisciplinary evaluation", or MET, to see if you are eligible for special education services.Your rights include:• An interpreter or translator if you are deaf, hearing impaired, visually impaired or if youspeak another language. Tests must be given in a way so that you can give accurate answers.• Tests cannot discriminate on the basis of race, language or cultural background.• The correct tests have to be given according to the instructions by someone who is welltrained. People who are trained and understand your disability must do your evaluation.49

• Even though it might take a little longer, there need to be at least two tests or measures tomake sure that there is enough information to make any decisions that are needed.• If you are going to take Vocational Education, you may also have a vocational evaluation.• You must be given the opportunity to tell people what you know about your disability aswell as your strengths and abilities. Your parents can also give information to evaluators ifyou want.• When the evaluation is done, all of the information must be shared with you so that you canhelp make any decisions that need to be made by the multidisciplinary team... That isbecause you are a member of the team.Continuum of Services:The law is very clear that you and your school IEP team must consider more that one optionwhen planning your school program. You need to work with school staff to find the best choice.Access to Records:You have a right to see any records that your school keeps about you. You may also request thatinformation that you believe is not accurate or violates your rights be removed from your file.You must give permission for your records to be shared with other people outside of the schooldistrict.Disagreements:If you disagree with decisions that are made by your school team, there are lots of things thatyou should do. The first thing is to tell someone on your team, or ask someone else, like yourparents or a friend, to help.The law also gives you rights, which include:• Independent Evaluation: This is an evaluation that is done by someone who is not employedby your school district. Independent evaluations are most often done when you disagree withthe results of your MET evaluation, and will be paid for by the school, unless they are able toshow a hearing officer that the evaluation they completed is appropriate. Results of anyevaluation you request must be considered when you and your IEP members make decisions.• Mediation: This is an opportunity to sit done with a trained mediator who will help everyonesolve the problems that have created the disagreement. Everyone must agree to do this andkeep the information private.• Hearings and Appeals: There are several ways that you can disagree that involve hearingofficers, lawyers, even appeals to the Michigan Department of Education.• Complaints: Complaints about the service you receive can be made to the Ottawa AreaIntermediate School District if you haven't been able to solve problems by talking to yourteachers or other school staff. The basic message here is that you don't have to sign anything50

efore you understand, and you do not have to agree to sign forms if you disagree with yourplan of services (IEP). You have rights and protections under the law.Your Responsibilities Include:With rights come responsibilities. In order for all of this to work well there are some things thatyou need to do:• Follow timelines- If you need to respond to the school, you will be told in writing. Don't missdeadlines because they are usually very important.• Have goals and ideas- You will build a good school program on them.• Get the support that you need- If you need help reading the letters that are sent to you or helpin understanding information...ASK SOMEONE that you trust.• Tell people about yourself and your ideas- You are an adult member of the team.• Take time to listen to what people tell you about your strengths and abilities. It is how youcan all work together to make good decisions.• Learn about your disability- Know what works best for you and what kind of support youneed. In the future, people will only provide them if you ask.• Disagreement is OK- Work with your team to solve the problems. The solutions are there.• Be your own advocate- Get to know yourself and teach others about you.51

VOCATIONAL EVALUATIONVocational evaluation has always seemed a bit mysterious because we have sent the studentsomewhere else for the evaluation. After reviewing the following we hope you will see that avocational evaluation is not complicated and may be completed, in most cases, by the specialeducation and career guidance staff members in your school district.A vocational evaluation is reqcommended for any special education eligible student who is planning to beinvolved in Career and Technical Education (C.T.E.). This holds true whether taking C.T.E. courses inthe home school or attending Careerline Tech Center.Following is an overview of the legal requirements regarding vocational evaluation and information tohelp the special education provider work through the process of determining what type of evaluation isappropriate and who might be involved in the assessments. In some cases the staff members in thestudent’s home school district will be able to easily complete the evaluation and in others the district mayseek outside support.The Michigan Revised Administrative Rules for Special Education includes Rule 340.170lb(k)which states, "Vocational evaluation" means an evaluation conducted before vocationaleducation which shall include, at a minimum, an assessment of the student's personal adjustmentskills, aptitudes, interests, and achievements and special information regarding the student'shandicapping conditionA review of the administrative rule reveals five (5) clear requirements. These are:1. A vocational evaluation must be completed prior to vocational education for a handicappedstudent.2. A student's personal adjustment skills must be assessed in an evaluation process.3. The evaluation must include an assessment of aptitudes and a screening of interests.4. A student's achievements and handicapping condition must be reviewed during an evaluation.5. The vocational evaluation must be administered by personnel qualified to administer andinterpret the evaluation used.52

The following clarifies the rule even further by identifying two basic levels of evaluation for theteam to consider when developing a vocational evaluation for a student:LEVEL IThe elements of Level I are necessary, as a minimum, to be in compliance with administrativerule requirements. Compilation of the following Level I data is the responsibility of the teacher,teacher consultant, counselor or other assigned professional. This analysis could include currentinformation available from regular and/or special education records, such as:1. School recordsa. Academic achievementb. Intelligence (IQ)c. Attendanced. Medical historye. Social history2. Special education recordsa. Current multidisciplinary evaluation team reports (MET)(Include recent psychological findings).b. Current IEP3. Interviews witha. Studentb. Teacherc. Parent/Guardian4. In addition to the above, evaluators must gather specific information on a student's abilities,interests, achievements, and behaviors germane to vocational programming. This section willsatisfy state-mandated requirements regarding assessment of personal adjustment skills aswell as aptitude assessment and screening of interests. These assessments should beadministered by professionals trained in the use of the test instruments, such as the specialeducation teacher, teacher consultant, work-study coordinator, counselor, psychologist,social worker, vocational evaluator, or other trained personnel. In order to develop anaccurate assessment, the evaluator must:a. Administer an interest inventoryb. Administer ability/aptitude tests.c. Complete a behavioral evaluation.d. Administer a social awareness scale.* Prior to vocational placement, a vocational assessment report, which includes the findings ofthe Level I vocational assessment, should be written.53

LEVEL IIIf after completion and analysis of Level I assessments, the IEPT determines still further data isrequired, then a referral should be made for a Level II evaluation. This referral will containspecific questions to be addressed during the Level II evaluation.Designed to measure perceptual skills, psychomotor skills, and physical stamina/agility skills,the Level II evaluation is a comprehensive multidimensional assessment of students who requiresimulated hands-on work experiences. It should, however, be limited to those with severe ormultiple impairments, which preclude accurate determination of vocational interests andaptitudes at Level I. The additional elements of a Level II assessment require the evaluator(s) to:1. Administer work samples.2. Administer aptitude tests.3. Observe and record work behavior.4. Conduct situational assessment.5. Administer other tests as deemed appropriate.The Level II assessment must be performed by an individual trained to administer and observevocational evaluation tests and behavior. Services may be provided by either the LEA or ISD, orcontracted for with a private facility or individual.Students engaged in career exploration and work experience activities in preparation for eventualemployment (including supported employment) but who are not involved in a certifiedvocational training program need not have a formal vocational evaluation as described in thischapter. However, continuous assessment of student interest and level of independentperformance is highly recommended.54

Determining Level of Vocational EvaluationStudent / IEP Vocational Education VocationalEvaluation1. Student who is high Regular Vocational Level Ifunctioning:Education- Mainstreamed intogeneral education- Will graduate with ageneral education diploma- Self directed / motivated- Does not need muchsupport, possible TC caseloador Resource Room.- Possible college bound2. Student who is in moderate Adapted / Special Needs Level I and/or Level IIfunctioning range:Vocational Education- Needs support tosucceed in general education- Most likely in a part timecategorical program- May require adapted curriculumor materials leading togeneral education diploma3. Student who is in the moderate Community Based Level IIto severe range of abilities: Instruction or Other- Needs up to full time in a Special Needs Vocationalcategorical programEducation- Most likely in an adaptedcurriculum- Likely to attend schoolup to age 2655

Vocational Evaluation ChecklistEvaluation LevelLevel ISchool recordsٱAcademic achievement ٱIntelligence (IQ) ٱAttendance ٱMedical history ٱSocial history Special education recordsٱCurrent MET reports ٱCurrent IEP Possible Staff InvolvedLevel I- Teacher- Counselor- Work Study Coordinator- School Psychologist- School Social Worker- Careerline Tech. Center- Career Assessment CenterInterviews withٱStudent ٱTeacher ٱParent/Guardian AdministerٱInterest inventory ٱAbility/aptitude tests ٱBehavioral evaluation ٱSocial awareness scale Level II*In addition to Level I information,Level II includes the following:ٱAdminister work samples ٱAdminister aptitude tests ٱObserve and record behavior ٱConduct situational assessment ٱAdminister other tests deemed appropriate________Level II- Teacher- Counselor- Work study coordinator- School Psychologist- School Social Worker- Careerline Tech Center- Career Assessment Center- Occupational / Physical Therapist56

VOCATIONAL EVALUATIONAND THE CAREERLINE TECH CENTER“CREATING SUCCESSFUL ASSESSMENTS”1. Compile a list of all eligible tenth grade Special Education students at your high school.This is extremely important, as this information will help determine the number of vocationalevaluations each school will be allotted. The number of vocational evaluations per school isdetermined by calculating a percentage based on the number of students reported per localschool district compared to the total number of Special Education students eligible in theintermediate school district. That percentage of the total 170 contracted vocationalevaluations is the number of assessments available to each respective school.2. Schedule Tour—This is a half-day experience that introduces the student to the CareerlineTech Center and gives a brief overview of all 29 programs. This is a pre-vocational activitythat is critical to giving students an overview of program options available to them. Thisactivity allows students to experience the bus transportation involved with attending CTC,program requirements, physical aspects of the building, and meeting some of the CTC staff.3. Select Students for the Vocational Evaluation—The philosophy for the VocationalEvaluation is to provide a comprehensive evaluation for those students who have a highprobability of enrolling in a CTC program. Not all students will attend CTC, so it isimperative that students be selected for the vocational evaluation based on the most accurateinformation on each student who is realistically planning and preparing to attend CTC.4. Complete Forms and Gather Required Materials—Accurate background information isabsolutely essential to the vocational evaluation process. An assessment is only as completeand accurate as the information provided. Necessary information includes copies of:• Transition Teacher Interview or Transition Planning Guide with academic levels listed(grade equivalents preferred)• Transition Parent Interview• Most recent IEP• Most recent Psychological Report.57

5. Scheduled Vocational Evaluation—The evaluation is a one-day experience designed togather and compile information from teachers, parents, students, and available testinginformation--including aptitude and interest inventory samples. All pertinent informationbecomes part of a formal written evaluation report. All evaluations are conducted by trainedand certified evaluators who have a strong working knowledge of the requirements andacademic demands involved with CTC programs. The selected programs listed in the“Summary and Recommendations” area of the report are based as much on the accuracy andavailability of background information as on the individual student’s actual performance on agiven day of evaluation.6. Scheduled Observations—A final one-half day of program observations offers the studentthe opportunity to visit three programs at CTC. These three programs are recommended areasthat are based on the information gathered in the vocational evaluation process. Althoughthese choices may not always reflect the student’s stated career interests, they almost alwaysreflect the results of the interest inventory and the aptitude testing. It is highly encouragedthat all students take part in this observation experience. The assessment model was designedso students will miss a total of two days of home school activities in a one to five monthperiod. This is a greatly reduced time commitment when compared to three to five dayevaluations offered at some of the other Career/Tech facilities in Michigan.7. Use of the Report—All original copies of the Vocational Evaluations are sent to the highschool Special Education contact person after completion. CTC keeps a copy for internalSpecial Needs records and makes an additional copy to be sent to the home school counselingstaff. It is the responsibility of the home school staff to make copies of the VocationalEvaluation for parents and guardians. This is very important as it involves the parents andguardians in the career decision-making process.8. Enrollment at CTC—Depending on the process developed at each individual high school,the enrollment procedure for the Careerline Tech Center will involve interviews, applications,sign-up sheets and possibly additional program visitations to CTC to confirm programchoices. The Vocational Evaluation is a valuable tool in the enrollment process. Pleasereview the report with students. If additional information is needed, please contact CTC staff.Due to increased enrollment at CTC and the recognized need for Special Education studentsto fully complete skill development, accurate student placements are critical to successfulvocational training.9. Transition Planning and IEPs—The Vocational Evaluation is an important tool to be usedin Transition Planning and the Annual Review process. CTC staff involvement is requiredat all IEPs placing students in programs at the Center. CTC staff involvement is highlyrecommended for all post-placement IEPs and staffings. CTC staff members are available forproviding progress reports, attendance information, skill development updates and othervaluable information for Transition Planning and student work readiness.58

Work Based Learning Opportunities in MichiganOpportunities for students to incorporate Work-Based Learning experiences into theeducational process are provided in a variety of ways. The chart on the following pagesprovides an overview of the six major types of Work-Based Learning opportunities inMichigan: Student /Visitor, Volunteer, Unpaid Trainee, Student/Learner, Apprentice, andEmployee. Program descriptors as well as related legal and compliance factors areincluded. Most general education work-based learning opportunities in Michigan fit intoone of these categories with implications for liability, insurance, wage law and even theactivities the trainee may engage in.Special education students may participate in any of the Work-Based Learning programsappropriate to their needs. In addition, programs designed specifically for specialeducation students are recognized in pupil accounting rule and include: Work Study,Community Based Instruction, Vocational Evaluation, and Work Activity Centers.Included in this section is the General Education “Work-Based Learning OpportunitiesChart” and “Section 9 – Work-Based Education Programs” for Non-Special Educationand special Education programs, Michigan Department of Education Pupil Accountingmanual.59

Michigan Department of EducationPupil Accounting ManualSECTION 9 - WORK-BASED EDUCATION PROGRAMSA. Summary of the IssueA pupil earning credit toward a high school diploma in an approved work-basededucation program which involves supervised work and related school instruction may becounted in membership if the requirements that pertain to that particular program type aremet. Work-based education programs fall into two categories: programs for non-specialeducation pupils, and programs specifically for special education pupils. Descriptions ofeach type of program follow:NON-SPECIAL EDUCATION PROGRAMS:Work-based education programs for non-special education pupils include cooperativework-based, work-experience, and school-to-apprenticeship programs. The studentsmay be paid (such as co-op) or unpaid (such as teacher and library aides). They arebased on previous or concurrent (concurrent related classroom instruction is requiredif cooperative work-based instruction) classroom instruction. Each program has aspecific purpose and is used in certain situations with certain pupils.SPECIAL EDUCATION PROGRAMS:Work-based education programs specifically for special education pupils are calledWork Study Programs. These programs involve special education pupils as paidemployees and are based on previous personal adjustment training, prevocationaleducation, and vocational education.Local and intermediate school districts are responsible for determining the maximumnumber of hours spent at the worksite which can be counted toward the minimum hoursof instruction. All work-based education programs may count travel time up to 2.5 hoursper week if necessary for the pupil to receive the minimum instructional hours.B. Requirements for Counting MembershipA local or intermediate school district may count a pupil for work-based educationmembership if the district has evidence that all of the following requirements for thework-based education program in which the pupil is enrolled have occurred:NON-SPECIAL EDUCATION PROGRAMS:1. The district entered into a written training agreement with the employer whichspecifies the responsibilities of the pupil, employer, parent(s), teacher coordinator,and school district. The training agreement must also contain the followinginformation: Student learner’s personal information: employee's name, home address,telephone number, and date of birth School's name, address and telephone number60

Michigan Department of EducationPupil Accounting Manual Employer’s name, address and telephone numberSome of these items would be applicable for in-school placements: Beginning and ending dates of agreement Employer, school, and student learner responsibilities Eligible hours to be worked (with beginning and ending times) Beginning rate of pay List of job activities that will contribute to the student learner's progress Signature of teacher/coordinator, student learner, parent/guardian, andsupervisor.NOTE: #1 does not apply to students placed in school facilities.2. The district completed a training plan which details specific job tasks to belearned by the pupil at the worksite. The training plan must demonstrate how thepupil's employment is related to the pupil's instruction.3. The employer or coordinator maintained and verified records of the pupil’sattendance.4. The pupil was granted high school credit toward graduation for time spent in thework-based program.5. The number of worksite hours counted for membership did not exceed themaximum number of worksite hours allowed to be counted for membership, asdetermined by the district.The following additional requirements apply ONLY to Cooperative Work-BasedEducation since it is an integral part of a career and technical education program:6. Evidence that the pupil was concurrently enrolled in program-related instructionfor a minimum of 120 hours per year, with at least one 40- to 60-minute sessionrequired per week, in addition to time required at the worksite.7. Evidence that the pupil was employed for an average of not fewer than 15 hoursper week during the effective time of the pupil's training agreement.8. Evidence that the student's work is monitored by a certified teacher/coordinator.61

Michigan Department of EducationPupil Accounting ManualSPECIAL EDUCATION PROGRAMS1. The district completed a written work-study plan, signed by the parent, school,and employer, which includes the following information: Educational goal Job activities Related subjects Standards of attainment Time and duration of the program Wages to be paid to the pupil2. A work-study coordinator or other special education personnel monitored thepupil’s work.3. The pupil was concurrently or previously enrolled in a vocational educationprogram related to the work-based education.4. The employer maintained and verified records of the pupil's attendance.5. The number of worksite hours counted for membership did not exceed themaximum number of worksite hours allowed to be counted for membership, asdetermined by the district.6. A staff member visited the pupil and the pupil's supervisor at the job site at leastonce every 20 school days to check attendance, evaluate the pupil's progress, andevaluate the site in terms of the health, safety, and welfare of the pupil.C. Regulatory ReferencesAdministrative Rules:340.5(1)(c)340.1733(m)“Cooperative Education Plan Guidelines for Career and Technical Education” publishedby the Michigan Department of Education62

Michigan Department of EducationPupil Accounting ManualSECTION 14 - SPECIAL EDUCATION PUPIL TRANSITION SERVICESA. Summary of the IssueSpecial education pupils enrolled in transition services may be counted in Stateschool aid membership if the pupil is enrolled in a public school and assigned toan instructional staff person as of the count date. Further, special education pupilsin transition services must meet the requirements of the particular transitionservice program in which they are enrolled.Transition service, as defined in the Individuals Disability Education Act, means,“a coordinated set of activities for a student, designed with an outcome-orientedprocess, that promotes movement from school to post-school activities, includingpostsecondary education, vocational training, integrated employment (includingsupported employment), continuing and adult education, adult services,independent living, or community preparation.”Transition services for students with disabilities may be special education, if theyare provided as specifically designed instruction, or related services, if they arerequired to assist the student with a disability to benefit from special education.This section of the manual addresses the following:1. Community-based instruction programs. These programs are operated away fromthe traditional classroom where there is not paid employment.2. Vocational evaluation and work activity center services. These programs use paidemployment, under a wage deviation, designed to provide vocational evaluationor therapeutic activities for handicapped persons whose handicap is so severe thattheir productive capacity is inconsequential.Pupil accounting requirements for special education work study programs, where thepupil is paid for time counted in membership, are found in Section 9.B. Requirements for Counting MembershipA local or intermediate school district may count a pupil for State school aidmembership as a special education transition services pupil if the district hasevidence that all the following occurred:1. For community-based instruction programs, vocational evaluation services, andwork activity center services, all the following must have occurred:a. The pupil must be enrolled in the district and assigned to an instructional staffperson as of the count day.63

Michigan Department of EducationPupil Accounting Manualb. The pupil must be in attendance on a scheduled school day during the countperiod, under the meaningful direction and supervision of a special educationteacher or under the supervision of a special education aide under themeaningful direction of a special education teacher, either at or away fromschool.2. For pupils assigned to vocational evaluation and work activity center services, theservice must be specifically identified on the individualized education program(IEP).3. For pupils assigned to a vocational evaluation or work activity center service whoare being paid for time counted in membership:a. The pupil must be assigned to an approved special education teacher duringthe time he or she was receiving vocational evaluation or work activity centerservice.b. The district must verify that the vocational evaluation or work activity centerservices contractor, if any, has a wage deviation approved by the U.S.Department of Labor consistent with the regulations for implementing the FairLabor Standards Act of 1938, as amended.c. The work activity center services must be incidental to the instructionalprogram, i.e., less than 50 %of school time. If a pupil spends more than 50%of the time in a work activity service, the time does not count towardsmembership, since the pupil is in the work activity center primarily fortherapy or employment, and not for the purpose of receiving instruction.When this occurs, the pupil will only receive membership for the timeinstruction is received under the direct supervision of a teacher.While school districts are responsible to develop a transition plan, they are notresponsible to provide activities that go beyond the district's regular education, vocationaleducation, or special education K-12 requirements. Activities that go beyond the K-12requirements include postsecondary instruction, supported or sheltered employment, andadult education.State and federal civil rights legislation requires school districts to provide persons withhandicaps an equal access to adult education programs. However, these programs are notconsidered part of Michigan's K-12 continuum and are not used as part of the mandatoryspecial education delivery system. Pupils with handicaps who wish to benefit from adulteducation programs and who otherwise qualify, must be provided equal access and willbe reimbursed in accordance with adult education criteria established in the State SchoolAid Act. They are not considered special education pupils for the purpose of determiningmembership under section 6 of the State School Aid Act.64

Michigan Department of EducationPupil Accounting ManualC. Regulatory ReferencesAdministrative Rules 340.1701b(k) and (l)Federal Regulation 34 CFR 300.18Michigan Department of Education Policies and Interpretations:“Utilization of Noncertified Personnel Elementary and Secondary" - Nov. 1, 1988“Employment of Special Education Pupils65

Managing Work-Based Learning ProgramsMichigan Department of Career DevelopmentOffice of Career and Technical PreparationRevised: February 25, 1999Chart A - Program Description FactorsProgramDescriptionFactorsWORK-BASED LEARNING OPPORTUNITIES CHARTS:An Overview of the Six Major Types and Related Legal/Liability Compliance Factors(Prepared as a working document, information in this chart is a general description onlyand does not carry the force of legal opinion. Applicable to Michigan only.)Six Major Work-Based Learning OpportunitiesStudent/Visitor Volunteer Unpaid Trainee Student/Learner(Employee withtraining plan)Apprentice(Employee withtraining plan)Employee(Minor with workpermit)Generic - field trip - service learning - unpaid work experience - Cooperative Education - School-to-Registered - Part-time workProgram - career exploration - community service - exploratory experience - Work Study Apprenticeship - Full-time workExamples - job shadowing - service clubs - career internship (special education) - Apprenticeship - Summer job- day on-the-job - youth groups - Summer Co-op- work-site project - Paid Work Experience(Insert your Same as above Same as above - legislative intern - Voc. Co-op Same as above Same as abovedistrict's - future teachers - Gen. Ed. Workname) Program ExperienceExamplesKey - school sponsored - non-profits ONLY (See note below) - training agreement - training agreement - work permit on file atComponents: - guidelines established - can't be required - must meet 6 federal - training plan - training plan work-site- no work performed - agency has criteria for trainee - beginning and ending - beginning and ending - work permit issuedoperating guidelines 1-progressive training dates dates by schools- work permit on file at 2-benefit of trainee - monitored by school - monitored by school - complies with childwork-site 3-no displacement personnel personnel labor provisions- complies with state 4-no direct benefits to - part of educational - part of educationalchild labor provisions employer plan; credit given plan; credit given(YESA**) 5-no job entitlement - work permit not - work permit to not6-no wage entitlement needed needed- wages paid - registered w/BAT**BAT - Bureau of Apprenticeship and Training**YESA - Youth Employment Standards Act, Public Act 90 of 1978, As Amended

Chart B - Legal and Compliance FactorsLegal andComplianceFactorsSix Major Work-Based Learning OpportunitiesStudent/Visitor Volunteer Unpaid Trainee Student/Learner(Employee withtraining plan)Apprentice(Employee withtraining plan)Employee(Minor with workpermit)Documentation - parent permission - program guidelines - work-site visited prior - work-site visited prior - work-site visited prior - original work permit- roles / responsibilities roles / responsibilities and during and during and during on file at work-site:detailed appropriate detailed appropriate to - student monitored at - student monitored at - student monitored at(Risk to site site work by school work by school work by school CA-6 for youth 14Management - activities detailed - activities detailed - work-site mentor - work-site mentor - work-site mentor and 15 years oldPlan - work-site monitored - safety orientation assigned to student assigned to student assigned to studentComponents) by school - student progress is - student progress is - student progress is CA- 7 for youth 16- safety orientation assessed in skill assessed in skill assessed in skill and 17 years oldattainment, work attainment, work ethics, attainment, workethics, and attendance and attendance ethics, and attendance - copy of work permittraining agreement - training agreement and - training agreement on file at schooland training plan (must be training plan(must be and training plan (must be - other appropriatefiled at work site prior to filed at work site prior to filed at work site prior toplacement) placement) placement)- safety instruction is - safety instruction is - safety instruction is documentation on filedocumented documented documented for minors working- training agreement - registered with BAT under exemptionsdetails "6 criterion" 1- related training schedule2.- work process schedule3.- progressive wage scaleInjury to - parent health sponsoring - responsibility of the work-site workers' work-site workers' work-site workers'Participant insurance may apply organization's individual, parent and compensation coverage compensation compensation(medical only) - workers' school (usually the coverage coveragedistrict may provide compensation party responsible foror make available coverage and/or the direct supervisionshort-term student general liability policy and receiving theaccident insurance should apply benefit)(medical only) - work-site general- work-site general liability insurance mayliability insurance applyshould apply - work-site workers'compensationcoverage if student isdetermined to be"working"Injury to Others - work-site general - work-site general - work-site general - work-site general - work-site general work-site generalResulting from liability insurance liability insurance liability Insurance liability insurance liability insurance liability insuranceParticipant's - district general - district general - district general liability - district general liability - district general liabilityRole liability insurance liability insurance may insurance may apply insurance may apply insurance may applymay apply apply

Chart B - Legal and Compliance Factors…Cont.Legal andComplianceFactors…cont.Six Major Work-Based Learning OpportunitiesStudent/Visitor Volunteer Unpaid Trainee Student/Learner(Employee withTraining Plan)Apprentice(Employee withtraining plan)Employee(Minor with workpermit)Hours Worked N/A, participant not - restricted by state - restricted by both - restricted by federal - restricted by federal restricted by state andworking child labor provisions state and federal child child labor provisions, child labor provisions, federal child laborlabor provisions some flexibility some flexibility provisions,- districts should have - districts should have exemptions for 16 &local policy mirroring local policy mirroring 17 year oldsstate standards state standardsconcerning hrs for 16 & concerning hrs for 1617 year olds & 17 year oldsHazardous N/A, no employee yes, school or agency N/A, no employee not allowed; under not allowed; under not allowedOccupations status, school operating guidelines status, school and certain conditions certain conditionsoperating policies should conform with business operating exemptions allowed but exemptions allowed butshould conform with state child labor policies should only in limited areas - 16 only in limited areasacceptable practices provisions conform with & 17 year oldsacceptable practicesOccupational yes, must comply yes, must comply with yes, must comply with yes, must comply with all yes, must comply with yes, must com ply withSafety or Health with all MIOSHA all MIOSHA all MIOSHA regulations MIOSHA regulations all MIOSHA regulations all MIOSHAHazard regulations and regulations and and standards and standards and standards regulations andstandards standards standardsSafety Training yes, essential-both yes, essential-both yes, essential-both yes, essential-both prior yes, essential-both yes, essential;prior and during prior and during prior and during and during prior and during employer’sresponsibilityApplicability of N/A, no employee N/A, no employee N/A, no employee time during training time during training paid by employerUnemployment status status status agreement is exempt; agreement is exempt;Insurance adult criteria is stricter adult criteria is stricterApplicability of N/A, participants not coverage needed; coverage needed; coverage needed; coverage needed; coverage needed;Workers' Comp working liability under Act liability under Act typically extended by typically extended by typically extended byAct determined on a determined on a case- employer employer employercase-by-case basis by-case basisPupil experience must be experience must be - training agreement - training agreement - training agreement part-time employmentAccounting documented if documented if - training plan - training plan - training plan hours can not count(State Aid considered part of considered part of the - concurrent related - concurrent related - concurrent related toward membershipMembership) the instructional instructional program instruction instruction instructionprogram - supervised by certified - supervised by certified - supervised by certifiedschool personnel school personnel school personnel- attendance records - attendance records - attendance records68

Managing Work-Based Learning Programs Revised: February 25, 1999Chart C - Age FactorsSix Major Work-Based Learning OpportunitiesAge Factors Student/Visitor Volunteer Unpaid Trainee Student/Learner(employee withApprentice(Employee withtraining plan)Employee(Minor with workpermit)training plan)Under 14 yes yes; restricted to no; designation no no no, few exceptionsdistrict and agency determined by Federalguidelines with child Department of Labor inlabor law provisions employment settings14 and 15 yes yes yes yes, limited hours and yes, limited hours and yes, limited hours andwork work work16 and 17 yes yes yes yes, limited hours and yes, limited hours and yes, limited hours andwork, some flexibility work, some flexibility work, someunder certain conditions under certain exemptions allowedconditions18 and Over; yes yes yes yes, limited by local yes, limited by local noStill in High program policies program policiesSchool18 and Over; yes yes yes yes yes nonot in HighSchool .AComments: Schools sponsoring in-school placements have special rules that are impacted by the Federal Labor StandardsAct and the Michigan Department of Education Pupil Accounting Guidelines and should utilize an in-district placement form.69

TransitionReferral Sheet for Work-Based Learning(optional)Student Name _______________________________________Date_________________Date of Birth ________________Age ___________Current Grade______________School ____________________________Contact person _________________________Person doing job developing and monitoringPhone_______________________________Fax________________________________Student InformationVocational Assessment completed: ______Yes ______No If yes, date_________Has a career interest area been determined? ______Yes ______NoArea of Interest_______________________________Classes completed (or enrolled in currently) in career interest area:_____________________________________________________________________________________________________________________________________________________________________________________________________________________List worksite experiences (i.e. job shadows, site visits, tours, etc.):_____________________________________________________________________________________________________________________________________________________________________________________________________________________Type of job requested:_______________________________________________________Is the student currently receiving services from:Yes No____ ____ Section 504____ ____ Special Education____ ____ Michigan Rehabilitation Services (Michigan Depart. of Career Development)____ ____ Community Mental Health____ ____ Job Coach____ ____ Other70

Transportation Availability:Yes____________________No_____Student has a driver’s license_____Personal car_____Public transportation_____School transportation option(to where ___________when___________)Comments_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Time request schedule: (fill in all that apply)Days available for work experience_______________________________________Hours available for work experience______________________________________Willing to work weekends _____YesWilling to work evenings _____Yes_____No_____NoIs the student planning to receive credit for this work experience? _____Yes_____NoIs the student requesting a paid work experience? _____Yes _____NoPast Work Experience(s):Job __________________________________________Dates: from ________to________Reason for leaving _________________________________________________________Job __________________________________________Dates: from ________to________Reason for leaving _________________________________________________________Job __________________________________________Dates: from ________to________Reason for leaving _________________________________________________________Work agreement to be completed by local school district71