Transition Planning Guide - Ottawa Area Intermediate School District

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• 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
Page 1: TRANSITION PLANNINGTransition plann
Page 5 and 6: WHAT IS TRANSITION PLANNING?Transit
Page 7 and 8: Transition Law:INDIVIDUALS WITH DIS
Page 9 and 10: TRANSITION TIMELINEGrade Student Ag
Page 11 and 12: Transition Planning GuideThe Transi
Page 13 and 14: B. Vocational AssessmentDate: _____
Page 15 and 16: C. Transportation/Mobility____ mobi
Page 17 and 18: TRANSITION PLANNING PROFILEThe Tran
Page 19 and 20: Career/TechnicalSchool yr./ Career/
Page 21 and 22: Status Code: A=Accomplished C=Conti
Page 23 and 24: Community Participation1. Check the
Page 25 and 26: 5. Can your child work independentl
Page 27 and 28: TEACHER TRANSITION QUESTIONNAIREStu
Page 29: Yes No Not ObservedContinues work r
Page 33 and 34: TRANSITION MEETING CHECKLIST1. Comp
Page 35 and 36: IV. General Discussiona) Review and
Page 37 and 38: • Document the attendance of the
Page 39 and 40: Outcome: What we want the student t
Page 41 and 42: C. Student Rights/Procedural Safegu
Page 43 and 44: Transfer of Rights ChecklistTo be d
Page 45 and 46: OTTAWA AREA INTERMEDIATE SCHOOL DIS
Page 47 and 48: • Even though it might take a lit
Page 49 and 50: VOCATIONAL EVALUATIONVocational eva
Page 51 and 52: LEVEL IIIf after completion and ana
Page 53 and 54: Vocational Evaluation ChecklistEval
Page 55 and 56: 5. Scheduled Vocational Evaluation
Page 57 and 58: Michigan Department of EducationPup
Page 63 and 64: Managing Work-Based Learning Progra
Page 65 and 66: Chart B - Legal and Compliance Fact
Page 67 and 68: TransitionReferral Sheet for Work-B

Transition Planning Guide - Ottawa Area Intermediate School District

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