Ed O'Leary's Transition Services Guide

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The development of a “coordinated set of activities” has been a challenge to many specialeducators. Part of the challenge has to do with understanding that this “statement” is not asentence or pull down menu from a list of possible suggestions. This “statement” is a “broadaccounting of what will happen, when it will occur, who is involved and who is responsible”.The activities/strategies are not annual goals, short term objectives or benchmarks. In order towrite these statements and do this type of planning, special educators need to think “bigpicture” and plan beyond just 12 months.The following are several examples of statements of needed transition services that are“coordinated sets of activities”. They begin with the identification of the student’s desiredpostschool outcomes, specify the course of study and identify the activities/strategies that willlead to the student’s desired postschool outcomes.Example 1Post School OutcomesStudent/Family preferences and interest/vision for adult life, in the areas of employment,community participation, recreation and leisure, mobility, post-secondary training andlearning opportunities, and independent living (ages 14-21, or younger if appropriate).Employment:I would like to work around people and animals.Community Participation:I like sports and participating in Special Olympics. I attend a single’s group at church and singin choir.Recreation and leisure:I will continue to be active in Special Olympics and church activities. I am looking intoparticipation in a bowling league. I like to fish and camp and will continue these outdooractivities. I also watch TV.Postsecondary Training and Learning Opportunities:I want to look into working full time after graduation so any training will be on the job.Independent Living:I will live with a friend or roommate but will need assistance with budgeting, buying food, andpaperwork related to paying monthly bills.16
Statement of <strong>Transition</strong> Service Needs focusing on the student’s courses of study,developed by the age of 14 and updated annually: §300.347 (7)(b)(1)Age:14/15School Year:’02-‘03Age:15/16School Year:’03-‘04Age:16/17School Year:’04-‘05Age:17/18School Year:’05-‘06Age:______School Year:______Life Skills Math Life Skills Math Life Skills Math– moneymanagementLife SkillsLanguage ArtsLife SkillsLanguage ArtsLife SkillsLanguage ArtsSocial Living Social Living PortfolioDevelopmentEmploymentSkillsCommunityTrainingP.E.Art forEnjoymentPortfolioDevelopmentCommunity BasedInstructionCommunity BasedAssessmentFood PreparationWorkExperienceP.E.Life Skills Math –purchasing andbudgetingLife SkillsLanguage ArtsPortfolioDevelopmentP.E.Work ExperienceDaily Living SkillsFood Preparation Social Living Social LivingP.E.Additional <strong>Ed</strong>ucational Opportunities:Daily LivingSkillsParticipation in Special Olympics and church choir.IndependentLiving SkillsDDD provides habilitation services in the community in the area of purchasing food andclothing items.17
Page 1 and 2: Transition ServicesHelping Educator
Page 3: Table of ContentsIntroduction . . .
Page 8 and 9: esult in an IEP that is outcome-ori
Page 10 and 11: • A nonacademic courses at the lo
Page 13 and 14: Statement of TransitionService Need
Page 15: COURSE OF STUDYYear 1 - Age 14/15 Y
Page 20 and 21: Statement of Needed Transition Serv
Page 22 and 23: Example 2Post School OutcomesStuden
Page 24 and 25: TransitionServicesInstruction:Commu
Page 26 and 27: needs, preferences, personal intere
Page 28 and 29: 21. Access tutoring services in sch
Page 30 and 31: 20. Complete an assistive technolog
Page 32 and 33: 24. Determine transportation option
Page 34 and 35: 23. Memorize your Social Security n
Page 36 and 37: 24. Join the local YMCA, YWCA, heal
Page 38 and 39: 25. Open a checking/savings account
Page 41 and 42: IEP Meeting AgendaFor all students

Ed O'Leary's Transition Services Guide

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