Ed O'Leary's Transition Services Guide

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TransitionServicesInstruction:CommunityExperiences:Employment:RelatedServices:The team doesnot see anidentified needfor long-termsupports in thisarea.Needs and Activities*Consider enrollment intech prep program forHuman/ Social services in11 th grade.*Contact local communitycollege for disabilitydocumentation policy*Obtain, complete, andsubmit application tocommunity college*Investigate wellness andfitness centers offeringyoga and Tai Chi.*Contact communityvolunteer center to findopportunities to assist withmaking food baskets andserving meals.*Join a community teamfor soccer and Frisbee.*Meet with adult workersin the field of social work.*Research through O’Netcareers, qualifications, andspecifications for careers insocial work.*Meet with VocationalRehabilitation to determineeligibility for services.*Participate in summerinternship at domesticabuse shelter for womenand children*Participate in communitybased instruction in the 12 thgrade in field of socialwork.Timeline forActivities’03 – ‘04’04 – ‘05’05 – ‘06’02 – ‘03’03 – ‘04’05 – ‘06’02 – ‘03’03 – ‘04’ 04 – ‘05’04 – ‘05’05 – ‘06Agency(ies) Responsible*student, VocationalEducation teacher*student*student, parent*student, parent*student, local VolunteerCenter*student, City of Parksand Recreation*student, schoolcounselor* student, school* student, parent, VRcounselor, school*student, Job ServicesCounselor*student, VocationalEducationProvider & Payer*School*There is noexpense for thisactivity.*student andparent will coverexpenses for thisactivity.*There is noexpense for thisactivity.*There is noexpense for thisactivity.*Any expense forleague joiningwill be covered bystudent.*School*School*VR*One Stop CareerCenter, summeryouth program*school22
Post-secondarytraining andAdult Living:Daily Living(ifappropriate):FunctionalVocationalEvaluation (ifappropriate):*Develop a budget forcosts of postsecondaryeducation.*Apply for consumereducation on home buyingand informed decisionmaking.*Take a cooking course.*Prepare an initial housingbudget.* Meet with schoolcounselor to affirmvocational interests andaligned graduation plan toneed.* Meet with employer todevelop situationalvocational assessment inthe community.’04 – ‘05’05 – ‘06’04 – ‘05’04 – ‘05’02 – ‘03’04 – ‘05*student, family*student, NeighborhoodHousing Services*student, communitycollege*student, parents*student, Guidancecounselor*student, VocationalEducation Teacher*There is noexpense for thisactivity.*NeighborhoodHousing Servicesdoes not require afee for thisactivity.*Student andfamily will coverthe cost of thiscourse.*There is noexpense for thisactivity.*School*SchoolIn order to help teachers write activities/strategies the following pages provide examples ofactivities/strategies that can be used to assist students to prepare for their desired postschool goals.The activities/strategies are organized by the seven areas contained in the statement of neededtransition services and relate to one or more of the postschool activities listed above.Activities/strategies that have an asterisk (*) directly relate to assisting students to further identify andclarify their preferences and interests for postsecondary outcomes. Since the statement of neededtransition services is based upon the student’s needs, interests, and preferences as they relate topostsecondary outcomes, these types of activities/strategies should be considered for each student andrepeated as needed to update information.SAMPLE TRANSITION ACTIVITIES / STRATEGIESINTRODUCTIONThe sample activities/strategies in each of the following transition areas on the following pages areonly a partial listing of the many activities that an IEP team could recommend and put into thestatement of needed transition services. In developing the activities in the statement of neededtransition services, it should be kept in mind that the area in which the activity/strategy is listed is notwhat is most important. Many of the activities/ strategies could be justified under one or more of theseven areas. What is most important is making sure that all of the critical activities/strategies areidentified and listed in one of the seven areas.The specific listing of activities/strategies must be individualized for each student based upon their23
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 18 and 19: The development of a “coordinated
Page 20 and 21: Statement of Needed Transition Serv
Page 22 and 23: Example 2Post School OutcomesStuden
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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