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Transition Planning

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Transition Planning

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    1. Transition Planning

    2. Think back… In high school, what were your dreams and hopes for the future? What did you see as the road blocks to reaching your goals? What guidance, training and supports would have helped you to reach your goals?

    3. Transition Planning The Individuals with Disabilities Act (IDEA) 2004 mandates transition planning and services for all students beginning with the IEP that is in effect when the student turns 16 years of age, or earlier if appropriate. Transition planning is essential to preparing high school students for adult roles and generally involves three key steps.

    4. Key Steps in Transition Planning Coaching every student, along with his or her family, to think about goals for life after high school and to develop a long-range plan to get there; Designing the high school experience to ensure that the student gains the skills and competencies needed to achieve his or her desired goals; and Identifying and linking students and families to any needed post-school services and supports.

    5. Transition Planning As The Foundation of the High School IEP

    6. Graduation Requirements High School Diploma Certificate of Educational Achievement Certificate of Completion

    7. HIGH SCHOOL DIPLOMA

    8. HIGH SCHOOL DIPLOMA All students must: Successfully complete 220 units within the Grossmont District required course of study.

    9. Courses Required for High School Diploma

    10. Diploma Math Requirements

    11. HIGH SCHOOL DIPLOMA All students must: Successfully complete 220 units within the required course of study. Pass the First Aid, Technology Foundations, and Career Plan “check-off” requirements.

    12. HIGH SCHOOL DIPLOMA All students must: Successfully complete 220 units within the required course of study Pass the First Aid, Technology Foundations, and Career Plan “check-off” requirements Pass the California High School Exit Exam (CAHSEE) unless eligible for an exemption or waiver.

    13. HIGH SCHOOL DIPLOMA All students must: Successfully complete 220 units within the required course of study. Pass the First Aid, Technology Foundations, and Career Plan “check-off” requirements Pass the High School Exit Exam. Helix Charter and Steele Canyon Charter High Schools have additional course/credit requirements - contact the school’s counseling department for further information.

    14. Alternatives to a Diploma Certificate of Educational Achievement Certificate of Completion

    15. Certificate of Educational Achievement (CEA) Alternative to diploma course of study with emphasis on practical academics, social skills development, and vocational (career) training. Must earn a minimum of 220 credits within the course of study prescribed by the CEA. Passing the California High School Exit Exam (CAHSEE) is not a requirement. Students may pursue a CEA along with a high school diploma.

    16. Certificate of Educational Achievement Minimum of 65 credits in basic academic areas, including Consumer Math, English, Science and Social Science. Minimum of 25 credits in vocational training, including completion of a Career Plan, technology course, vocational prep and training, and work experience. Minimum of 15 credits in social skill areas, including life management, civics, citizenship, first aid, and volunteer experience or a community service research project.

    17. Certificate of Educational Achievement Remaining 115 credits determined by IEP Team, including the parent and student.

    18. Certificate of Completion 220 credits Course of study determined by IEP Team Decision typically decided by the time student has earned 170 credits

    19. Rights with Certificate of Educational Achievement or Certificate of Completion Participate in their school’s graduation ceremony and related activities Return to GUHSD to continue their education until age 22 Enroll in a California community college beginning at age 18

    20. GUHSD Sp. Ed. Website

    21. Grossmont Union High School District Special Education Career Center Providing vocational training and vocational transition services to students with disabilities

    22. SECC Department Goals To help students identify appropriate vocational classes, activities, and experiences leading to substantial gainful employment To provide vocational training and employment opportunities to students with disabilities To establish in and out of school vocational supports to students with disabilities through direct service and interagency collaboration

    23. SECC Services Vocational Screening On-the-Job Training/Work Experience Vocational Transition

    24. Vocational Consultation Written recommendations for vocational classes, activities, experiences, and linkages based on student interests and abilities

    25. On-the-Job Training Pre-vocational and soft skills training Job development Training wages Job monitoring

    26. Post-high school linkages and vocational services Point of Transition (POT) Transition Partnership Project (TPP)

    27. SH/MH Transition Programs 18-22 year olds

    28. Independent living Domestic skills Self-care Safety Meal planning/preparation Budgeting/money management Social/recreational skills

    29. Community Community access Stranger safety Use of stores and services

    30. Vocational Soft skills Work independence Productivity (speed, accuracy, stamina) Flexibility Self awareness including preferences

    31. Vocational Experience Vocational classes/ROP On-campus work exploration Community service/volunteerism Work study (at Work Training Center) Paid community work (supervised group placements)

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