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The Transition Requirements of IDEA 2004 District 287 Training – February 26, 2009 Quality Secondary Transition Planning Helps students achieve their dreams Increases graduation rates Increases enrollment in postsecondary education Improves employment rates True or False?
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Helps students achieve their dreams
Increases graduation rates
Increases enrollment in postsecondary education
Improves employment rates
Transition was included in IDEA because the first special education students to exit high school were successful in achieving positive post-school adult outcomes such as living on their own, having a well-paying job, and attending postsecondary education in record numbers.
Beginning in the mid-1980’s the U.S. Department of Education recognized that the first group of students who had been all the way through special education, as authorized under the 1975 Education of the Handicapped Act (PL 94-142), were leaving school and were not successful in adult life.
lack of enrollment in postsecondary education, continued dependence on parents, social isolation, and lack of involvement in community-based activities were found among young adults with disabilities.
Many curricula and programs do not support students with disabilities in developing essential adult-life skills.
True or False?
The National Longitudinal Transition Study-2 has reported that while outcomes for many youth with disabilities are improving, they often do not learn or use the skills in their programs that they need to achieve productivity, empowerment, and independence.
Students with disabilities are more likely to remain in school and graduate from high school than their peers without disabilities.
True or False?
Dropping out of school is one of the most serious problems facing special education programs across the country.
Almost 1:4 of all youth with disabilities exit the school system by dropping out.
Youth with emotional disabilities have the highest drop out rates
from 21% to 64% - twice the rate of students without disabilities).
The drop out rate for students with learning disabilities averages 25%.
IEP Transition Requirements based on IDEA 2004
Changes coming to EasyIEP
OSEP Indicators #13 and #14
How to use the MN Transition Compliance Toolkit
(d)(1)(A) to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living.
34 CFR §300.1(a)
State of Minnesota
Postsecondary Education and Training
- Home Living
- Community Participation
- Recreation & Leisure
Currently, EasyIEP presents this page under the Secondary Transition Plan tab
Each area of educational need identified in the PLAAFP must be addressed in the required component of the IEP:
Postsecondary goals are what the student plans to do upon school exiting from secondary education.
*may include recreation and leisure, community participation and home living
Education or Training
Independent Living, (where appropriate)
♦ Begin with After high school or After transition program…
♦ Use results-oriented terms such as enrolled in, participate in, work and live independently
♦ Use descriptors such as full time and part time
Education & Training:
Note: There are three boxes available to write goal(s).
IDEA ’04 requires, transition services (including courses of study) needed to assist the child in reaching their (postsecondary) goals.
Transition services means a coordinated set of activities for a child with a disability that:
Anticipated month and year of graduation: January 2012
These activities can be a formal or informal imparting of knowledge or skills, such as:
Tom will tour the Adult Basic Education program in Minneapolis with school staff.
Tom will fill out summer job applications with help from his Work Experience Coordinator.
Tom will tour group home options with his county social worker and parents.
34 CFR § 300.305(e)(3)
A summary of the child’s academic and functional performance, which shall include recommendations on how to assist the child in the child’s postsecondary goals.
The purpose of the summary is to provide the student with a document that will help establish eligibility for reasonable accommodations and supports in post-school settings.
Percent of youth aged 16 and above with an IEP that includes coordinated and measurableannual IEP goals and transition services that will reasonably enable the child to meet their postsecondary goals.
[20 U. S. C. 1416 (a)(3)(B)]
Are there measurable postsecondary goals for education, employment and where appropriate, independent living?
Is there evidence that the measurable postsecondary goals were based on age-appropriate transition assessments?
Are there annual IEP goal's that reasonably enable a child to meet the postsecondary goals?
Are there transition services in the IEP that focus on improving the academic and functional achievement of the child to facilitate his/her movement from school to post-school?
For transition services that are likely to be provided or paid for by other agencies with parent (or child once the age of majority is reached) consent, is there evidence that representatives of the agency(ies) were invited?
Do the transition services include courses of study that focus on improving the academic and functional achievement of the child to facilitate movement from school to post-school?
An Overview:How to use the Transition Compliance Toolkit