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Creating The VisionTransition Planning for Students With Disabilities From High School to AdulthoodDeveloped in collaboration with: Wisconsin Statewide Parent –Educator Initiative (WSPEI)Wisconsin Family Assistance Center for Education, Training and Support (WI FACETS),and the Wisconsin Statewide Transition Initiative (WSTI). Revised 2007
Transition happens when a person moves from one life stage…
The future is not something we enter. The future is something we create. And creating that future requires us to make choices and decisions… That all begins with a dream!Leonard I. Sweet
Who is the star?
Needs to express his /her strengths, preferences and interests in whatever manner possible, to begin the process of self-advocacy.
Help students talk about their dreams and goals…
Once you have a vision for the future...
Prioritize the goals!
By 14 years of age (in Wisconsin State Law) the IEP must contain a statement of Transition Services. Every student’s IEP must include:
Today’s IEP Process
Present Level of Academic Achievement and Functional Performance
Measurable Post-secondary Goals
Course of Study
(long range education plan)
Coordinated Set of Activities
(long range plan for adult life)
Short term objectives/ benchmarks
for students taking alternative assessments
Timeline Adapted from Ed O’ Leary
A statement based on age appropriate transition assessment that articulates what the student would like to achieve after high school taking into account the student’s strengths, preferences and interests.
Any student who will turn 14 during the timeframe of their IEP, or younger, if determined appropriate by the IEP team as required under IDEA 2004.
Training or Education
Specific vocational or career field, independent living skills training, vocational training program, apprenticeship, on-the-job training, job corps,
4 year college or university, technical college, 2 year college, etc.
Paid (competitive, supported, sheltered); unpaid employment (volunteer, in a training capacity); military; etc.
Independent Living, where appropriate
Adult living, daily living, independent living, financial, transportation, etc.
Education/Training and Employment
Can be combined into one all-inclusive goal or two or three separate goals
OPTIONAL – (Where appropriate)
Can be a separate goal or combined with the above goal(s)
After high school, I will enroll full time at UW-Eau Claire in the nursing program.
After high school, upon graduation from the nursing program, I will work full time as a nurse.
3. Independent Living
After high school, I will live in the dorm with a roommate.
After high school, I will enroll full time at
UW-Eau Claire to prepare myself to work full time as a nurse, and I will live in the dorm with a roommate.
Courses of Study
Coordinated Set of Activities
Measurable postsecondary goals express what the student wants to do afterthey leave high school.Students should use self determinationsurveys to express their needs, preferencesand interests
After high school,I will get on the job training at a grocery store.
After high school,I will work part-time in a grocery store.
After high school,I will live in a group home with 24 hour assistance/supervision.
*written as a combined goal:
After high school, I will work part time in a grocery store where I will receive on-the-job training, and I will live in a group home.
Plan, Develop and Write
(beginning at age 14 in WI Law,
or sooner if appropriate) …
classes, educational and community experiences that relate to what the student wants to do after high school.
(Course of Study)
to be included in
the student’s educational plan.
completed the last year the student is
in high school and goes with the student
when they leave.
The agencies invited to the IEP should be those most likely to have the services, programs and supports that best match the student’s needs and post-school goals.
At least 2 years before student exits high school, a DVR counselor should be invited to the IEP meeting to provide information and support regarding employment, postsecondary education and training.
“The Student’s Vision”
of what he/she wants for