Transition handbook 312650

This is one of many publications available through the Bureau of Exceptional Education and

Student Services, Florida Department of Education, designed to assist school districts, state

agencies that support educational programs, and parents in the provision of special programs.

For additional information on this publication, or for a list of available publications, contact the

Clearinghouse Information Center, Room 628 Turlington Bldg., Tallahassee, Florida 32399-

0400.

telephone: (850) 245-0477

FAX: (850) 245-0987

Suncom: 205-0477

email: cicbiscs@fldoe.org

website:

www.myfloridaeducation.com/commhome/

Florida Department of Education

Bureau of Exceptional Education and Student Services

Bambi Lockman, Chief

Evy Friend, Administrator, ESE Program Development and Services

This guide was developed by Janet Adams and Carmy Greenwood of the Florida

Department of Education, and Sheila Gritz of the Career Development and Transition

Project, The Transition Center at the University of Florida.

State of Florida

Department of State

2005

Authorization for reproduction is hereby granted to the State System of Public Education

consistent with section 1006.39(2), Florida Statutes. No authorization is granted for

distribution or reproduction outside the State System of Public Education without prior

approval in writing.

CONTENTS

WELCOME ????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? ?

How to Use This Guide ??????????????????????????????????????????????????????????????????????????????????????????????????? ?

STUDENT AND FAMILY INVOLVEMENT ?????????????????????????????????????????????????????????????????????????? ?

WHAT ARE TRANSITION SERVICES? ???????????????????????????????????????????????????????????????????????????????? ?

WHAT’S DIFFERENT ABOUT THE TRANSITION IEP MEETING? ????????????????????????????????? ??

Notice of the Meeting ?????????????????????????????????????????????????????????????????????????????????????????????????? ??

Participants ????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? ??

PREPARATION FOR THE TRANSITION IEP MEETING ???????????????????????????????????????????????????? ??

CONTENTS OF THE TRANSITION IEP ?????????????????????????????????????????????????????????????????????????????? ??

Desired Post?School Outcome Statement ???????????????????????????????????????????????????????????????????? ??

Present Levels of Educational Performance ???????????????????????????????????????????????????????????????? ??

Measurable Annual Goals and Benchmarks or Short?Term Objectives ???????????????????? ??

Statement of Courses of Study (Transition Service Needs) ??????????????????????????????????????? ??

Statement of Needed Transition Services ???????????????????????????????????????????????????????????????????? ??

Responsibilities and Linkages ???????????????????????????????????????????????????????????????????????????????????????? ??

TRANSITION TEAM WORK ??????????????????????????????????????????????????????????????????????????????????????????????? ??

School District/School Responsibilities ??????????????????????????????????????????????????????????????????????? ??

Agency Responsibilities ???????????????????????????????????????????????????????????????????????????????????????????????? ??

Family Responsibilities ?????????????????????????????????????????????????????????????????????????????????????????????????? ??

Student Responsibilities ???????????????????????????????????????????????????????????????????????????????????????????????? ??

DIPLOMA OPTIONS ???????????????????????????????????????????????????????????????????????????????????????????????????????????? ??

Standard Diploma?????????????????????????????????????????????????????????????????????????????????????????????????????????? ??

Standard Diploma with FCAT Waiver ????????????????????????????????????????????????????????????????????????? ??

Special Diploma ?????????????????????????????????????????????????????????????????????????????????????????????????????????????? ??

Effects of the Diploma Choice ????????????????????????????????????????????????????????????????????????????????????? ??

Certificates of Completion ???????????????????????????????????????????????????????????????????????????????????????????? ??

State of Florida Diploma (GED Diploma) ??????????????????????????????????????????????????????????????????? ??

GETTING A HEAD START ON TRANSITION ???????????????????????????????????????????????????????????????????? ??

Middle School and Earlier ????????????????????????????????????????????????????????????????????????????????????????????? ??

High School ???????????????????????????????????????????????????????????????????????????????????????????????????????????????????? ??

WHEN YOUR YOUNG PERSON BECOMES AN ADULT ?????????????????????????????????????????????????? ??

Age of Majority ?????????????????????????????????????????????????????????????????????????????????????????????????????????????? ??

Free Appropriate Public Education? Ages ??–?? ?????????????????????????????????????????????????????????? ??

PARENT’S’ DICTIONARY ????????????????????????????????????????????????????????????????????????????????????????????????????????????? ??

SUGGESTED READING MATERIALS ????????????????????????????????????????????????????????????????????????????????????????? ??

WHERE TO GO FOR HELP (DIRECTORY)???????????????????????????????????????????????????????????????????????????????? ??

OBSERVATION GUIDE: BEFORE TRANSITION IEP MEETINGS ??????????????????????????????????????????? ??

PARENTS’ RECORD OF TRANSITION IEP MEETING ?????????????????????????????????????????????????????????????? ??

CONTACT LOG ????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? ??

TRANSITION CHECKLISTS ????????????????????????????????????????????????????????????????????????????????????????????????????????? ??

Age ?? ????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? ??

Ages ????? ??????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? ??

NOTES ?????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? ??

WELCOME

The IEP can become a plan

that will help your young

person move from school

to adult life…

This is a guide to planning for the successful

transition

of a student with

disabilities

from school to adult life. It was written for families of Florida’s students with disabilities.

However, other people involved in transition planning, such as students and teachers,

will also find this guide helpful.

Transition planning focuses on plans and dreams you and your young person have for

the future. The purpose of transition planning is to provide your young person with the

services and supports he or she needs to make a successful move into adult life.

Transition planning usually begins at age 14. However, it may begin before age 14 for

some students. For example, earlier transition planning may help stop a student from

dropping out of school. Earlier transition planning may also be needed for a student

with significant disabilities, because it may take more time to set up needed post-

school services.

•? Transition planning

should

take place for any student with disabilities who has an

individual educational plan (IEP)

, beginning by the time the student turns 14.

•? Transition planning

should

be part of the IEP process.

•? Transition services

should

be part of the IEP, not a separate plan.

•? Transition planning

should

involve the student, the family, school staff, agency

staff, and others identified by the Transition IEP team.

•? Transition planning

should not

be a one-time event.

The transition process continues until the student graduates from high school.

This guide will help you understand how the IEP can become a plan that will help your

young person move from school to adult life. An IEP that helps a student get ready for

transition is called a

Transition IEP

Note:

For general information about the education of students with disabilities (ages 3

to 22), see

For Parents of Florida’s Students with Disabilities: An Introduction to Excep?

tional Student Education

(available from the Clearinghouse Information Center at the

address listed on the inside front cover of this book).

HOW TO USE THIS GUIDE

This guide provides you with information about transition planning, the Transition IEP,

diploma options, and other topics. It also includes some special sections that will help

you participate more fully in the transition process.

•

The Parents' Dictionary that begins on page 33 explains the meaning of the under?

lined words in this guide.

•

The Observation Guide on pages 47 and 48 will help you to think about your young

person’s current strengths and needs and plans for the future. You can record infor?

mation and ideas right on the Observation Guide.

•

On the Parents’ Record of Transition Meeting (pages 49 and 50) you can record

what happens before, during, and after a Transition IEP meeting. Feel free to make

copies of this form or any other part of this guide for your use.

•

The Directory that begins on page 41 lists state agencies and other organizations

that may be able to help your family during the transition process.

•

You can use the Transition Checklists that begin on page 53 to determine what

should be happening for your son or daughter each year in preparing for the transi?

tion from school to adult life. A checklist is provided for each year from age 14

through age 18. Another checklist is provided for ages 19-21. Each checklist in?

cludes transition practices that are required by federal or state law. The back of

each checklist includes practices that are not required but that are suggested be?

cause they contribute to successful transitions.

We hope this guide will help you to help your young person. The people at your

young person’s school or in your local school district office will be happy to work

with you and to answer your questions.

STUDENTSTUDENT

STUDENT

AND FAMILY

INVOLVEMENT

The success of transition

planning depends on each

member of the team…

The success of transition planning depends on each member of the team helping the

student reach his or her dreams for the future. Parents are a very important part of this

process. Your involvement determines how successful your young person’s transition

will be.

It is also important that your young person participate as much as possible in the

transition planning process, especially in deciding what he or she would like to do after

leaving school. The

Individuals with Disabilities Education Act (IDEA)

emphasizes

the importance of involving students in meaningful ways in the Transition IEP process.

You and your young person know more than anyone else about

•

your young person’s goals for adult life

•

strengths and resources of your family

•

strengths and resources of your extended family and the community

•

services your family needs

•

services and service providers that have helped you in the past.

WHAT ARE

TRANSITION

SERVICES?SERVICES?

SERVICES?

Transition services help a

student move from school to

post?school activities?

The purpose of transition planning is to provide your young person with the services

and supports he or she needs to make a successful move into adult life. The Transition

IEP team plans the services that will help your young person make this transition. The

team includes you, your young person, and teachers. Once your young person reaches

age 16, the team may also include representatives of agencies that are likely to provide

or pay for services.

Transition services are a coordinated set of services that help students prepare for

post-school activities

such as

•

college or university programs

•

continuing and adult education

•

vocational training

•

employment

•

adult services from various agencies

•

independent living

•

community participation.

The IDEA says the following about transition:

•

Beginning when the student is 14 (or younger, if appropriate), the IEP must include

a statement of the student’s

transition service needs

. This statement should focus

on the

courses of study

the student will follow to achieve his or her desired post-

school outcomes.

•

Beginning when the student is 16 (or younger, if appropriate), the IEP must include

a statement of needed

transition services

for the student. This statement must

include, if appropriate, any

interagency responsibilities

linkages

required.

“Transition service needs” and “transition services” are the terms used in IDEA. How?

ever, they sound so much alike that they can be confusing. In this guide , the term

“courses of study” is used instead of “transition service needs” to make these ideas less

confusing.

Transition services must

•

be based on your young person’s individual needs

•

take into account your young person’s likes and interests

•

include needed activities in the areas of

—? instruction

—?

related services

—? community experiences

—? employment

—? post-school adult living skills

—?

daily living skills

, if appropriate

—?

functional vocational evaluation

, if appropriate.

•

involve agencies such as Division of Vocational Rehabilitation, Agency for Persons

with Disabilities (which used to be called the Developmental Disabilities Program),

Mental Health Program, and Division of Blind Services, if the agency is likely to

provide or pay for services.

WHAT’SWHAT’S

WHAT’S

DIFFERENT

ABOUT THE

TRANSITION

IEP MEETING?

The process of developing a

plan for a young person in

need of transition services

is a bit different…

You will be asked to help write a Transition IEP when your young person is 14 years

old, and at least once every 12 months after that. You may be familiar with the process

of developing a regular IEP. The process of developing a Transition IEP is a bit differ?

ent. The contents of the Transition IEP are somewhat different too.

NOTICE OF THE MEETING

The

notice

about the

Transition IEP meeting

is different than the notice you received

about

IEP meetings

when your child was younger.

In addition to the information required for all IEP meeting notices, the written notice for

a Transition IEP meeting must tell you

•

that the purpose of the meeting is to discuss courses of study (transition services

needs) or needed transition services

•

that your young person has been invited

•

which other agencies have been invited to the meeting (for students age 16 or

older).

PARTICIPANTS

People who must be invited to the Transition IEP meeting are

•

your young person

•

you

•

one or more of your young person’s ESE teachers

•

one or more of your young person’s

general education

teachers, if your young

person is or will be participating in the general education environment

•

a representative of the school district

•

a representative of any other agency that is likely to be responsible for providing or

paying for transition services (if your young person is age 16 or older)

•

any other person that you, the school, or an agency believes has knowledge of your

young person or special equipment used by your young person.

Your young person must be invited to participate in Transition IEP meetings. If your

young person is not able to attend the meeting, the Transition IEP team must take

steps to make sure they consider your young person’s needs, preferences, and inter?

ests.

If an agency invited to come to a Transition IEP meeting does not do so, the school

district must take other steps, such as letters or phone calls, to try to have that agency

participate. If an agency agrees to provide services but does not do so, the Transition

IEP team will need to meet again to find other ways to meet your young person’s tran?

sition needs.

PREPARATION

FOR THEFOR THE

FOR THE

TRANSITION

IEP MEETING

Discuss goals for the future

with your son or daughter

before the meeting…

It’s a good idea to get ready for the Transition IEP meeting before you go. Discuss

goals and desires for the future with your young person and his or her teachers before

the meeting. With help from his or her teacher, your young person may already have

collected some information to prepare for the meeting. Your young person may even

be prepared to lead the Transition IEP meeting.

Your child’s teacher may give you a pre-meeting form that will help you prepare. If not,

you may use the

Observation Guide on pages 47 and 48

. Also, organize your records

to bring to the meeting. That way, any information you need will be at your fingertips.

Before the Transition IEP meeting, you may want to

•

gather information about your young person’s present and future situation, such as

recent IEPs,

evaluations

, and work history

•

learn about the contents of the Transition IEP and what will happen during the Tran?

sition IEP meeting

•

think about what services, including

assistive technology

, your young person

needs to reach his or her

desired post-school outcome

•

sign and return the exchange of information forms; this allows the school to share

information on your young person with other agencies that may provide transition

services

•

become familiar with local services that may help your young person

•

be sure you know which diploma option your young person is working toward and

understand the education and employment outcomes associated with that option.

(See page 23.)

Here are some ways that you and the teachers can help your young person prepare for

the Transition IEP meeting:

•

Give your young person information about the transition planning process.

•

Ask your young person about his or her interests and abilities.

•

Ask your young person about his or her goals for post-school adult life and help

your young person to develop a desired post-school outcome statement that reflects

the living arrangements, work,

postsecondary education

, and recreational and

social activities he or she hopes to participate in.

•

Help your young person review and update his or her transition portfolio (a collec?

tion of school records, job history, work samples, and career plan).

•

Encourage/help your young person to fill out a pre-planning form for transition

services. Review it with your young person.

•

Help your young person understand the education and employment outcomes

associated with the type of diploma he or she is working toward. (See page 23.)

•

Teach your young person

self-determination

and

self-advocacy

skills. (See pages

28–30.)

CONTENTS

OF THEOF THE

OF THE

TRANSITION IEP

The Transition IEP contains

some special kinds of

information…

The Transition IEP contains all the information that other IEPs do. The Transition IEP

also contains some extra information, including

•

a desired post-school outcome statement

•

for students age 14 and older, a statement regarding courses of study (transition

service needs)

•

for students age 16 and older, a statement of needed transition services (If no ser?

vices are needed, that must be stated in the Transition IEP. It is also recommended

that the team include an explanation of how that decision was made.)

•

a description of agency responsibilities and linkages, if appropriate (for students

age 16 and older)

•

an indication of whether the student is working toward a

standard diploma

or a

special diploma

(See page 23.)

•

consideration of the provision of information about or instruction in self-determina-

tion, if appropriate for the student

•

at least one year before the student reaches the age of 18, a statement that the

student has been informed of the rights that will transfer to the student on reaching

the age of 18.

The sections that follow describe some of the most important parts of a Transition IEP.

DESIRED POST?SCHOOL OUTCOME STATEMENT

The desired post-school outcome statement describes your young person’s dreams for

life after graduation. It is important because it gives the IEP team a vision to work

toward. The rest of the Transition IEP is based on the student’s desired post-school

outcome.

The desired post-school outcome statement should focus on

•

where your young person will live

•

what kind of job he or she will have

•

what kind of postsecondary education he or she will pursue

•

what he or she will do for fun

•

how he or she will participate in social activities

•

how he or she will become part of the community.

This statement should be updated each year. An example of a desired post-school

outcome statement is provided below.

John desires to obtain employment, but doesn’t know what he wants to do. He

would also like to participate in a men’s softball league, get his driver’s license,

help his elderly neighbors, and eventually live on his own.

The workbook

Dare to Dream

is designed to help students develop desired post-school

outcome statements. See page 39 for information on how to obtain a copy of

Dare to

Dream

from the Clearinghouse Information Center.

PRESENT LEVELS OF EDUCATIONAL PERFORMANCE

In a Transition IEP, the

present levels of educational performance

statements should

focus on areas that are related to the desired post-school outcome statement. All Tran?

sition IEP team members must have a clear picture of your young person’s abilities and

interests. This information may come from your young person’s portfolio or file, as well

as from your young person, your family, teachers, and agency staff. The information

should include formal and/or informal assessment data. It should also identify your son

or daughter’s priority educational needs.

An example of a present level of performance statement focusing on employment is

provided below.

Based on information from John, his parents, teachers, and informal classroom

assessments, John has not yet participated in any school-related career explora?

tion activities. As he lives in a rural area and his family has limited opportunities

for transportation, he hasn’t had much exposure to career opportunities in his

home community or surrounding communities. John is able to perform simple

functional tasks independently (e.g., bathing, dressing, eating). He is well liked

by his friends, teachers, and community and exhibits good social skills. He is

making adequate progress in his academic program working toward a special

diploma. However, preliminary classroom assessments and informal interviews

indicate that John is likely to need supports to identify his career interests, prefer?

ences, and abilities; obtain employment; and maintain employment. His cogni?

tive disability limits his ability to complete multistep tasks in sequence for new

tasks introduced without verbal or model prompts. Additionally, his disability

impacts his ability to make decisions when given multiple options. John’s prior?

ity educational need is to identify a preference for post-school employment that

matches his interests and abilities.

MEASURABLE ANNUAL GOALS AND BENCHMARKS

OR SHORT?TERM OBJECTIVES

Measurable annual goals

are stepping stones from your young person’s present levels

of performance to the hopes for the future expressed in the desired post-school out?

come statement.

The Transition IEP team may write

benchmarks

short-term objectives

. The team

does

not

have to write both benchmarks

and

short-term objectives.

All Transition IEP team members should be involved in developing measurable annual

goals and the benchmarks or short-term objectives that go with them. It is especially

important that you and your young person be involved.

An example of a measurable annual goal with benchmarks is provided below.

Measurable Annual Goal

John will describe at least one career preference with an explanation of how the

career or job matches his interests and abilities at his annual Transition IEP meet?

ing.

Benchmarks

John will describe his own interests and abilities related to career preferences

after completing a self-assessment with supports by October 15, 2005.

Given observations, interviews, and experiences in at least four different job

descriptions/positions (up to five hours each position), John will express his

preferences and concerns about each job within a week after each exploration

activity.

Needs Addressed by Measurable Annual Goals

Transition IEP goals address needs in particular activity areas that relate directly to

post-school life, such as community experiences and employment. Transition services

activity areas that must be addressed are listed on page 9.

The Transition IEP team should write measurable annual goals in any of the activity

areas in which your young person has needs. One measurable annual goal may ad?

dress more than one activity area.

STATEMENT OF COURSES OF STUDY

(TRANSITION SERVICE NEEDS)

Beginning when your young person is age 14, the Transition IEP will include a state?

ment of transition service needs. Transition service needs focus on courses your young

person will take in order to prepare for transition to post-school life. This statement

must be updated each year.

Here are some examples of transition service needs focusing on courses of study:

•

advanced placement courses to prepare for college

•

career education courses to prepare for a career

•

courses in daily living skills such as preparing meals, using public transportation,

and managing money.

Here is an example for John, the student we have been following so far:

John will participate in exploratory career education and courses that provide

community-based experiences to help him learn about career options and iden?

tify his preferences.

STATEMENT OF NEEDED TRANSITION SERVICES

When your young person is age 16 or older, the Transition IEP will include a statement

of needed transition services in the following areas:

•

instruction

—formal instruction in school, home, or community, including commu-

nity-based instruction, travel training, academic and career/technical education

courses, self-determination and self-advocacy training, and extracurricular activities

•

related services

—transportation and developmental, corrective, and other support

services that help the student benefit from instruction

•

community experiences

—participation in activities outside the school building,

including community activities such as recreation, using public transportation, and

shopping

•

employment—

activities that prepare a student for employment, such as career

education, development of good work habits, technical skills training, guided prac?

tice in school and community work situations, career placement,

supported com-

petitive employment

on-the-job training

•

post-school adult living

—preparation for important adult activities that are done

only occasionally, such as those necessary for living and participating in the com?

munity, including renting an apartment, paying bills, filing for insurance, voting, and

getting along with others.

If appropriate for your young person, the Transition IEP team will also identify needed

transition services in the following activity areas:

•

daily living skills

—activities that teach your young person to manage daily personal

needs (preparing meals, grooming, budgeting, etc.) as independently as possible

•

functional vocational evaluation

—an evaluation that collects information on your

young person’s career interests and aptitudes.

The statement of needed transition services for the areas identified as priority educa?

tional needs to meet your son or daughter’s desired post-school outcome statement is

typically addressed through the development of measurable annual goals and bench?

marks or short-term objectives. Related services, however, are typically addressed in

the related services area designated for all IEPs, including Transition IEPs.

John required a statement of needed transition services in the area of employ?

ment. You may wish to look back to page 17 to see how employment was ad?

dressed through the development of a measurable annual goal and benchmarks

for John. Other areas (e.g., post-school adult living) would be addressed simi?

larly, based on the student’s desired post-school outcome statement, present

levels of performance, and priority educational needs.

RESPONSIBILITIES AND LINKAGES

The Transition IEP team must create connections, or linkages, with agencies that can

provide services for your young person after he or she leaves school.

When your young person is age 16 or older, the Transition IEP must identify any com?

munity agencies that will provide services your young person needs to achieve his or

her desired post-school outcome. It is important that these agencies participate in the

transition process.

Depending on your young person’s needs, key agencies may include

•

Division of Vocational Rehabilitation (part of the Florida Department of Education)

•

Agency for Persons with Disabilities (used to be called the Developmental Disabili?

ties Program

•

Mental Health Program (part of the Florida Department of Children and Families)

•

Division of Blind Services (part of the Florida Department of Education)

•

community college

•

career center

•

leisure and recreation service providers

•

medical, health, or mental health service providers

•

other community-based organizations and providers of services to adults.

John’s present level of performance statement for the area of employment indi?

cated that he would likely need supports to obtain and maintain employment.

Agencies might be likely to provide or pay for services and supports to assist

John with obtaining and/or maintaining employment and should therefore be

invited to attend his Transition IEP meeting.

TRANSITION

TEAM WORK

All members of the team

must do their part…

As you can see, for your young person to have a successful transition into adult life, all

members of the Transition IEP team must do their part. Schools alone cannot get a

young person ready for adulthood. The family, the community, service agencies, and

the young person share this responsibility. When the Transition IEP team carries out the

transition process well, your young person benefits.

SCHOOL DISTRICT/SCHOOL RESPONSIBILITIES

•

The school district has the main responsibility to make sure that the measurable

annual goals and the benchmarks or short-term objectives are met. If a service on

the Transition IEP has not been provided, the school district must get the Transition

IEP team back together to find another way of providing the service. The school

district is responsible for helping students and agencies link up with one another.

•

The school district is also responsible for helping the student learn self-determina-

tion skills so that the student can effectively participate in Transition IEP meetings

and self-advocate, if appropriate.

•

The school district will also identify someone to follow-up with agencies and verify

that services identified in the Transition IEP are provided.

AGENCY RESPONSIBILITIES

Representatives from other agencies may be asked to attend Transition IEP meetings.

Other agencies often have many responsibilities in the transition process.

Here are some reasons that agencies are invited to Transition IEP meetings.

•

Your young person may need agency assistance during his or her final years of

school.

•

An agency may need to take responsibility for some of the measurable annual goals

and benchmarks or short-term objectives.

•

An agency may need to take responsibility for purchasing, maintaining, and training

on assistive technology your young person’s needs.

•

Agency representatives may need to reassure you that the agency will provide

supports and services once the young person has left school.

•

Agencies may have been helpful to your young person in the past.

If an agency that was to provide a service does not do so, the Transition IEP team will

meet again to work out another way to provide that service to the student.

FAMILY RESPONSIBILITIES

The family provides the most day-to-day support for their child from birth to adult life,

so the family knows best which services their young person needs to make the transi?

tion from school to adult life. Here are some specific roles that families play in the

transition process:

•

Take an active role in the transition process. Ask questions. Make suggestions.

•

Keep records of the transition-related services and activities that occur.

•

Review your son or daughter’s Transition IEP goals.

•

Review graduation requirements and help make decisions about diploma options.

•

Provide opportunities for your son or daughter to explore post-school options (e.g.,

employment, career centers, community colleges, universities, living arrangements,

recreation and leisure, and community service).

•

Support your son or daughter in developing his or her own desired post-school

outcome statement.

•

Support your son or daughter in writing personal letters of invitation for teachers

and agency personnel to attend his or her Transition IEP meetings.

•

Conduct mock Transition IEP meetings so your son or daughter can practice par?

ticipating in the meeting.

•

Help your son or daughter to develop a portfolio that includes an updated Transition

IEP, copies of birth certificate, social security number, assessment scores, psycho?

logical testing, learning style, grade point average, class rank, honors or awards,

work evaluations, work experiences, and other related information.

STUDENT RESPONSIBILITIES

Your young person also has responsibilities in the transition planning process, such as

•

taking an active role in developing the Transition IEP

•

learning about the transition process

•

thinking about what services would help him or her in daily adult life, so that the

transition team may invite the appropriate agencies to the Transition IEP meeting

•

thinking about what he or she wants to do—and where he or she wants to do it—in

the years immediately after school

•

meeting and working with career and guidance counselors to determine which

courses and other school experiences are required for desired post-school activities

•

learning more about his or her disability and how to get the services and supports

he or she needs to achieve long-term goals

•

developing and using self-determination and self-advocacy skills

•

going to class

•

completing homework assignments

•

saving money for post-school activities

•

learning how to use and maintain the assistive technology he or she needs

•

accepting responsibility for chores at home.

DIPLOMA

DIPLOMADIPLOMA

DIPLOMA

OPTIONS

OPTIONSOPTIONS

OPTIONS

The diploma decision will

greatly affect your young

person’s future…

Successful transitions require lots of planning and decision-making. One of the most

important decisions is the type of high school diploma that the student will work

toward. The student and family make this diploma decision with the IEP team. The

decision is based on the student’s needs and desired post-school outcomes.

It is important that you be fully informed about diploma options, because a student’s

opportunities for employment, further education and training, and military service after

graduation may depend on the type of diploma that the student earns. The diploma

decision will greatly affect your young person’s future.

The IEP team must make an initial diploma decision at the IEP meeting during your

young person’s eighth-grade year or during the school year of your young person’s

14th birthday (whichever comes first). The diploma decision may be changed later

through an IEP meeting, if necessary.

IEP teams should consider diploma options in the following order, according to the

student’s needs and abilities:

•

Standard Diploma

•

Standard Diploma with FCAT waiver

•

Special Diploma, Option 1

•

Special Diploma, Option 2.

Depending on the diploma option selected, some students may need to spend more

than four years in high school. A student with a disability has the right to stay in school

until age 22, or until the student earns a standard diploma (or GED diploma),

whichever comes first. Students who do not meet requirements for a standard or

special diploma may be awarded either a regular or a special certificate of completion,

depending on their coursework.

STANDARD DIPLOMA

The standard high school diploma is the type of diploma earned by most students. The

student studies the

general curriculum

(the regular

Sunshine State Standards

). The

student may receive certain allowable

accommodations

how

the material is taught

and how the student is tested, if needed. The student must meet all the following re?

quirements:

•

The student earns the required credits in high school.

•

The student earns at least a 2.0 grade point average.

•

The student passes both parts of the grade 10

Florida Comprehensive Assessment

Test (FCAT)

STANDARD DIPLOMA WITH FCAT WAIVER

If the IEP team determines that the FCAT cannot accurately measure the student’s

abilities, even if all allowable accommodations are used, the team may waive, or omit,

the FCAT requirement for graduation. The student may then graduate with a

standard

diploma with FCAT waiver

. To be considered for the waiver, a student must meet all of

the following criteria:

•

The student has taken the grade 10 FCAT with appropriate, allowable accommoda?

tions at least twice and has participated in the March administration of the FCAT

during the senior year.

•

The student has participated in intensive remediation in math and/or reading, if

passing scores were not earned.

•

The student is progressing toward meeting the minimum number of course credits

prescribed by the state and district school board.

•

The student has demonstrated the knowledge, skills, and abilities required by the

grade 10 Sunshine State Standards.

•

The student has an overall grade point average of 2.0 or higher on a 4.0 scale.

•

The IEP team has determined that the FCAT cannot accurately measure the

student’s abilities, even if all appropriate, allowable testing accommodations are

used.

SPECIAL DIPLOMA

Special diplomas are appropriate

only

for students who cannot learn all the same

things nondisabled students learn, even with accommodations. These students need

modifications

to the curriculum—changes in

what

they are expected to learn.

Students who are working toward a special diploma are often

assessed

using an

alter-

nate assessment

instead of the FCAT.

There are two types of special diplomas:

Option 1

and

Option 2

Special Diploma? Option ?

The requirements for a special diploma under

Option 1

are as follows:

•

The student must earn the minimum number of course credits determined by the

local school board.

•

The student must show mastery of the

Sunshine State Standards for Special

Diploma

Note:

Students who have been identified as visually impaired or speech impaired are

not eligible for a special diploma unless they also have another identified disability.

Special Diploma? Option ?

The student fulfills an individually designed graduation training plan that includes em?

ployment and community living skills, meets related measurable annual goals and

benchmarks or short-term objectives, and maintains employment for at least one

semester.

The requirements for a special diploma under

Option 2

are as follows:

•

The student must be successfully employed for at least one semester, at or above

minimum wage.

•

The student must achieve all annual goals and short-term objectives related to

employment and community competencies in the graduation training plan.

•

The student must show mastery of competencies in his or her employment and

community competencies training plan.

EFFECTS OF THE DIPLOMA CHOICE

Employers, adult education programs, career centers, the military, colleges, and uni?

versities all accept a standard diploma. However, the military, colleges, and universities

usually do not accept a special diploma. So a special diploma may limit your young

person’s options in post-school adult life.

For this reason, the standard diploma should be the starting point for IEP teams when

making the diploma decision. When in doubt, IEP teams are encouraged to choose the

standard diploma.

Here are some questions the IEP team should consider before making the diploma

decision:

•

Can your young person learn the skills required to meet the Sunshine State Stan?

dards?

•

What accommodations for classroom work and tests does your young person need

to meet the Sunshine State Standards?

•

What modifications in course requirements does your young person need?

•

Can your young person earn the credits and grade point average required to earn a

standard diploma?

•

Can your young person pass the FCAT?

•

What are the district’s requirements for the special diploma?

•

If your young person cannot meet the requirements for a standard diploma, is he or

she going to work toward special diploma option 1 or special diploma option 2?

As you can see, it is important to make the diploma decision carefully. However, the

decision can be changed if it turns out to be wrong for your child. So, if it is not clear

whether your young person will be able to meet the requirements for a standard di?

ploma, the IEP team may decide to have your young person try and if he or she is not

able to meet the requirements, to change to a special diploma later. If there is a chance

that your young person will be able to earn a standard diploma, he or she should at

least begin by working toward a standard diploma.

CERTIFICATES OF COMPLETION

With careful planning and monitoring of progress, most students with disabilities are

able to earn either a standard diploma or a special diploma. However, some students

complete the required courses but are not able to meet the other requirements for a

standard diploma or a special diploma. These students may receive one of the follow?

ing types of certificates, which are not high school diplomas:

•

certificate of completion-College Placement Test (CPT) Eligible

•

certificate of completion

•

special certificate of completion

STATE OF FLORIDA DIPLOMA (GED DIPLOMA)

Students who are at least 18 years old and who have not earned a standard diploma

may try to earn a

State of Florida high school diploma

. To earn this diploma, the

student must pass the Tests of General Educational Development (GED). The GED

tests are written on a ninth-grade reading level.

Note:

For more information, see “High School Diploma Options for Students with

Disabilities: Getting the Right Fit,” which is available from the Clearinghouse Informa?

tion Center.

GETTING A

HEAD START ON

TRANSITION

It is never too early to plan for

transition to adult life???

Preparing your young person for transition to adult life is a gradual process. Even if

your young person is not old enough to participate in job training or to develop inde?

pendent living skills, there is a lot you can do now.

Here are some suggestions for you to consider as your child grows up.

MIDDLE SCHOOL AND EARLIER

•

Encourage your child to strive for early independence.

•

Involve your child in activities that foster self-respect, self-esteem, and self-determi-

nation.

•

Take your child into the community. Point out community members and talk about

what they do.

•

Encourage your child to talk about what he or she might like to do as an adult.

•

Show your child how much you enjoy your own work.

•

Encourage your child to dress and groom appropriately and to take care of his or

her own self-care or cleanliness needs.

•

Assign your child specific duties around the house. Insist that your child do them

thoroughly and on time.

•

Give your child an allowance and let him or her spend some of the money and save

some.

•

Encourage your child to get involved in activities outside of school, such as sports,

clubs, and music or art.

•

Encourage your child to participate with you in community activities such as visit?

ing elderly people, helping neighbors in need, attending social events, and shop?

ping.

•

Introduce your child to people who do various kinds of work. Include people with

disabilities and people without disabilities. Discuss what the worker is doing and

encourage your child to talk about what job he or she might like to do.

•

Take your child to work with you on “Take Your Daughter (or Son) to Work Day.”

•

Help prepare your child to participate in community programs by taking your child

with you when taking part in community activities.

•

Attend your child’s IEP meetings.

•

Include goals related to social and community skills in the IEP.

•

At IEP meetings, ask that your child participate in career awareness activities, in?

cluding career assessment.

•

Address career awareness, career exploration, and career preparation in the IEP.

•

Monitor your child’s progress toward annual IEP goals by talking with team mem?

bers and your child.

•

Talk to other families who have gone through the transition process. Find out what

has been helpful to them.

•

Talk to the school staff about whether your child should work toward a standard

diploma or a special diploma. Learn about the differences between a standard di?

ploma and a special diploma.

•

Explain the IEP process to your child.

•

Help your child develop self-determination and self-advocacy skills.

•

Help your child begin and/or update a career plan and transition portfolio.

•

Identify agencies that provide adult services, such as the Agency for Persons with

Disabilities and the Division of Vocational Rehabilitation.

•

Visit work and independent living programs to identify what options will be available

when your child leaves school.

HIGH SCHOOL

•

Develop a plan to increase independence. Let your young person make decisions

and take reasonable risks.

•

Encourage your young person to become involved in community activities and

increase his or her circle of friends.

•

Encourage your young person to find paid employment in the community.

•

Teach your young person to use public transportation independently.

•

Introduce your young person to people with disabilities who are successfully em?

ployed.

•

Help your young person continue to develop and use self-determination and self-

advocacy skills.

•

Attend Transition IEP meetings with your young person.

•

Help your young person learn to direct his or her own Transition IEP meeting.

•

Help decide if your young person will work toward a standard diploma or a special

diploma.

•

Address employment training at actual work sites in the Transition IEP.

•

Address career education opportunities at the high school or career center in the

Transition IEP.

•

Encourage your young person to update his or her career plan and transition portfo?

lio.

•

Help your young person monitor his or her progress toward annual Transition IEP

goals and the desired post-school outcome.

•

Teach your young person to be responsible for any special equipment he or she

needs.

•

Identify and apply for services provided by adult agencies.

•

Investigate adult living options available in your community.

•

Consult legal experts about financial planning, guardianship, and estate planning.

•

Become aware of Social Security work incentives if your child receives

Supplemen-

tal Security Income (SSI)

Social Security Disability Income (SSDI)

. If your son

or daughter has previously been turned down for SSI or SSDI based on income,

reapply for benefits after his or her 18th birthday, when your income will no longer

be considered for eligibility purposes.

WHEN YOUR

YOUNG PERSON

BECOMES AN

ADULTADULT

ADULT

AGE OF MAJORITY

The age when a person becomes a legal adult is called the

age of majority

. The rights

of the parents of a student with a disability transfer to the student when the student

reaches the age of majority. In Florida, this is 18 years of age.

Young adults and their parents may have different ideas about the best steps to take to

reach their goals. If you and your young person over age 18 disagree with each other

on a course of action, the school district should help you to resolve this conflict.

Me-

diation

may be appropriate in such a situation.

Where there are concerns about the student’s ability to participate in the process of

educational decision-making, school district personnel should continue to work closely

with the parents to ensure that appropriate decisions are made.

If the student has been determined incompetent by the court, then rights would not

transfer to the student but would be retained by the individual appointed by the court

as the student’s guardian.

FREE APPROPRIATE PUBLIC EDUCATION? AGES ?????

IDEA regulations specify that a

free appropriate public education (FAPE)

must be

available to all students with disabilities who have not reached age 22 and who have

not earned a standard diploma or its equivalent (e.g., GED). If a student graduates with

a special diploma, a certificate of completion, or a special certificate of completion and

has not reached age 22, the school district must make FAPE available to the student

(at the student’s option) until the student’s 22

nd birthday or until he or she earns a

standard diploma.

School districts may elect to offer a variety of programming options for adult students.

These options may be offered in a variety of settings, including a high school campus,

special center, adult education center, career center, community college, or commu-

nity-based organization. Programming options may include

•

coursework leading toward a standard diploma (including dual enrollment at com?

munity college or career center)

•

coursework leading toward a special diploma, which may include

community-

based instruction

and community-based employment training (including supported

competitive employment)

•

career/work force education programs (including dual enrollment at community

college or career center)

•

co-enrollment in adult general education to earn credits toward a standard diploma

•

GED preparation courses (adult students, GED Exit Option Model students)

•

specialized programs for adults with disabilities

•

other programs developed by local school districts that enable a student to meet

graduation requirements.

PARENTS'PARENTS'

PARENTS'

DICTIONARY

On the next several pages you will find definitions of words used by people who work

with students with disabilities.

The definitions are simplified for use in this book. Different school districts may use

these words in somewhat different ways. Always feel free to ask for definitions of words

being used to describe your young person or your young person's education.

Academic

—Having to do with subjects

such as reading, writing, math, social

studies, and science.

Accommodation

—A different way of

doing something that takes into account

a person's disability. When a student

with a visual impairment studies by

listening to a recording of a textbook,

the student is using an accommodation.

Accommodations are changes in

how

student is taught or tested. Accommo?

dations do not change the requirements

of a course or the standards the student

must meet. Compare with "modifica?

tion."

Age of Majority

—The age when a per?

son becomes a legal adult. The rights of

the parent of a student with a disability

transfer to the student when the student

reaches the age of majority. In Florida,

this is 18 years of age. See also "trans?

fer of rights."

Alternate Assessment

—An assessment

that is used for a student with a disabil?

ity when a standard state- or

districtwide assessment is not appropri?

ate for that student. See "assessment."

Annual Goal

—See "measurable annual

goal."

Assessment

—A way of collecting infor?

mation about what a student knows and

can do and what a student still needs to

learn. Assessment may include giving

tests, observing the student, and looking

at a student's portfolio or work samples.

Assistive Technology

—Assistive tech?

nology devices and/or services. See

below.

Assistive Technology Device

—Equip-

ment that is used to maintain, increase,

or improve the functional capabilities of

children who have disabilities.

Assistive Technology Service

—A ser?

vice that directly helps a child with a

disability in the selection, acquisition, or

use of an assistive technology device.

This includes evaluating assistive tech?

nology needs; purchasing equipment;

selecting, fitting, and repairing equip?

ment; and training the child, family,

teachers, employers, or others in the

use of the equipment.

Benchmarks

—Statements in the IEP

that describe major milestones a stu?

dent must reach in order to achieve one

of his or her "measurable annual goals."

An IEP must include either benchmarks

"short-term objectives."

Career Education

—Instruction and

experiences designed to make students

aware of the broad range of available

careers, teach them general job-prepa-

ratory skills, and offer them courses of

study that allow them to develop skills

needed for specific careers. May include

career exploration courses, practical

arts courses, diversified cooperative

education, work experience, job entry

program, and on-the-job training.

Certificate of Completion

—This certifi?

cate is given to students who pass the

required courses in high school but do

not earn the required grade point aver?

age and do not pass the grade 10 FCAT

and so are not eligible for a "standard

diploma."

Certificate of Completion-College

Placement (CPT) Test Eligible

—This

certificate is given to students who pass

the required courses in high school and

earn the required grade point average,

but do not to pass the grade 10 FCAT

and so are not eligible for a "standard

diploma." Students who earn this certifi?

cate are allowed to take the College

Placement Test and be admitted to

remedial or credit courses at a Florida

community college.

Community-Based Instruction (CBI)

—

Instruction that takes place in locations

in the community and is designed to

help students perform skills such as

grocery shopping and using public

transportation. CBI often includes train?

ing in the classroom followed by prac?

tice in community settings.

Courses of Study

—The courses a stu?

dent age 14 or older plans to take in

order to reach his or her desired post-

school outcome.

Daily Living Skills

—Skills in taking care

of one's own personal needs as inde?

pendently as possible. Examples in?

clude dressing for work, renting an

apartment, and buying a bus pass.

Desired Post-School Outcome State-

ment

—A statement that describes

where a student would like to be within

one to five years of leaving school. It is

a vision of what that student wishes to

become.

Disability

—A condition that makes it

hard for a student to learn or do things

in the same ways as most other stu?

dents. A disability may be short-term or

permanent.

Eligible

—Refers to a student who meets

the requirements for and is in need of

ESE programs and services. The deci?

sion is based on State Board of Educa?

tion rules.

ESE

—See "exceptional student educa?

tion."

ESE Administrator

—The leader of a

school district's ESE programs. This

person works for the whole school

district, not just one school.

Evaluation

—A way of collecting infor?

mation about a student’s learning

needs, strengths, and interests. It is

used to help decide whether a student

has a disability and is eligible for ESE

programs and services. It may include

giving individual tests, observing the

child, looking at records, and talking

with the student and parents.

Exceptional Student Education (ESE)

—

The name given in Florida to educa?

tional programs and services for stu?

dents with special learning needs (in?

cluding those who have disabilities and

those who are gifted). It is sometimes

called “special education.”

FAPE

—See "free appropriate public

education."

FCAT

—See "Florida Comprehensive

Assessment Test.”

Florida Comprehensive Assessment

Test (FCAT)—

A set of tests taken by

Florida’s public school students in

grades 3 through 10. To earn a standard

diploma, students must pass both the

reading and math parts of the grade 10

FCAT. Some students with disabilities

may receive a waiver from the FCAT

requirement for graduation.

Free Appropriate Public Education

(FAPE)

— The words used in the federal

law (IDEA) to describe the right of a

student with a disability to special ser?

vices that will meet his or her individual

learning needs, at no cost to his par?

ents.

Functional Vocational Evaluation

—An

ongoing process that identifies a

student’s career interests, work-related

aptitudes and skills, and need for train?

ing.

GED Diploma

—See “State of Florida

high school diploma.”

General Curriculum

—The things that

most nondisabled students are studying.

In Florida, the general curriculum is the

Sunshine State Standards, which de?

scribe what students are expected to

know and be able to do at various

points in their education.

General Education

—The classes and

activities most students (including

nondisabled students) participate in. It

includes academic and career educa?

tion.

IDEA

—See "Individuals with Disabilities

Education Act."

IEP

—See "individual educational plan."

IEP Meeting

—A meeting held at least

every 12 months to write a student’s

IEP. Changes in a student's services or

placement must be made at an IEP

meeting.

Individual Educational Plan (IEP)

—A

written plan that describes the individual

learning needs of a student with disabili?

ties and the ESE services, supports,

aids, and accommodations and modifi?

cations that will be provided to that

student.

Individuals with Disabilities Education

Act (IDEA)

—The most important

United States law regarding the educa?

tion of students with disabilities.

Interagency Responsibilities

—Services

listed on a Transition IEP that agencies

have agreed to provide or help the

school district provide.

Linkages

—Connections between stu?

dents with disabilities and agencies that

provide adult services.

Measurable Annual Goal

—A statement

in an IEP of what a student needs to

learn and should be able to learn within

one year.

Mediation

—A process in which parents

and school personnel try to settle dis?

agreements with the help of a person

who has been trained to resolve con?

flicts. It may also be used to help par?

ents and adult students with disabilities

to resolve disagreements about the

student’s education.

Modification

—A change in the require?

ments of a course or the standards a

student must meet. A change in

what

the student is taught or tested on. The

change is based on the student's needs

because of his or her disability. Com?

pare with "accommodation."

Notice

—A note or letter to parents

about an action the school plans to take

that will affect their son or daughter’s

education, such as holding an IEP meet?

ing or changing the student’s services or

placement.

On-the-Job Training (OJT)

—Instruction

that provides students with realistic

work experiences in order to help them

acquire and apply knowledge, skills,

and attitudes needed to hold a job.

Post-School Activities

—Activities a

student would like to pursue after finish?

ing high school. Some post-school

activities are postsecondary education,

continuing and adult education, techni?

cal training, employment, adult ser?

vices, independent living, recreation,

and community participation.

Postsecondary Education

—The next

level of education after high school,

such as college/university course work

or technical training.

Present Levels of Educational Perfor-

mance

—Statements in an IEP that

describe what a student can do or what

he or she knows now.

Related Services

—Special help given to

a student with a disability in addition to

classroom teaching. Related services

help a student benefit from instruction.

Examples of related services include

transportation, career counseling, job

coaching, and rehabilitation counseling.

Self-Advocacy

—Speaking and acting

on one’s own behalf, such as in a Tran?

sition IEP meeting.

Self-Determination—

Taking control and

making decisions that affect one’s own

life. Self-determination skills help stu?

dents with disabilities to make their own

choices, set their own goals, and man?

age their own lives.

Short-Term Objectives

—Statements in

an IEP that describe small, measurable

steps a student must learn or master

before the student can reach one of his

or her “measurable annual goals.” An

IEP must include either short-term

objectives or "benchmarks."

Situational Vocational Assessment

—A

system of observation used to gather

information about a student's work-

related behavior in a controlled work

environment.

Special Certificate of Completion

—This

certificate is given to students with

disabilities who pass the required ESE

courses in high school but fail to master

the Sunshine State Standards for Spe?

cial Diploma. See "certificate of

completion," and "special diploma."

Special Diploma

—The diploma given to

students with disabilities who are not

able to meet the regular Sunshine State

Standards and receive a standard di?

ploma. There are two types of special

diploma: option 1 and option 2. To

receive special diploma, option 1, the

student must meet the Sunshine State

Standards for Students with Disabilities.

Criteria for special diploma, option 2,

are based on the individual needs of the

student.

Standard Diploma

—Diploma granted to

students who earn the specified number

of credits and grade point average, meet

the regular Sunshine State Standards,

and pass the FCAT. This is the general

education diploma.

Standard Diploma with FCAT Waiver

—

Diploma granted to students with dis?

abilities who earn the specified number

of credits and grade point average, meet

the regular Sunshine State Standards,

and meet any other school district

graduation requirements, but have not

passed the grade 10 FCAT and for

whom the IEP team has decided that the

FCAT is not an accurate measure of the

student’s achievement.

State of Florida High School Diploma

—

A diploma earned by a student who is at

least 18 years old and who passes the

Tests of General Educational Develop?

ment (GED).

Sunshine State Standards

—A set of

objectives that describe what Florida's

students are expected to know and be

able to do at certain stages of their

school career. Most students with dis?

abilities are able to meet these stan?

dards if they have the right services and

accommodations.

Sunshine State Standards for Special

Diploma

—A set of objectives students

with disabilities in Florida work on if

they cannot meet the regular Sunshine

State Standards.

Supplemental Security Income (SSI)

—

Benefits paid to people with disabilities

who have limited income. A child’s

eligibility is based on the income of his

or her parents. Children who were not

eligible because their parents' income

was too high may become eligible once

they reach age 18 and should reapply.

Social Security Disability Insurance

(SSDI)

—Benefits paid to people who

are disabled and who have work credits

or who were disabled before age 22 and

have an eligible (disabled or diseased)

parent.

Supported Employment

—Competitive

work at or above minimum wage that

provides regular opportunities for inter?

action with nondisabled people. Sup?

ported employment gives people with

disabilities help in getting and keeping a

job.

Transition—

For students with disabili?

ties, the process of getting ready to

move from school to adult life. The

process occurs over a period of several

years and involves planning, goal-

setting, instruction, services, and activi?

ties designed to make that move suc?

cessful.

Transition IEP

—The IEP used for stu?

dents age 14 and older. The transition

IEP helps prepare students for life after

school.

Transition IEP Meeting

—An IEP meet?

ing for a student age 14 or older. A

major purpose of this meeting is to help

plan a young person's move into adult

life.

Transition Service Needs

—See

"courses of study."

Transition Services

—A coordinated set

of activities that helps a student move

from school to post-school activities.

SUGGESTED

READINGREADING

READING

MATERIALS

Below is a list of free reading materials for people involved in the Transition IEP pro?

cess. To order these and other materials, contact the

Clearinghouse Information Center

Voice: 850-245-0477

Fax: 850-245-0987

Email: cicbiscs@fldoe.org

Website:

www.myfloridaeducation.com/commhome

•

Dare to Dream

. This work book helps students develop their own desired post-

school outcome statements. Available in English and Spanish. Request item

#308942

•

Dare to Dream for Adults

. This work book helps adults with disabilities identify their

interests, accomplishments, and needs; set goals; and obtain the support they need

to reach their goals. This is an ideal resource for secondary students who have

previously used

Dare to Dream

and want to move to another level of transition plan?

ning. Request item

#312421

•

Diploma Decisions for Students with Disabilities—What Parents Need to Know

. This

book describes the various diploma options for students with disabilities, important

considerations related to each type of diploma, and information about how to select

a diploma option. Available in English and Spanish. Request item

#310521

•

“High School Diploma Options for Students with Disabilities: Getting the Right Fit.”

This pamphlet provides an overview of the diploma and certificate of completion

options for students with disabilities. Available in English and Spanish. Request item

#312217

•

SIMPLY Careers!

This guide describes a seven-step process that helps students

achieve their Transition IEP goals through career assessment, exploration, experi?

ences, support, and planning centered around four broad career focus areas. Re?

quest item

#312087

WHERE TO GO

FOR HELPFOR HELP

FOR HELP

(DIRECTORY)

Many organizations and agencies offer information and services to parents of children

with disabilities. On the next pages you will find just a few of them. Any of the groups

listed will be happy to answer questions or give you information.

LOCAL

LOCALLOCAL

LOCAL

Administrator, Exceptional Student Education

(Contact local school board or district

office for address and telephone number.)

(Name) __________________________________________________________________________________________________

(Address) ________________________________________________________________________________________________

(Telephone Number) ______________________________________________________________________________________

Florida Diagnostic and Learning Resource System (FDLRS)

(Contact exceptional

student education administrator for address and telephone number.)

(Name) __________________________________________________________________________________________________

(Address) ________________________________________________________________________________________________

(Telephone Number) ______________________________________________________________________________________

Florida Department of Children and Families

(Check local telephone directory for

address and telephone number.)

(Name) __________________________________________________________________________________________________

(Address) ________________________________________________________________________________________________

(Telephone Number) ______________________________________________________________________________________

Program Chairperson, Special Education or Exceptional Student Education

Department at local college or university

(Name) __________________________________________________________________________________________________

(Address) ________________________________________________________________________________________________

(Telephone Number) ______________________________________________________________________________________

STATE AGENCIES

Florida Agency for Persons

with Disabilities

(850) 488-4257

web: apd.myflorida.com

Florida Agency for Health Care

Administration (AHCA)

web: www.fdhc.state.fl.us

Florida Alliance for Assistive Services

and Technology (FAAST)

(850) 487-3278

e-mail:

Faast@Faast.org

web: www.faast.org

Florida Department of Children and

Families

Florida Department of Children and

Families

Adult Mental Health

web: www.dcf.state.fl.us/mentalhealth/

amh.shtml

Florida Department of Children and

Families

Children’s Mental Health

web: www.dcf.state.fl.us/mentalhealth/

cmh.shtml

Florida Department of Education

Bureau of Exceptional Education and

Student Services

(850) 245-0475

web: www.myfloridaeducation.com/

commhome

Division of Bind Services°

web: www.state.fl.us/dbs

Division of Community Colleges and

Workforce Education

web: www.fldoe.org/cc/

Division of Colleges and Universities

web: www.fldcu.org/

Division of Vocational Rehabilitation

web: www.rehabworks.org/

Office of Workforce Education°

web: www.firn.edu/doe/workforce

Florida Department of Health

Children's Medical Services

(850) 245-4200

web: www.doh.state.fl.us/cms

Florida Diagnostic and Learning

Resources System

web: www.fdlrs.com

Workforce Florida

web: www.workforceflorida.com/

OTHER FLORIDA

ORGANIZATIONS

Career Development and Transition

Project

The Transition Center at the University

of Florida

web: www.thetransitioncenter.org

The Florida Center for Children and

Youth

(850) 222-7140

e-mail:

voices@Floridakids.com

web: www.FloridaKids.com

Florida Developmental Disabilities

Council

(850) 488-4180

(800) 850-7801

TDO: (850) 488-0956

TDO: (888) 488-8633

e-mail:

FDDC@FDDC.com

web: fddc.org

The Advocacy Center for

Persons with Disabilities

(850) 488-9071

Voice/TDD: (800) 346 4127

North Florida: (800) 342-0823

South Florida: (800) 350-4566 (for

Spanish speakers)

e-mail:

info@advocacycenter.org

web: www.advocacycenter.org

Arc Florida

(formerly the Association of

Retarded Citizens)

(850) 921-0460

e-mail:

arcofflorida@comcast.net

web: www.ARCFlorida.org

Autism Society of Florida

(954) 349-2820

e-mail:

ellen@autismfl.com

web: www.autismfl.com

Brain Injury Association of Florida

(800) 992-3442

(954) 786-2400

e-mail:

info@biaf.org

web: www.biaf.org

Family Network on Disabilities of

Florida

(800) 825-5736

(727) 523-1130

e-mail:

fnd@fndfl.org

web: www.fndfl.org

Florida Easter Seal Society

(407) 629-7881 (TDD or Voice)

e-mail:

info@fl.easter-seals.org

web: www.fl.easterseals.com

Florida Families of Children with Visual

Impairments (FFCVI)

(813) 968-6468

e-mail:

ffcvi@yahoo.com

web: www.ffcvi.org

Learning Disabilities Association of

Florida

(941) 637-8957

e-mail:

ldaf00@sunline.net

web: www.lda-fl.org

Prader-Willi Florida Association

(800) 926-4797

e-mail:

National@pwsausa.org

web: www.pwsausa.org

Spina Bifida Association

(904) 261-6639

(800) 722-6355

e-mail:

Psabadie@net-magic.net

Statewide Human Rights Advocacy

Committee

(850) 488-6173

(Suncom) 278-6173

web: www.FloridaSAC.org/

Tourette Syndrome Association

Florida Chapter

(727) 418-0240

e-mail:

tsafkeducation@yahoo.com

web: www.tsa-fl.org

TASH-Florida Chapter

(352) 846-2760

e-mail:

gilles@ufbLufl.edu

web: www.tash.org/chaptersjflorida.htm

Transition to Independence Project

e-mail:

pgamache@fmhl.usf.edu

web: tip.fmhLusf.edu

United Cerebral Palsy of Florida

(850) 878-2141

e-mail:

ucpadm@nettally.com

web: www.nettally.com/ucp/ucpof.htm

NATIONAL

ORGANIZATIONS

Alexander Graham Bell Association for

the Deaf

(202) 337 -5220 (TDD or Voice)

web: www.agbell.org

American Association on Mental

Retardation

(800) 424-3688

(202) 387-1968

web: www.AAMR.org

American Foundation for the Blind

(212) 502-7600

(800) AFB-LINE

web: www.afb.org

American Speech-Language-Hearing

Association

(301) 897-5700

(800) 638-8255 (voice/TDD)

e-mail:

actioncenter@asha.org

web: www.asha.org

Autism Society of America

(301) 657-0881

(800) 3-AUTISM

web: www.autism-society.org

Children with Attention Deficit

Disorders

(301) 306-7070, ext. 100

1-800-233-4050

e-mail:

call_center1@chadd.org

web: www.chadd.org

Council for Exceptional Children

(703) 264-9474

(888) 232-7733

e-mail:

service@cec.sped.org

web: www.cec.sped.org

Disability Resources

(information for independent living)°

(516) 585-0290°

e-mail:

info@disabilityresources.org

web: www.disabilityresources.org

Federation for Children with Special

Needs

(617) 236-7210°

e-mail:

FCSNinfo@fcsn.org

web: www.fcsn.org

International Dyslexia Association

(410) 296-0232°

(800) 222-3123°

e-mail:

info@interdys.org

web: www.interdys.org

International Parents’ Organization

(202) 337 -5220 (voice/TDD)

Learning Disabilities Association of

America

(412) 341-1515°

(888) 300-6710°

e-mail:

info@ldaamerica.org

web: ldaamerica.org

National Alliance for the Mentally Ill

(703) 524-7600°

(800) 950-6264°

e-mail:

helpline@nami.org

web: www.nami.org

National Association for Parents of

Children with Visual Impairments

(617) 972-7441°

(800) 562-6265°

e-mail:

NAPVI@perkins.org

web: www.NAPVI.org

National Association of the Deaf

(301) 587 -1788 (Voice)

(301) 587-1789 (TDD)

e-mail:

NADinfo@NAD.org

web: www.nad.org

National Easter Seal Society

(312) 726-6200°

(312) 726-4258 (TDD)°

(800) 221-6827 (voice)°

web: www.easter-seals.org

National Information Center for

Children and Youth with Disabilities

(NICHCY)

(202) 884-8200°

(800) 695-0285 (voice/TDD)°

e-mail:

nichcy@aed.org

web: www.nichcy.org

Office of Civil Rights

U.S. Department of Education

(404) 562-6350°

Office of Special Education Programs

U.S. Department of Education

(202) 245-7459°

web:www.ed.gov/about/offices/list/°

OSERS/OSEP/index.html°

Prader- Willi Syndrome Association

(800) 926-4797°

(941) 312-0400°

e-mail:

national@pwsausa.org

web: www.pwsausa.org

Spina Bifida Association of America

(800) 926-4797°

e-mail:

sbaa@sbaa.org

web: www.sbaa.org

TASH-Disability Advocacy Worldwide

(focuses on inclusion and civil rights)

(410) 828-8274 (Voice)

(410) 828-1306 (TDD)

e-mail:

info@tash.org

web: www.tash.org

United Cerebral Palsy

(800) 872-5827°

web: www.ucp.org

_______________________________________________________________________________________________

____________________________________________________________________________________________

_______________________________________________________________________________________________

Year ??__–??__

OBSERVATION GUIDE—BEFORE TRANSITION IEP MEETINGS

(first of two pages)

Name of young person:__________________________________________ Age: __________________________

What things does your young person do best? _____________________________________________________

What needs does your young person have? _______________________________________________________

How does your young person seem to feel about:

School? ____________________________________________________________________________________

Work (if he or she goes to work)? _____________________________________________________________

Himself or Herself? __________________________________________________________________________

Other people (friends, family, teachers, co-workers)? ___________________________________________

How well does your young person take care of himself or herself (dressing, eating, staying clean, getting

from place to place, buying things, etc.)? _________________________________________________________

What does your young person do to help you at home? ____________________________________________

How well does your young person follow directions? _______________________________________________

What does your young person like to do when he or she has free time? What are your young person's

hobbies? _______________________________________________________________________________________

_______________________________________________________________________________________________

____________________________________________________________________________________________

_______________________________________________________________________________________________

What does your young person

not

like to do? ______________________________________________________

How many friends does your young person have?__________________________________________________

How old are your young person's friends? _____________________________________________________

What does your young person do with his or her friends?________________________________________

How much, and how well, does your young person communicate with other people: __________________

Does your young person talk?

❏

Yes

❏

No If no, how does he or she communicate? ______________

What kinds of jobs or chores has your young person done? _________________________________________

What services does your young person receive from community agencies? __________________________

What assistive technology devices does your young person use? ____________________________________

Is your young person aware of the types of work available in the community?

❏

Yes

❏

What kind of job or career would your young person like to have? ___________________________________

Where would you like to see your young person living and working five years from now? ______________

What does your young person most need to learn in order to be ready for adult life? __________________

____________________________________________________________________________________________

Year ??__–??__

PARENTS’ RECORD OF TRANSITION IEP MEETING

(first of two pages)

Did you get a written notice about the meeting?

❏

Yes

❏

If yes, date of notice: ___________________ Number of days before the meeting: __________________

Did you get any other kind of notice?

❏

Phone call

❏

Visit

❏

Reminder note

❏

Electronic mail

❏

Other ____________________________________________________________________________________

Did you ask to change the date, time, or place?

❏

Yes

❏

If yes, were you able to make a change?

❏

Yes

❏

Did you go to the meeting?

❏

Yes

❏

If no, why not? ______________________________________________________________________________

If no, did the school staff ask you to help with the IEP in some other way?

❏

Yes

❏

How?_______________________________________________________________________________________

When was the meeting held? (Date)________________ (Time) From: _____________ To: ____________

Where was the meeting held? ____________________________________________________________________

Who was at the meeting?

Name & title: _______________________________________________________________________________

Was anyone invited who did not attend the meeting?

❏

Yes

❏

Name & title: _______________________________________________________________________________

If a key person was absent, how was this addressed? _______________________________________________

Did your child attend the meeting?

❏

Yes

❏

Why or why not? ____________________________________________________________________________

Did your child actively participate in the meeting?

❏

Yes

❏

If yes, what did your child do? ________________________________________________________________

Was there a need for more than one meeting?

❏

Yes

❏

No If yes, give date(s): _____________________

_______________________________________________________________________________________________

____________________________________________________________________________________________

What information and opinions did you share at the meeting? _______________________________________

Did the IEP team discuss what type of diploma your young person will work toward?

❏

Yes

❏

Which diploma is your young person working toward?

❏

standard diploma

❏

special diploma

What is your young person's desired post-school outcome? (What kind of work, housing, education, and

recreation arrangements does your child want for adult life?) _______________________________________

Were you and the school staff able to agree on the IEP?

❏

Yes

❏

If no, what did you disagree about? ___________________________________________________________

If no, what did you do? _______________________________________________________________________

Did you get a copy of the IEP?

❏

Yes

❏

Keep a copy of the IEP in your file.

______________________________________________________________________________

Year ??__–??__

CONTACT LOG

Use this page to record the dates of telephone or in person contacts with your child's teacher or other

school personnel. Include notes about what you discussed.

Date: _______________

❏

In person

❏

Phone call

❏

Other________________________________________

Notes: ________________________________________________________________________________________

Date: _______________

❏

In person

❏

Phone call

❏

Other________________________________________

Notes: ________________________________________________________________________________________

Date: _______________

❏

In person

❏

Phone call

❏

Other________________________________________

Notes: ________________________________________________________________________________________

Date: _______________

❏

In person

❏

Phone call

❏

Other________________________________________

Notes: ________________________________________________________________________________________

______________________________________________________________________________

Year ??__–??__

CONTACT LOG

Use this page to record the dates of telephone or in person contacts with your child's teacher or other

school personnel. Include notes about what you discussed.

Date: _______________

❏

In person

❏

Phone call

❏

Other________________________________________

Notes: ________________________________________________________________________________________

Date: _______________

❏

In person

❏

Phone call

❏

Other________________________________________

Notes: ________________________________________________________________________________________

Date: _______________

❏

In person

❏

Phone call

❏

Other________________________________________

Notes: ________________________________________________________________________________________

Date: _______________

❏

In person

❏

Phone call

❏

Other________________________________________

Notes: ________________________________________________________________________________________

AGE ?? TRANSITION CHECKLIST—REQUIRED PRACTICES

[On or before the student’s ??

th birthday]

Required practices are listed below? SuggestedSuggested

SuggestedSuggested

Suggested practices are listed on the back?

RequiredRequired

❒

Review the previous IEP or Transition IEP?

❒

Invite the student to his or her Transition IEP meeting?

❒

Provide notice to parent of the Transition IEP meeting? indicating that the student will be

invited to attend and the purpose of the meeting is the development of a statement of

transition service needs?

❒

Develop a desired post?school outcome statement on the Transition IEP?

❒

Develop a statement on the Transition IEP of transition service needs that focuses on course of

study (description of instructional program and experiences)?

❒

Document the diploma decision (standard or special diploma)? (Note: This requirement must

be addressed in the IEP or Transition IEP developed during the student’s ?

thth

th grade year or the

grade year or the

Transition IEP developed during the year of the student’s ??

thth

th birthday? whichever occurs first?)

birthday? whichever occurs first?)

❒

Document provisions of instruction or information for the student in the area of self?

determination – to effectively participate in Transition IEP meetings and advocate for self?

❒

If the student does not attend the Transition IEP meeting? document other steps taken to

ensure that the student’s needs? preferences? and interests were considered?

❒

Obtain a signed release of information from the student’s parent prior to sharing written

information with agency representatives?

AGE ?? TRANSITION CHECKLIST—SUGGESTED PRACTICES

❒

Identify agencies that may need to be involved and therefore invited to the Transition IEP

meeting held on or before the student’s ??

th birthday? or younger as appropriate?

❒

Invite a representative of any agency already providing or likely to provide transition services

to the student to attend the Transition IEP meeting?

❒

Provide training or information to families in self?determination (including self?advocacy and

self?directed Transition IEPs) and the Transition IEP process?

❒

Ensure that each member of the Transition IEP team contributes relevant information about

the student and assists in developing the Transition IEP?

❒

Obtain a signed release of information from the student’s parent prior to inviting agency

representatives to attend the Transition IEP meeting?

COMMENTS

AGE ?? TRANSITION CHECKLIST—REQUIRED PRACTICES

On or before the student’s ??

th birthday

Required practices are listed below? SuggestedSuggested

SuggestedSuggested

Suggested practices are listed on the back?

RequiredRequired

❒

Review the previous IEP or Transition IEP?

❒

Invite the student to his or her Transition IEP meeting?

❒

Provide notice to parent of the Transition IEP meeting? indicating that the student will be

invited to attend and the purpose of the meeting is the development of a statement of

transition service needs?

❒

Update desired post?school outcome statement on the Transition IEP?

❒

Update statement on the Transition IEP of transition service needs that focuses on the

student’s courses of study?

❒

Review and if needed revise diploma decision?

❒

Document provisions of instruction or information for the student in the area of self?

determination – to effectively participate in Transition IEP meetings and advocate for self?

❒

If the student does not attend the Transition IEP meeting? document other steps taken to

ensure that the student’s needs? preferences? and interests were considered?

❒

Obtain a signed release of information from the student’s parent prior to sharing written

information with agency representatives?

AGE ?? TRANSITION CHECKLIST—SUGGESTED PRACTICES

❒

Identify agencies that may need to be involved and therefore invited to the Transition IEP

meeting held on or before the student’s ??

th birthday? or younger as appropriate?

❒

Invite a representative of any agency already providing or likely to provide transition services

to the student to attend the Transition IEP meeting?

❒

Provide training or information to families in self?determination (including self?advocacy and

self?directed Transition IEPs) and the Transition IEP process?

❒

Ensure that each member of the Transition IEP team contributes relevant information about

the student and assists in developing the Transition IEP?

❒

Obtain a signed release of information from the student’s parent prior to inviting agency

representatives to attend the Transition IEP meeting?

COMMENTS

AGE ?? TRANSITION CHECKLIST—REQUIRED PRACTICES

On or before the student’s ??

th birthday

Required practices are listed below? SuggestedSuggested

SuggestedSuggested

Suggested practices are listed on the back?

RequiredRequired

❒

Review the previous Transition IEP?

❒

Invite the student to the Transition IEP meeting?

❒

Invite any agency likely to provide or pay for any transition services? or already providing or paying for

services? to send a representative to the Transition IEP meeting?

❒

Ensure that the student’s parent has signed a release of information form prior to sharing written

information with agency representatives?

❒

Provide parent with a notice of the Transition IEP meeting indicating that the purpose of the meeting is the

consideration of needed transition services? and the student will be invited to attend; and identify any

agencies invited to send representatives?

❒

Update desired post?school outcome statement on the Transition IEP?

❒

Update statement on the Transition IEP of transition service needs that focuses on courses of study?

❒

Develop a statement on the Transition IEP of needed transition services in the required transition services

activity areas (i?e?? instruction? related services? community experiences? employment? post?school adult

living) and? if appropriate? daily living skills and functional vocational evaluation?

❒

If no transition services are needed in any of the required transition services activity areas? develop a

statement to that effect?

statement to that effect? (This is a requirement in Florida State Board of Education [SBE] rules?)

❒

When appropriate? develop statement of agency responsibilities or any needed linkages?

❒

Review and if needed revise the diploma decision?

❒

Document provisions of instruction or information for the student in the area of self?determination – to

effectively participate in Transition IEP meetings and advocate for self?

❒

If the student does not attend the Transition IEP meeting? document other steps taken to ensure that the

student’s needs? preferences? and interests were considered?

❒

If one or more agencies invited to send representatives to the Transition IEP meeting do not do so?

document other steps taken to obtain their participation?

❒

If an agency fails to provide transition services described in the Transition IEP? reconvene the Transition IEP

team to identify alternative strategies to meet the student’s transition objectives?

❒

Follow up with agency representatives if an agency representative was unable to attend the Transition IEP

meeting to obtain a commitment from the agency to provide or pay for needed transition services;

document steps taken?

❒

Follow up with agency representatives if an agency representative did attend to ensure that appropriate

information was provided to the agency and that services have been initiated or continued as indicated in

the Transition IEP?

AGE ?? TRANSITION CHECKLIST—SUGGESTED PRACTICES

❒

Ensure that each member of the Transition IEP team contributes relevant information about

the student and assists in developing the Transition IEP?

❒

Provide training or information to families in self?determination (including self?advocacy and

self?directed Transition IEPs) and the Transition IEP process?

❒

Obtain a signed release of information from the student’s parent prior to inviting agency

representatives to attend the Transition IEP meeting?

❒

Describe the basis upon which a determination was made if no services are needed in one or

more of the required transition services activity areas (i?e?? instruction? related services?

community experiences? employment? and post?school adult living)?

COMMENTS

AGE ?? TRANSITION CHECKLIST—REQUIRED PRACTICES

On or before the student’s ??

th birthday

Required practices are listed below? SuggestedSuggested

SuggestedSuggested

Suggested practices are listed on the back?

RequiredRequired

❒

Review the last Transition IEP?

❒

Invite the student to the Transition IEP meeting?

❒

Invite any agency likely to provide or pay for any transition services? or already providing or paying for

services to send a representative to the Transition IEP meeting?

❒

Ensure that the student’s parent has signed a release of information form prior to sharing written

information with agency representatives?

❒

Provide parent with a notice of the Transition IEP meeting indicating that the purpose of the meeting is the

consideration of needed transition services and the student will be invited to attend; and identify any

agencies invited to send representatives?

❒

Update desired post?school outcome statement on the Transition IEP?

❒

Update statement on the Transition IEP of transition service needs that focuses on courses of study?

❒

Update statement on the Transition IEP of needed transition services in the required transition services

activity areas (i?e?? instruction? related services? community experiences? employment? post?school adult

living) and? if appropriate? daily living skills and functional vocational evaluation?

❒

If no transition services are needed in any of the required transition services activity areas? develop a

statement to that effect?

statement to that effect? (This is a requirement in Florida State Board of Education [SBE] rules?)

❒

When appropriate? develop or update statement of agency responsibilities or any needed linkages??

❒

Review and if needed revise the diploma decision?

❒

Document provisions of instruction or information for the student in the area of self?determination – to

effectively participate in Transition IEP meetings and advocate for self?

❒

If the student does not attend the Transition IEP meeting? document other steps taken to ensure that the

student’s needs? preferences? and interests were considered?

❒

If one or more agencies invited to send representatives to the Transition IEP meeting do not do so? document

other steps taken to obtain their participation?

❒

If an agency fails to provide transition services described in the Transition IEP? reconvene the Transition IEP

team to identify alternative strategies to meet the student’s transition objectives?

❒

Inform the parent and the student of the rights that will transfer to the student? at least one year prior to the

student’s ??

thth

th birthdaybirthday

birthdaybirthday

birthday

❒

Document on the Transition IEP that the parent and the student have been informed of the rights that will

transfer to the student?

❒

Follow up with agency representatives if an agency representative was unable to attend the Transition IEP

meeting to obtain a commitment from the agency to provide or pay for needed transition services; document

steps taken?

❒

Follow up with agency representatives if an agency representative did attend to ensure that appropriate

information was provided to the agency and that services have been initiated or continued as indicated in the

Transition IEP?

AGE ?? TRANSITION CHECKLIST—SUGGESTED PRACTICES

❒

Ensure that each member of the Transition IEP team contributes relevant information about

the student and assists in developing the Transition IEP?

❒

Provide training or information to families in self?determination (including self?advocacy and

self?directed Transition IEPs) and the Transition IEP process?

❒

Obtain a signed release of information from the student’s parent prior to inviting agency

representatives to attend the Transition IEP meeting?

❒

Describe the basis upon which a determination was made if no services are needed in one or

more of the required transition services activity areas (i?e?? instruction? related services?

community experiences? employment? and post?school adult living)?

COMMENTS

AGE ?? TRANSITION CHECKLIST—REQUIRED PRACTICES

On or before the student’s ??

th birthday

Required practices are listed below? SuggestedSuggested

SuggestedSuggested

Suggested practices are listed on the back?

RequiredRequired

❒

Review the previous Transition IEP?

❒

Invite the student to the Transition IEP meeting?

❒

Invite any agency likely to provide or pay for any transition services? or already providing or paying for

services to send a representative to the Transition IEP meeting?

❒

Ensure that the student’s parent has signed the release of information form prior to sharing written

information with agency representatives?

❒

Provide parent with a notice of the Transition IEP meeting indicating that the purpose of the meeting is the

consideration of needed transition services and the student will be invited to attend; and identify any

agencies invited to send representatives?

❒

Update desired post?school outcome statement on the Transition IEP?

❒

Update statement on the Transition IEP of transition service needs that focuses on courses of study?

❒

Update statement on the Transition IEP of needed transition services in the required transition services

activity areas (i?e?? instruction? related services? community experiences? employment? post?school adult

living) and? if appropriate? daily living skills and functional vocational evaluation?

❒

If no transition services are needed in any of the required transition services activity areas? develop a

statement to that effect?

statement to that effect? (This is a requirement in Florida State Board of Education [SBE] rules?)

❒

When appropriate? develop or update statement of agency responsibilities or any needed linkages?

❒

Review and if needed revise the diploma decision?

❒

Document provisions of instruction or information for the student in the area of self?determination – to

effectively participate in Transition IEP meetings and advocate for self?

❒

If the student does not attend the Transition IEP meeting? document other steps taken to ensure that the

student’s needs? preferences? and interests were considered?

❒

If one or more agencies invited to send representatives to the Transition IEP meeting do not do so?

document other steps taken to obtain their participation?

❒

If an agency fails to provide transition services described in the Transition IEP? reconvene the Transition IEP

team to identify alternative strategies to meet the student’s transition objectives?

❒

Provide the parent and student a notice regarding the transfer of rights when the student attains his or her

????

thth

th birthday?birthday?

birthday?birthday?

birthday?

❒

Provide the student’s parent with all notices required by IDEA?

❒

Follow up with agency representatives if an agency representative was unable to attend the Transition IEP

meeting to obtain a commitment from the agency to provide or pay for needed transition services;

document steps taken?

❒

Follow up with agency representatives if an agency representative did attend to ensure that appropriate

information was provided to the agency and that services have been initiated or continued as indicated in

the Transition IEP?

AGE ?? TRANSITION CHECKLIST—SUGGESTED PRACTICES

❒

Ensure that each member of the Transition IEP team contributes relevant information about

the student and assists in developing the Transition IEP?

❒

Continue to work closely with the student’s parent where there are concerns about the

student’s ability to participate in the process of educational decision?making?

❒

Provide training or information to families in self?determination (including self?advocacy and

self?directed Transition IEPs) and the Transition IEP process?

❒

Obtain a signed release of information from the student’s parent prior to inviting agency

representatives to attend the Transition IEP meeting?

❒

Describe the basis upon which a determination was made if no services are needed in one or

more of the required transition services activity areas (i?e?? instruction? related services?

community experiences? employment? and post?school adult living)?

COMMENTS

AGES ??–?? TRANSITION CHECKLIST—REQUIRED PRACTICES

Until the student turns ?? or? at the discretion of the school district? through the school

year in which the student turns ??? if the student has not received a standard diploma or

its equivalent

Required practices are listed below? SuggestedSuggested

SuggestedSuggested

Suggested practices are listed on the back?

RequiredRequired

❒

Review the previous Transition IEP?

❒

Invite the student to the Transition IEP meeting?

❒

Invite any agency likely to provide or pay for any transition services? or already providing or paying for

services to send a representative to the Transition IEP meeting?

❒

Ensure that the student’s parent has signed the release of information form prior to sharing written

information with agency representatives?

❒

Provide parent with a notice of the Transition IEP meeting indicating that the purpose of the meeting is the

consideration of needed transition services and the student will be invited to attend; and identify any

agencies invited to send representatives?

❒

Update desired post?school outcome statement on the Transition IEP?

❒

Update statement on the Transition IEP of transition service needs that focuses on courses of study?

❒

Update statement on the Transition IEP of transition services needs in the required transition services

activity areas (i?e?? instruction? related services? community experiences? employment? post?school adult

living) and? if appropriate? daily living skills and functional vocational evaluation?

❒

If no transition services are needed in any of the required transition services activity areas? develop a

statement to that effect?

statement to that effect? (This is a requirement in Florida State Board of Education [SBE] rules?)

❒

When appropriate? develop or update statement of agency responsibilities or any needed linkages?

❒

Review and if needed revise the diploma decision?

❒

Document provisions of instruction or information for the student in the area of self?determination – to

effectively participate in Transition IEP meetings and advocate for self?

❒

If the student does not attend the Transition IEP meeting? document other steps taken to ensure that the

student’s needs? preferences? and interests were considered?

❒

If one or more agencies invited to send representatives to the Transition IEP meeting do not do so?

document other steps taken to obtain their participation?

❒

If an agency fails to provide transition services described in the Transition IEP? reconvene the Transition IEP

team to identify alternative strategies to meet the student’s transition objectives?

❒

Provide the parent with all notices required by IDEA?

❒

Follow up with agency representatives if an agency representative was unable to attend the Transition IEP

meeting to obtain a commitment from the agency to provide or pay for needed transition services;

document steps taken?

❒

Follow up with agency representatives if an agency representative did attend to ensure that appropriate

information was provided to the agency and that services have been initiated or continued as indicated in

the Transition IEP?

AGES ??–?? TRANSITION CHECKLIST—SUGGESTED PRACTICES

❒

Ensure that each member of the Transition IEP team contributes relevant information about

the student and assists in developing the Transition IEP?

❒

Continue to work closely with the student’s parent where there are concerns about the

student’s ability to participate in the process of educational decision?making?

❒

Provide training or information to families in self?determination (including self?advocacy and

self?directed Transition IEPs) and the Transition IEP process?

❒

Obtain a signed release of information from the student’s parent prior to inviting agency

representatives to attend the Transition IEP meeting?

❒

Describe the basis upon which a determination was made if no services are needed in one or

more of the required transition services activity areas (i?e?? instruction? related services?

community experiences? employment? and post?school adult living)?

COMMENTS

______________________________________________________________________________

NOTES

NOTESNOTES

NOTES

Use these pages to list questions or topics you want to discuss at meetings or visits.

______________________________________________________________________________

NOTES

NOTESNOTES

NOTES

Use these pages to list questions or topics you want to discuss at meetings or visits.

John L? Winn? Commissioner

ESE ??????