1. Backward Planning in Transition

2. Send home a Parent Transition Survey
Indicates if goals are realistic
This can be a good reference point for conversation
Indicates home much support parents need to become informed about choices

3. 1. Describe your son/daughter’s future life IEP step 1/3 future planning /profile
What will he/she do to support him/her self?
Where will he/she live?
What will he/she do for leisure/recreation?
What will he/she do to continue to learn?
What is the target date for him/her to graduate?

4. Bring Parents in to start transition planning
Your meeting could take place during parent/teacher conferences
I spend about 1-1 ½ hours for the first meeting during freshman year
Work from a backwards planning chart

5. Target Year/Age for Graduation
First the team needs to decide the target year for the student to graduate from high school.
The team, especially the student and his/her family, need to make a thoughtful, informed decision about options for completing graduation requirements and gaining the skills/experiences needed to achieve the student’s post school plans.
The graduation year is the anchor for developing the plan. It gives the team a way to determine priorities and pace for the student’s high school program.
Review this decision often and adjust the target year if necessary.
Write in the school years. Begin with the current year in the most left hand column through the school year the student plans to graduate.

6. 17/18
14 yrs old
18/19
15 yrs old
19/20
16 yrs old
20/21
17 yrs old
November
December
January
February
March
April
May
graduation

7. Year
Age
17/18
14 yrs old
18/19
15 yrs old
19/20
16 yrs old
20/21
17 yrs old
November
December
January
Applications due
Feburary
March
April
May
graduation

8. Year
Age
17/18
14 yrs old
18/19
15 yrs old
19/20
16 yrs old
20/21
17 yrs old
November
Tour options
December
January
Applications due
Feburary
March
1 or 2
April
May
graduation

9. Year
Age
17/18
14 yrs old
18/19
15 yrs old
19/20
16 yrs old
20/21
17 yrs old
November
Refer/reopenCounty Board of DD case
Tour options
Refer to OOD
December
January
Applications due
Feburary
March
1 or 2
April
May
graduation

10. Year
Age
17/18
14 yrs old
18/19
15 yrs old
19/20
16 yrs old
20/21
17 yrs old
November
Refer/reopenCounty Board of DD case
Tour options
Refer to OOD
December
January
In school work practice
(work practice or employment)
Applications due
Feburary
March
1 or 2
April
May
Summer job
Graduation

11. IEP Development Backwards Planning
The team should begin by reviewing the student’s post-school goals and come to a collective understanding about the student’s post-school plans.
The team should discuss what the student will need to know and be able to do and what types of supports and linkages with adult agencies need to be in place at the time the student graduates.

12. Gather Information step 3,4,6 in iep
What are his/her skills and strengths?
What are his/her interests?
What are his/her preferences?
What level of independence will be needed for the future?
How does the current skill level compare with that needed to fulfill his/her future plans?
What classes/course of study are necessary?

13. Measurable Post-School Goals
Use information and data from the student’s current IEP, especially in Future Planning, Profile, Results of Age Appropriate Transition Assessment and Present Levels of Academic Achievement and Functional Performance as the basis for a team planning discussion.
This discussion usually takes place outside of an IEP meeting and should result in developing the student’s measurable post-school goals for Employment and Education/Training
The student may also have an Independent Living goal. For students who are age 16, these must already be documented on the IEP.

14. Develop a comprehensive plan IEP steps 5/6/7 Postsecondary Transition Services/Measurable Annual Goals Descriptions of Specially Designed Services
Skills/experiences needed to achieve the measurable post-school goals
What does he/she need to do this year? (Backwards Planning)
What measurable annual goals need to be included in the IEP to support this plan?

15. What services/supports/activities/accommodations
need to be included in the IEP?
Does this plan provide your child/student opportunities to develop the necessary level of independence and self-sufficiency he/she will need for the future?

16. Implement the plan IEP steps 5/6/7 Postsecondary Transition Services/Measurable Annual Goals Descriptions of Specially Designed Services
Who will see that the plan is implemented?
Who will follow-through with contacts with community agencies or other school personnel not a member of the IEP team?
Who will make arrangements for transition services or community based activities?
What data or information will be collected to determine the effectiveness of the plan?
When will the team analyze progress data and evaluate the plan?

17. Evaluate the plan IEP steps 5/6/7 Postsecondary Transition Services/Measurable Annual Goals Descriptions of Specially Designed Services
Do data and information gathered indicate that the plan is being achieved?
Is the plan being implemented as intended?
Does the plan need any revisions?

18. Have annual Transition meetings
Invite Agency's & other Service Providers

19. Student Date Attending; Students Future Plan;
Current Educational Progress;
OOD/Summer Progress;
Progress from Parents;
County Board Progress;
Updated Plan ; Next Meeting

20. Report Transition Progress on new IEP.

21. Progress from last IEP is as follows; Roger participated in an in school job of working in the kitchen, bagging cookies for the next day. According to input from his supervisors, Roger did a good job and bagged about 40 cookies an hour. He did not need additional staff support. Roger worked at Nancy’s Restaurant sponsored through OOD last summer. According to his supervisor, Roger needed direction about every 20 minutes. Roger and his family toured an Adult Services program, Life Skills Plus. Roger indicated he might like to try clerical work from that tour.