New from the Connecticut State Department of Education Bureau of Special Education outlining the “Transition Bill of Rights” for Students with IEPs.
This is a very handy document that outlines the important aspects of transition planning and helps families to be aware of what they should be thinking of as they enter the transition years. In my viewpoint, there are a couple of items of particular importance for transition planning in this document:
#5 – Develop realistic and specific post-school outcome goal statements (PSOGS) that are measurable…. (emphasis added).
This is an area that most families don’t pay too much attention to, because they are trying to get the appropriate educational services implemented and they are not really thinking too much about transition to “adult life,” but these goals are very important to help determine the future programming for your student and for the “transition-only services” mentioned in item #10.
#10 – Request consideration for receiving transition-only services between the ages of 18 and 21, if all transition goals and objectives have not been met during the previous years in high school. (emphasis added).
This is an important item to be aware of because the “transition-only” services are not an entitlement, but a “consideration” for students once they reach the end of the regular high school years. The only way a student will receive transition-only services is if “transition goals and objectives have not been met during their previous years in high school.” Writing and documenting the transition goals and objective requires careful planning, making sure that the goals encompass all the needs of the student for successful transition to adult life.