Related Services: Services needed for students to access integrated work, education and living environments. They may include occupational and physical therapy, speech therapy, rehabilitative counseling services, and other professional supports. Speech/language VR referral Occupational therapy Meeting with SSI Community Experience: A variety of activities and experiences that are provided outside the school building. These might include community resources utilized as part of the student’s school program, whether during school hours or after school hours, to achieve the stated outcome(s) of community integration. Visit community college including a visit to the disability services office Job shadow Visits to agencies (i.e. Independent Living Center) Development of Employment & Other Living Objectives: Development of work-related behaviors, job seeking, career exploration and actual employment (i.e., career planning, job shadowing, job training) Computer skills Apply for financial aid Part time employment related to student’s goals Visits to recreational agencies/facilities Community-based vocational training Acquisition of daily Living Skills: The skills involved in caring for oneself on a daily basis (i.e., dressing, hygiene, household chores, shopping, and managing finances) and an important component of independent living. Using accommodations Using accommodations Asking for help Learning routines Personal banking Instruction Utilizing technology support (phone reminders to take meds) Functional Vocational Assessment: An additional assessment process if the regular vocational assessment has not provided enough information to make a vocational program decision. Additional assessment activities (i.e., situational assessments, community-based assessments, assistive technology evaluations) can be performed to get more information about the student’s needs, preferences, and interests College entrance exams Work assessments Functional skills inventory Case Examples ALEX Oregon Standard INDIVIDUALIZED EDUCATION PROGRAM
(2) The transition services (including courses of study) needed to assist the child in reaching those goals The course of study defines the multi-year set of classes or activities on a pathway to secondary goals that begins in middle school and culminates the last year in school. The course of study is: A multi-year description of coursework and activities from the student’s current to anticipated exit year that is designed to help achieve the student’s desired post-secondary goals (PSGs). Reflects an educational program and plan that specifies all courses, educational experiences, and activities from the first IEP to be in effect when the student turns 16, or younger if determined appropriate by the IEP team. Reflects the planning that relates to the student achieving their desired measurable post-secondary goals and helps them make a successful transition to post-school adult life. Reflects multiple years of classes and educational experiences, not just one year. Remember: Course of study is not the coursework required to attain a specific high school diploma. The courses of study must align with the post-secondary goals. Course of study must be reviewed annually. Checklists & Tips Look at your September caseload and determine which students are turning 16 and plan for the Transition IEP. Look at assessment to see student strengths, interests, preferences and needs. Think of course of study as a pathway for student to gain skills in order to achieve their PSGs. Ask what classes or activities include skills that will support this student’s PSGs? Case Examples For a Post-Secondary Education Goal is to enroll at a college or university, the post- secondary institution entrance requirements influence the course of study. The course of study may also include extracurricular activities that relate to post-secondary goals (yearbook, school newspaper, athletics, etc.). ALEX
may be available to you: Support with everyday activities like bathing, dressing, shopping, making meals, managing your money, and help with behavior and communication challenges. Supports in your community. Everyone benefits when you are active in your community. Employment supports Transmittal DDS: Employment First Employment First is a national movement centered on the belief that all people, regardless of disability, are capable of full participation in integrated employment and community life. In Oregon, Employment First is also a state policy that working age adults and youth with intellectual and developmental disabilities (I/DD) can work in jobs fully integrated in the community. Oregon Employment First is a collaboration between the Office of Developmental Disabilities Services, Vocational Rehabilitation and the Oregon Department of Education. More information on Employment First is available at: Karisue started working at Gresham Heights Learning Center before she graduated from her transition program in June 2016. After graduation, she increased her hours to 20 hours per week. DD Employment Services The Office of Developmental Disability Services (ODDS) offers Supported Employment Services that can help a person find, maintain, and advance in an integrated job in the community. Services include: Job Development Job Coaching Discovery Small Group Employment More information, including videos and fact sheets is at: There are also six Regional ODDS Employment Specialists located throughout the state of Oregon. Six Regional ODDS Employment Specialists provide training and technical assistance to individuals and their families, Community Developmental Disabilities Programs (CDDPs), Brokerages, Service Providers, Vocational Rehabilitation, and the Oregon Department of Education (ODE). They work as a