Student Action Person Responsible Completion Date *15/end of 8th Complete vocational assessments: Student-Parent Transition Questionnaire and Informal Adaptive Behavior checklist PRIOR to meeting to develop the initial Transition Service Plan (TSP) Student/Parent/Guardian School **15/end of 8th year Hold IEP meeting to develop initial TSP to be reviewed and updated annually Student/Parent/Guardian School 15/end of 8th Write statement indicating preferences, strengths and interests based on transition assessments Student/Parent/Guardian School 15/end of 8th Develop Measurable goals based on age appropriate transition assessments and present levels of performance. Goals must be stated for the areas of Education/Training, Employment and Independent Living. Student/Parent/Guardian School 15/end of 8th Determine course of study Student/Parent/Guardian School 15/end of 8th Discuss and determine diploma type Student/Parent/Guardian School 15/end of 8th Projected graduation date Student/Parent/Guardian School 15/end of 8th Develop measurable transition goals and activities for appropriate areas. Student/Parent/Guardian/ School End of 8th grade (transition IEP meeting) Obtain and complete Medicaid Waiver application Parent/Student/Region One Intake and Evaluation office Timeline: MID Student Age/Grade Action Person Responsible Completion Date 16+ Identify vocational support needed Apply for Vocational Rehabilitation Services School
TIMELINE FOR COMMUNITY-BASED VOCATIONAL TRAINING For More Severe Disabilities Student Age/Grade Action Person Responsible Completion Date *15/end of 8th Complete vocational assessments: Student-Parent Transition Questionnaire and Informal Adaptive Behavior Checklist PRIOR to meeting to develop the initial Transition Service Plan (TSP) Contact Region 1 Intake and Evaluation office to for the Medicaid Waiver Student/Parent/Guardian School Parent/Student/Region 1 DBHDD *15/end of 8th Hold IEP meeting to develop initial TSP to be reviewed and updated annually Student/Parent/Guardian School 15/end of 8th Write statement indicating preferences, strengths, and interests based on transition assessments Student/Parent/Guardian School 15/end of 8th Develop Measurable Post-Secondary goals based on age appropriate transition assessments and present levels of performance. Goals must be stated for the areas of Education/Training, Employment and Independent Living. Student/Parent/Guardian School 15/end of 8th Determine course of study Student/Parent/Guardian School 15/end of 8th Discuss and determine diploma type Student/Parent/Guardian School 15/end of 8th Projected graduation date Student/Parent/Guardian School
Timeline: More severe disabilities Student Age/Grade Action Person Responsible Completion Date 15/end of 8th Develop measurable transition goals and objectives in all areas Student/Parent/Guardian School 16+ Identify vocational interests/abilities based on age appropriate transition assessments related to training, education, employment, and independent living Student/Parent/Guardian School 16+ Identify vocational support needed and complete the Vocational Rehabilitation application. Student/Parent/Guardian School 16+ Continue to provide instruction to address vocational interests/abilities/education and independent living based on continual transition assessments Parent/Guardian/School 16 Consider guardianship Parent /Guardian 17 Inform student and parent that the student’s educational rights will transfer to him/her at age 18 Student/Parent/Guardian School 16 Obtain official Georgia Identification Card (Georgia Department of Driver Services) Student/Parent/Guardian 16+ Complete Student Interest Inventory yearly Student/Parent/Guardian School 17 Begin vocational instruction in a variety of community sites School
INFORMAL ADAPTIVE BEHAVIOR AND SKILLS CHECKLIST What skills can I help my child learn to make them successful in a job situation? Since each child is different, ask your child’s teacher and/or vocational instructor for input on what would be most helpful. Prior to community training, regular household chores will increase responsibility. An allowance is the important first step in money management. Make sure your child is aware of appropriate dress and hygiene for job success. Help your child become as independent as possible in self-help skills (choosing clothes, hygiene, doing laundry, etc.). Next you will find a helpful checklist for you to evaluate the skills your child has mastered and the skills he/she needs to work on. Adaptive behavior is a developmentally determined set of coping skill. Deficits in adaptive behavior are defined as significant limitations in an individual effectiveness in meeting the standards of maturation learning, personal independence, social responsibility, and school performance that is expected of the individual's age level and cultural group. Please rate the items on this checklist according to how the student performs compared to regular education peers of the same age by placing a check () in the appropriate box. 1= significantly below average 2= below average 3= near or at average Independent Functioning 1 2 3 Comments 1. Dressing skills appropriate for chronological age. 2. Cares for self in bathroom. 3. Aware of basic hygiene. 4. Keeps up with own clothing. 5. up with materials. 6. Observes safety precautions. 7. Demonstrates safety precautions. 8. Assumes responsibility (e.g., homework chores etc.) 9. Demonstrates appropriate eating behaviors. 10. Is reliable. (e.g. completes tasks requested or assigned) 11. Is truthful. (Provides accurate information) 12. Prepares food, operates kitchen appliances etc. 13. Demonstrates the use of personal and household appliances. 14. Exhibits maintenance skills. (e.g., uses safety pins, tape, glue, etc.) 15. Demonstrates knowledge of personal data. 16. Can use telephone. 17. Can find emergency numbers and information. 18. Can find way home or give directions from several locations. 19. Can write and mail letters.