WEBVTT

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Transition requirements include the IEP to be in effect when that
child reaches the age of 16. We have to have appropriate, measurable

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post-secondary goals. The measurable post-secondary goals have to be
based upon one for education/ training, there has to be one for

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employment, and where appropriate there has to be one for
independent living skills.

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We still have to do a course of study - which is the delineation and
writing out, identifying all the courses that the student will be

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involved through completion of their education program - engage the
student in the discussion planning and decision making about what it

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is that they're gonna be taking, when they're going to be taking it,
what year what semester, so that the student begins to see that the

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courses that they will be taking will have a direct impact on their
achieving their measurable post-secondary goal. Look at transition

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services. That addresses the areas of instruction and related
services, community experiences, employment, daily living, etc.

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From an employment standpoint, one of the steps might be to complete
an application for the division of vocational rehabilitation, and then

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responsible parties would be student, family, and vocational
rehabilitation.

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The research shows and talks about how critical it is that the
student has a relationship that is closely tied to an adult while

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that student is in the school system. Relationships and engaging the
student is real critical to helping them succeed post school. One of

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the major efforts that we need to do a better job of in
school - whether that's special education or regular education

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teachers, as well as counselors - is to do a better job of actually
engaging the student in the discussions and decision makings about

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what is happening in school, their courses, putting together that
plan for the future, and connecting with that student while that

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student is still in the school system.