New York State requires that a student starts official transition planning, as described on the IEP, at the age of 15 (and at a younger age if appropriate). The IEP will include long term goals for living, working, and learning as an adult.
Transition Planning and the IEP
Present Levels of Performance (PLP) form the foundation for the IEP. PLPs are developed at the annual Committee on Special Education (CSE) meeting. They come from evaluations and teacher reports.
Examples of informal transition assessments:
- Interviews and questionnaire
- Direct observation
- Curriculum-based assessments
Examples of formal transition assessments:
- Achievement tests
- Adaptive behavior and independent living
- Interest inventories
- Intelligence test
- On-the-job or training evaluations
PLPs consist of academic and functional, social, and physical skills and management needs.
Soft skills needed to work successfully
Professionalism or work ethic
Communication skills
Teamwork and collaboration
Critical thinking or problem solving
How do schools prepare students for the work force?
Whether your child is earning an IEP, Regents, or local diploma, many schools use the New York State Career Development and Occupational Studies (CDOS) learning standards to help children all through their school years to help get ready for the work force. The CDOS standards consist of basic skills, thinking skills, technology, interpersonal skills, systems, managing information, managing resources, and personal qualities.
So think of these different CDOS skills that your child needs more work on when looking at transition plans. It could be anything from managing money to listening more effectively to knowing how to use a computer. Learn more about CDOS here.
Adapted from PowerPoint by Gretchen Jackson, Starbridge Advocate and Trainer
