1. Roadmap for Your Transition IEP:
Parents as Partners
& Planners
Dr. Linda Dujmovich

2. You have been to IEP meetings before, but now your child is in or nearing 8th grade Now What? – Transition Planning!
How do you fell when you walk into the IEP meeting room? Overwhelmed? Alone? Them vs. me?
This spring I will be on the team to write my son’s 16th annual IEP. My son is 19, and although I have learned much, each phase presents a new series of challenges as well as rewards.
Hang in there – it never becomes easy, but it can become easier.

3. The Reality – Everything is Going to Change…
Transition planning helps put together the puzzle of the student’s life after high school:
develop services, activities, and supports that will help your child move from school to adult life including post-secondary education, vocational training, employment, adult services, and independent living skills
prepare students to move from school to the world of adulthood, based on the student’s strengths, preferences, interests and needs.
Leaving high school is the beginning of adult life for all students. Developing a post-graduation plan is awesome, but also time-consuming and scary for everyone! For students with disabilities, choices and decisions about the future may be more complex and may require a great deal of planning.
Illinois law require

4. New Considerations: Adult Life?
Effective transition planning
helps students plan for and choose high school courses;
helps students decide what skills they need to develop to live and work in their community after high school;
gives students the opportunity to explore work and career options
while still in high school;
Leaving high school is the beginning of adult life for all students. Developing a post-graduation plan is awesome, but also time-consuming and scary for everyone! For students with disabilities, choices and decisions about the future may be more complex and may require a great deal of planning.
Illinois law require

5. Special Considerations: Adult Life?
helps students and families make connections with education and training programs, colleges, agencies and support services for after high school to continue working toward goals; and,
helps students and the entire IEP team learn about your student’s interests, what works and doesn’t work in their lifestyle, their skills and talents, and who can help in achieving specific student goals.

6. How can families begin planning for the future?
Find answers about your child’s…
Interests and talents?
Learning styles?
Positive personality traits?
Achievements?
Social skills?
Specific challenges and
strategies for dealing
with them?

7. Future Considerations: Adult Life?
Review your young adult’s
Long-range employment
and life goals?
Work experiences and where
might he/she like to work?
Needs for future accommodations
and support?
Options after high school (college, trade school, military, employment, living arrangements, healthcare, recreation, etc.)?

8. If you are not in agreement with what occurs at the IEP meeting, be certain to write a statement of
your disagreement to
be attached to the IEP.

9. Confused?

10. Graduation?
Transition services continue in Illinois until the student graduates or reaches the age of 22.
January 2005, “Brittany’s Law” allows full participation in graduation ceremonies for special education students who have completed four years of high school.

11. Age of Majority? Options?
When a young adult reaches the age of 18 in Illinois, they have truly become an adult in the eyes of the law and have the right to make their own decisions.
Illinois does allows a student to retain independent legal status while delegating his/her right to make educational decisions.
Power of Attorney: Financial & Health
Guardianship

12. Linda’s Advice… Effective transition planning Start early
Involve your child & teach self-advocacy
Research and network
Work with your school resources
Parents/students are the experts
Be the best advocate you can be
This is your child’s future…
Leaving high school is the beginning of adult life for all students. Developing a post-graduation plan is awesome, but also time-consuming and scary for everyone! For students with disabilities, choices and decisions about the future may be more complex and may require a great deal of planning.
Illinois law require

13. Thank you! Educate Network Be friendly & positive Advocate Thank you!
Network
Be friendly & positive
Advocate
Thank you!
(815)
I am stopping talking
For you, there is no stopping at any time
Learn more, reach out to others, although it is overwhelming you are not the first to travel this road
If the schools are not your ally they can become your adversary, and who will suffer?
No one knows your child better than you! No one loves your child more than you! No one has a stronger belief in your child’s potential and future than you. If you are not your child’s advocate, who will be?
Teach your child these skills. Someday your road will end – make sure your child has a map for the future!

14. Basic IEP Skills Review

15. Parent Participation in Meetings
School districts are required to ensure parent participation in the discussions regarding their child’s evaluation, to determine eligibility, and plan the child’s IEP.
This means that the local school district must contact parents in a timely manner to set a meeting time that is mutually convenient.
The following are some ideas parents can use to increase their involvement in school meetings:
There are different types of meetings that are held for different reasons—evaluations, eligibility determination meetings, annual reviews to develop the IEP for the coming year, transition, change in placement, and others.
Ask (in writing ) for changes, child-care

16. Know Who is on the IEP Team?
The following individuals are required to attend all IEP meetings:
Parent(s)
Student
General Education Teacher
Special Education Teacher
School Administrator
Evaluation Personnel
Others with knowledge or special expertise about the student
IMPORTANT: Required members may be excused from part or all of the meeting only if you and the school agree in writing. If you agree to excuse a member, that person must give written input to you and the team before the meeting.
Parents are equal participants
The student may attend and participate if the parent(s) decide he/she should be present.
The IEP team must include a general education teacher who has knowledge of the curriculum and may be responsible for implementing the IEP, if the child is, or may be, participating in the general education environment.
There must be a special education teacher on the IEP team who is responsible for implementing the IEP.
This person must know about the general education curriculum and be able to ensure that the IEP is implemented and has the authority to commit resources.
This person must be someone who can explain evaluation and/or test results.
The parents or the school may bring others as long as notification in writing.
Important

17. Before the Meeting
Tell the school if you have difficulty understanding English.
Ask your child about his/her concerns and suggestions, as well as his/her plans for life as an adult.
Plan to have your child attend the meeting?
Prepare a folder to take to the conference.
Write down questions, concerns, and any suggestions.
Prepare a statement about your child.
Review your child’s school records.
Request and review copies of any evaluations or draft goals that may be discussed at the meeting.
Review who will be attendance and invite other people to the meeting.
or if you are deaf or blind and could use an interpreter or translator to understand what is said at the meeting
that contains: (a) your child’s current IEP and progress report, (b) information you want to share about your child; (c) questions, (d) paper on which to take notes, and (e) any other information you want to discuss.
,reports, IEPs and any other information you have that will be helpful during the meeting.
you have regarding special education, related services, or placement.
, including positive things that he /she can do. Sometimes your child is able to do certain tasks at home that have not yet been demonstrated at school. Also negative which need to be addressed, especially as you approach transition
to speak about what he/she likes about school and what he/she would like to learn. If 18 years of age or older, your child has the right to decide if he/she will attend, unless you have obtained legal guardianship.
who might help you feel at ease or who have important information to share about your child. It often helps to have someone with you to take notes at the meeting, so that you can focus on the meeting itself. Let the school know whom you have invited.

18. During the Meeting Introduce yourself (and your child).
Ask the other IEP team members to introduce themselves.
Maintain a positive attitude.
Stay focused.
Take notes.
Ask school personnel to explain.
Set regular time(s) to contact the team member(s) responsible for your child’s progress.
Ask to schedule an additional meeting if your questions and concerns cannot be answered in one meeting.
Give your child a chance to talk about what is important to him/her. Make certain that you talk about your child’s strengths and needs. You may want to read a prepared statement, mentioned above.
You have the right to ask that any person present who was not listed on the school district’s meeting notice be excused from the meeting. Please note that the district does not have to honor this request if the person is relevant to the discussion.
Positive!
Bring a note taker (written request). on discussions, recommendations, follow-up items, and scheduled dates/ appointments.

19. If you are not in agreement with what occurs at the IEP meeting, be certain to write a statement of
your disagreement to
be attached to the IEP.

20. After the Meeting
Follow through on any commitments you made during the meeting.
Add documents from the meeting to your files.
Contact responsible team members periodically to see how the program is going.
Review progress reports.
Contact the school with any
questions or concerns.
Are you done? No!
This is just the beginning of planning for next year

21. Special Considerations: Emergency Plans
Behavior Plan
• functional behavioral assessment
• review prior interventions
• behavioral interventions home/school
• changes expected/evaluation methods
• schedule for a review
• communication with the parents
Medical Plan(s)
School Emergency Plan
“Safe” Person and Place
If your child gets in trouble, how will discipline be handled?
If a child’s behavior gets in the way of his/her learning or the learning of other students, then the IEP team should consider the use of positive behavioral interventions and supports.
If there is an emergency at school, who is responsible for your child.

22. Special Considerations: Transition Plans
For this meeting, parents should also determine:
the skills the young person still needs learn to be successful after graduation,
what school classes and services might help the young person be successful in adult life,
education, work and career options,
what agencies provide services to adults with disabilities in the community and invite them to the IEP meeting, and
legal challenges at the age of majority (18).
Beginning at the age of 14?

23. Thank you! Educate Network Be friendly & positive Advocate Thank you!
Network
Be friendly & positive
Advocate
Thank you!
(815)
I am stopping talking
For you, there is no stopping at any time
Learn more, reach out to others, although it is overwhelming you are not the first to travel this road
If the schools are not your ally they can become your adversary, and who will suffer?
No one knows your child better than you! No one loves your child more than you! No one has a stronger belief in your child’s potential and future than you. If you are not your child’s advocate, who will be?
Teach your child these skills. Someday your road will end – make sure your child has a map for the future!