1. A TIMELINE FOR EFFECTIVE TRANSITION PLANNING Erin Rogers Katie Clark

2. Importance of Secondary Transition  “The post-school outcomes of youth with disabilities have long been considered a revealing barometer of the quality and effectiveness of special education and transition services”. (Cook, Friend, 2010)

3. Objectives  Identify appropriate transition activities and goals for specific age groups  Describe possible occupational programs for students with various disabilities  Differentiate transition goals and services in the IEP with specific regard to students’ needs and interests

4. Four Areas of Transition Planning  Self-Determination  Postsecondary Education & Training  Employment  Independent Living

5. Elementary: Self-Determination  The term “disability”  What I am good at and where I need more help  The term IEP  Explain what I need to the right people at school and in the community  Be able to introduce myself and greet everyone at my IEP meeting What should I know?What should I be able to do?

6. Elementary: Postsecondary Education & Training  Everybody learns differently  I might not learn the same way that many other students do  Everyone needs different things to help them in and out of school  Talk about which classes I enjoy  Explain my likes and dislikes in school and out of school  Figure out certain things that help me in school and how I learn best What should I know?What should I be able to do?

7. Elementary: Employment  Start to understand the differences between good and bad choices  Steps to making good decisions  Chores at home  Listen to directions and follow them  Finish tasks that I start What should I know?What should I be able to do?

8. Elementary: Independent Living  Understand what friendships are and make good decisions about them  How to monitor my actions and behaviors  Eat healthy food and exercise  Take part in extracurricular activities and events in the community What should I know?What should I be able to do?

9. For Elementary Developing a sense of ‘belonging’: What does this mean at this age?  knowing yourself, your friends, your community, your family, and your personal and family history  having a place in the world where you feel comfortable and are accepted for who you are  knowing that others value you and care about you  feeling safe  having a respectful relationship with at least one adult who cares about you and that you care about too

10. Who I am Three words to describe me… ___________________________ ___________________________ ___________________________

11. Middle School: Self-Determination  What my disability is and how it affects me  What supports help me the best  The process and importance of IEPs and my participation in them  Describe which accommodations I receive  Explain how my accommodations help me  Provide information to help write my IEP and participate in my IEP meeting What should I know?What should I be able to do?

12. Middle School: Postsecondary Education & Training  Pay close attention to my time management and organizational skills  Understand what high school classes will be offered and what might be required of me  Improve time management and organizational skills and use self-monitoring techniques  Explore the acceptance requirements of post- secondary schools What should I know?What should I be able to do?

13. Middle School: Employment  What skills I need to have to be a good employee  Career and Technical Programs that might be offered at my high school  Take part in community service and volunteer opportunities  Classify workplace behaviors as appropriate or inappropriate  Demonstrate respectful behaviors to authority figures What should I know?What should I be able to do?

14. Middle School: Independent Living  If I need to take any medication and if I have any health problems  What resources are available in my community to help with my needs  Explain what medication I need to take and what health problems I have  Continue to participate in extracurricular and community activities  Practice safe and appropriate technology use What should I know?What should I be able to do?

15. Middle School: Belonging My physical self: My hair color is:__________ My eyes color is:__________ I am ____feet and ____ inches tall. My ethnicity is:_________________ My favorite things: My favorite color:______________ My favorite food:_______________ My favorite tv show:_____________ My favorite thing to do for fun:______________ My favorite place to hang out:_______________ My favorite subject in school:_______________ My least favorite subject in school:________________

16. Middle School: Belonging Other things about me: One famous person I’d like to meet: _________ Something I want to do after finishing high school:______ My best friend’s name: __________ One place where I feel like I belong: ____________ One place where I feel like I don’t belong: _________ What I hate more than anything: ___________ My greatest fear: ____________ Something no one knows about me: _______________ Something that I am very proud of: _______________

17. High School: Self-Determination  Realize struggles that I have in school and in the community  Understand adult rights, responsibilities, and laws  When it is appropriate to disclose my disability and how to approach this situation  What self-success means to me  Come up with solutions for personal struggles  Follow rules pertaining to adulthood  Lead my IEP meeting and discuss my progress and needs What should I know?What should I be able to do?

18. High School: Postsecondary Education & Training  Available scholarship and funding opportunities  What I am entitled to and eligible for  What areas I need support in during high school and what I will need in college  How my interests can relate to occupational opportunities  Maintain academic success and monitor my goals  Visit postsecondary schools and take required entrance exams  Contact and visit disability services at postsecondary schools of interest  Understand consequences of every action I take What should I know?What should I be able to do?

19. High School: Employment  Selling points of myself  Soft skills for the work environment  What employers look for in an interview  Be aware of various sources of employment  My post-school goals  Prospective financial needs for the future  Develop a resume and cover letter  Acquire appropriate accommodations and supports that I need to be successful in an employment setting  Participate in a job shadow experience  Maintain a part time job What should I know?What should I be able to do?

20. High School: Independent Living  Adult agencies and representatives that can help with services beyond graduation  My responsibilities with my finances  How to balance time and money  Repercussions of engaging in risky behaviors  Develop relationships with agencies for services  Make healthy lifestyle choices  Access public transportation  Engage in activities that are important to me in the community  Manage my health and medical needs  Register to vote and register for the Selective Service What should I know?What should I be able to do?

21. High School: Belonging Activity  How do I portray myself as a young adult?  What is important to me? How will this impact my future as an adult?  How can I develop healthy friendships?  What are my views on sex, sexuality, and dating?  How do I view my body? Am I in good health?  What kind of relationships do I have with my parents and family members?  What is my greatest goal?  How can I improve myself?  What is my biggest dream in life?

22. Postsecondary: Self-Determination  My rights and responsibilities as an adult citizen  Causes and effects of all of my actions  Supports that are appropriate for me  Stay in contact with agency representatives (Example: OVR) and follow the guidelines to continue receiving services  Utilize the supports to be a successful adult  Consider others’ points of view  Assume adult rights and responsibilities What should I know?What should I be able to do?

23. Postsecondary: Education & Training  Contacts for postsecondary supports for education  Accommodations I am entitled to  Input I can give for my Summary of Performance  Understand and use my Summary of Performance  Meet with and finalize services and supports for postsecondary education What should I know?What should I be able to do?

24. Postsecondary: Employment  Steps for sustaining employment  Private and governmental resources available in an employment setting  Use employability skills to sustain employment  Coordinate with job coaches to help me obtain and maintain successful employment What should I know?What should I be able to do?

25. Postsecondary: Independent Living  Independent living situations that are appropriate for me  How to balance time management through school, work, and leisure  Adult supports available to me  Develop relationships with my adult supports and ensure that my services are being coordinated  Manage my finances and appropriately budget my financial situation  Follow through with adult responsibilities What should I know?What should I be able to do?

26. Postsecondary Checklist  What are my priorities?  Have I been able to accomplish what I want to do?  Am I accessing the appropriate services?  Where do I need more help?  How else can the quality of my life improve?

27. Transition to Work Program  Work program developed at school for 11 th grade student with an intellectual disability  Planning with entire team, including student, to find a placement based on skills and interests  Increased self-confidence and self-determination  Less behavioral problems  Specific instruction aimed at advocating for needs, asking for support, social skills  Provided support in school before going into volunteer or work world

28. Transition to Work Program, cont.  Each year a new step is introduced to slowly scaffold employment skills  First year: Functional academic and job skill instruction within the school, with various Community Based Instruction and Job Shadowing days  Second year: work program in school for half day  Use forms and techniques to supervise and evaluate student

29. Transition to Work Program, cont.  Third year: Increased volunteer experiences outside of school with support  Introduce job tasks in the school before going into community  Take data on the strengths and needs in volunteer setting  Fourth year: Job placement program for half day with fading support  Provide structured support until student is independent, then check in regularly

30. References  Tri-State Transition Slide Guide  Cook, Lynne & Friend, Marilyn. Interactions: Collaboration skills for school professionals, 2010.

31. For further information…  Erin Rogers  erogers@propelschools.org  Katie Clark  kclark@propelschools.org