Presentation on theme: "Transition means to move from one point to another. It implies a condition of movement that is smooth and unencumbered. For your son or daughter, it means."— Presentation transcript:
Transition means to move from one point to another. It implies a condition of movement that is smooth and unencumbered. For your son or daughter, it means to move from one place in their life to another and to do so smoothly. WHAT IS TRANSITION
YOUR CHILD IS CURRENTLY RECEIVING SERVICES FROM THE SCHOOL DISTRICT UNDER A CONTRACT CALLED AN IEP. If you look closely at your IEP, and have been getting support from your school, you will find that the school is preparing your child to leave their program with the tools to function in the areas of academics, vocation (work), and social skills. You will also notice a section dedicated to post secondary transition. This section is where your teachers identify the future plans of your child. Based on your childs hopes and dreams, your teacher will write language that states that they have a plan to live on their own, get a job, and be as independent as they possibly can. This is the place on the IEP that the teacher works backwards to make certain they are offering the best tools and skills through out the childs school day to coordinate their school life to achieve those dreams.
What Adult Service Agencies are available in Wood County? After graduation, your child may require the support for continued life exposure to personal growth by supplementing their days with the supports and activities available through various agencies throughout the county in which they reside. Just like a typical child, when school comes to a close they will benefit from having quality activities and options for continued growth and learning. Not so very different than our own experience after high school. The what do I do now time in everyones life can be more engaging than just hanging around the house.
What is BACKWARDS PLANNING ? Step 1: Describe your son/daughters future life. Step 2: Gather information. Step 3: Identify measurable goals. Step 4: Develop a comprehensive plan. Step 5: Implement the plan. Step 6: Evaluate the plan. Backwards Planning: The team should begin reviewing the students post secondary goals (what they are doing after high school) and come to a collective understanding about these goals. The team should discuss what the student will need to know and be able to do; as well as, what types of supports and connections to adult agencies need to be in place at the time your child graduates. This is a Backwards Planning Form. The school will be using this to formulate goals to help to carry your child through high school and into the first years of adulthood. This should begin when your child is in the eight grade. It can be revised and reworked all along the way as your childs goals change. And, most importantly, your child should and will be involved in every step of this plan! This is a Backwards Planning Form. The school will be using this to formulate goals to help to carry your child through high school and into the first years of adulthood. This should begin when your child is in the eight grade. It can be revised and reworked all along the way as your childs goals change. And, most importantly, your child should and will be involved in every step of this plan!
So, I will bet you are wondering just what those agencies are, and how you get involved with them to make life after school a rewarding experience LET US TAKE A TOUR of the many options there are for this transition to be the best possible experience and a closer look at how you access these agencies and what transition should look like.
BEFORE WE MOVE AHEAD. LET US LOOK BACK AT THAT PLACE IN THE IEP THAT THE TEACHER WILL STATE FUTURE PLANS AND CAN MAKE REFERRALS TO AGENCIES THAT MATCH YOUR CHILDS NEEDS.
SECTION POST SECONDARY TRANSITION 4 What do we know about the childs preferences, interests, needs, and strengths? What skills are required for the child s future intentions and how do the childs current levels of performance compare? Does the child have stamina, dexterity, coordination, and the other skills needed to meet the physical demands of the post secondary environment for those future plans? How does the childs current behavior skills compare to those expected in the chosen post secondary environment? Can the child solve everyday problems and make decisions that match the expectation of that environment? Is the child able to self-advocate and communicate effectively their needs in that environment? Does the child need to become more independent by gradually removing any school accommodations so that they can effectively have success with independence in the future post secondary environment? This is a statement of the TRANSITION SERVICE NEEDS of YOUR CHILD that focus on their course of study.
The teacher will have a transition meeting with you before the IEP. They will introduce you to possible agencies that offer post secondary support. They may introduce you to services that can be of support while your child is still in high school that will bridge the time of entrance into a post secondary activity. If you have identified agencies of interest, the teacher will invite them to the IEP meeting. Dont forget that you can invite anyone to your IEP at any time. These plans are centered around your childs need and they should be present at the IEP. Notice in the post secondary goal and services that these areas are related to the goals we all have for our futures. Academics, Employment, and Independent Living. SECTION 5 POST SECONDARY TRANSITION SERVICES This section allows for the teacher to identify specific areas based on age- appropriate assessments and other data to list services, activities, and courses of study that support reaching the post secondary goal. This area is the place where the teacher will identify the titles of the service agencies that can begin to supplement the goals the teacher will be providing to reach the post secondary goal.
It will begin to feel like there are so many arrows to follow, paths to explore, and directions leading to places unknown. Your team is there for you to get you where you want to go. They know the agencies. They will explore them with you. And most of all they will invite those agencies to come to you and give you a presentation on all they have to offer. DONT PANIC
Services exist in WOOD COUNTY that can make transition go smoothly. So Much TO EXPLORE
Remember the agencies you see through this tour are only a small representation of the many supports each offers once you go through their doors. Also, once you have made contact with them, they can offer you additional referrals to open up the vast number of supports that are available to you and your child. With this short film, you will find an accompanying booklet that will have all the contact information you need to open the doors to your successful post secondary experiences. But first, lets figure out how you get to the front door of your support system.
Your teacher will invite representatives from agencies to your IEP near graduation. Each agency will have a contact person. That person may take the role of performing an interview with you and your child. Many agencies have their own eligibility requirements and they will have to make appointments, called INTAKE INTERVIEWS, with you to gather information about your childs limitations and the supports they may require. Once they are eligible, they will then invite others from the agency to share with you information about all the supports they have to offer. And the neat part, is you may pick and choose services that meet your needs.
The agency will explain the INTAKE process to you before you arrive. It should be a pleasant, relaxed experience. Ask questions, get names, and keep a file that is dedicated to each agency! They will need your input and personal information to assist you in the best possible supports.
An agency can offer advice on many of the other pieces to entering adulthood. Once you are eligible for an agency, they will offer information to you about other service providers. Most of these providers are accessible with a simple visit to their office. They too may have an eligibility process or INTAKE. Call them first so you know what to bring to the Intake. Remember you do not have to wait for an introduction. You can just call. When your child becomes 18, providers require updated records, because they are now considered adults.
So, you have been introduced, perhaps you have made a call, or you have made a visit to an agency. You should now be in a position to move forward to begin receiving services they have to offer. You and your child have begun your smooth transition!
WAIT…. Something more can happen during the transition portion of your IEP that is very exciting! Your teacher might introduce you to some options to explore and be prepared for POST SECONDARY LIFE while still in school! Furthermore, while are in high school you can begin to gain some work experience and further your personal development through programs that exist to ease the transition. PRACTICE! WORK! EXPLORE!
Transition service referral to Bridges Adult Service Agency Guardianship Work Housing Transportation Finances Social and Personal Happiness Discussion about deferring graduation by attending special education programming to meet individual needs of your child. Inviting agencies and having transition meetings SUCCESSSUCCESS
State Support Team Region 1 (Parent and Community Engagement Grant ) 2275 Collingwood Boulevard, Suite C, Toledo, Ohio 43620 (800.346.8495) www.sstr1.orgwww.sstr1.org Wood Lane/Wood County Board of Developmental Disabilities 1921 East Gypsy Lane, Bowling Green, OH 43402 (419-352-5115) www.woodlane.uswww.woodlane.us Bridges to Transition (A division of Wood Lane) 705 West Newton Road, Bowling Green, OH 43402 (419-352-5059) Provided to you under the support of: