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Student-Directed Transition Planning 0. Vision for Further Education Will you go to school after high school?

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Presentation on theme: "Student-Directed Transition Planning 0. Vision for Further Education Will you go to school after high school?"— Presentation transcript:

1 Student-Directed Transition Planning 0

2 Vision for Further Education Will you go to school after high school?

3 Student-Directed Transition Planning 2 Vision for Further Education Your vision for life after graduation from high school may require you to get more education. You and your family will discuss options for further education that will meet your needs, as well as your family’s needs. Image is the copyrighted property of JupiterImage and is used with permission under license

4 Student-Directed Transition Planning 3 Vision for Further Education You and your family will learn about different educational options available to you after high school graduation. Image is the copyrighted property of JupiterImage and is used with permission under license

5 Student-Directed Transition Planning 4 Vision for Further Education You’ll learn how to advocate for and get the services and accommodations you’ll need to be successful in your post-secondary education. Image is the copyrighted property of JupiterImage and is used with permission under license

6 Student-Directed Transition Planning 5 Vision for Further Education You and your family will learn how going to college or other post-secondary schools is different from going to high school. Images are the copyrighted property of JupiterImage and are used with permission under license

7 Student-Directed Transition Planning We’ll gather important information about your preferences, interests, strengths, and needs.

8 Student-Directed Transition Planning Vital and Confidential Records  Medical records - Tests and evaluations  School records - IEP, transcripts, assessment reports  Work history - Income Tax records  Family information  Identification Birth Certificate Social Security Card State ID or Drivers License CDIB (Certificate of Degree of Indian Blood) Passport

9 Student-Directed Transition Planning 8 Gathering Information You need to keep important documents in one place. Things like school records, medical records, family information, school and work history are important to keep.

10 Student-Directed Transition Planning 9 Input Circle We’ll use the Input Circle to gather information for your transition IEP about… Further Education

11 Student-Directed Transition Planning 10 Imagine:… You just graduated from high school. What kind of job do you want? Where are you going to live? Will you get more education? Image is the copyrighted property of JupiterImage and is used with permission under license

12 Student-Directed Transition Planning 11 What did you want to be: In Elementary School? In Middle or Junior High School? Now? –Do you need further education to achieve your dreams?

13 Student-Directed Transition Planning 12 Vision for Further Education Your dreams of continuing your education after you graduate from high school. To work in the job or career you want, do you need more education or training after graduation? Your family, teachers, or counselors can help you decide.

14 Student-Directed Transition Planning 13 Will I continue with my education after graduation? Do I want to continue school or training after graduating from high school? What does my family think about me getting more education after high school? What new information do I need about the types of education or training available to me?

15 Student-Directed Transition Planning Vision for Further Education Your preferences guide you toward what you want to do. Your interests, strengths, limits, and needs also affect your choices. Your parents consider these, and what is good for your family, or community.

16 Student-Directed Transition Planning 15 Vision for Further Education Preferences - A preference is liking one education option over another. What are your preferences for going back to school after high school? What are your family’s preferences for your further education?

17 Student-Directed Transition Planning 16 Vision for Further Education Interests - What you like and that you want to learn more about What are some of your job interests? Will you need more education to achieve your job choices? Is your family interested in your getting more education to gain more skills?

18 Student-Directed Transition Planning 17 Vision for Further Education Strengths - What you do well What are your educational strengths? What does your family think are your educational strengths? What are your family’s strengths? Who else could you ask about your strengths?

19 Student-Directed Transition Planning 18 Vision for Education Needs - Needs are what you have trouble doing that may require supports or accommodations to achieve your education goals after graduation. What are your needs now in high school? What do you think your needs will be after graduation? What do your family members think are your needs? How do you get the supports you need if you go to school after graduation?

20 Student-Directed Transition Planning 19 Transition IEP The transition pages of your IEP specifically addresses your interests and preferences, strengths, and needs about getting more education or training after graduation. Can you find where this information would go on your IEP?

21 Student-Directed Transition Planning 20 Considerations About Further Education (Activity #1) Cost (in-state compared to out-of-state; scholarships might be available) –Go to for available scholarships across the country for students with disabilities. Location (in or out of state) Transportation (in and out of state) Living on your own or with family or friends What does your family think?

22 Student-Directed Transition Planning 21 Family Discussion - Homework Use the Family Discussion -Activity #1 form to talk about education and training plans after high school graduation. Your family’s input will help you plan and write your Transition IEP. You will include this information on the Input Circle that you’ll do later in this lesson.

23 Student-Directed Transition Planning 22 Vision for Further Education Will my course-of-study help me get into the school or training program I want? Will I be able to use the same supports that I now have? How do I get accommodations I need?

24 Student-Directed Transition Planning 23 Types of High School Diplomas Regular or Advanced Diploma? Adjusted Diploma? Certificate of Attendance? Occupational Diploma? GED (General Educational Development test)

25 Student-Directed Transition Planning 24 Types of High School Diplomas What’s the difference between these documents? Will my diploma allow me to get the type of education I want after high school? Will my diploma allow me to go to college? What classes do I need to take in high school to get the diploma I want?

26 Student-Directed Transition Planning What Will Your Diploma Be?  Find out from your special education teacher or counselor what kind of diploma you are working toward in high school.  You are probably taking classes so you can achieve the diploma you need.

27 Student-Directed Transition Planning 26 Considerations Will I need to take the ACT or SAT or other tests? Will I need help, or accommodations to take the test? Image is the copyrighted property of JupiterImage and is used with permission under license

28 Student-Directed Transition Planning 27 College Board Testing - ACT or SAT Do you need testing accommodations? What do you need and how do you get the accommodations? College Board (testing service) can accept documentation from your school regarding accommodations on your IEP. Ask your special education teacher or counselor about how to make the accommodation arrangements.

29 Student-Directed Transition Planning 28 Common Requirements to Receive Educational Accommodations Your specific disability (evaluation or testing within the last 5 years) Relevant educational, developmental, and medical history (your IEP) Description of testing techniques Description of functional limitations Description of specific accommodations Professional credentials of the evaluator

30 Student-Directed Transition Planning 29 You and Your Family Have Decided You Will Get Further Education or Training, but Where and How? Your options might include: –Career and Technical Education –Community College (usually 2 years) –College or University (at least 4 years) –Military Education –Apprenticeships –Trade School –Company-specific training programs

31 Student-Directed Transition Planning 30 Career & Technical Education Offers you the opportunity to learn about and have experiences in a career that interests you, maybe even before you graduate from high school. Provides either a vocational certificate or license, or an applied associate’s degree. Schools are near most communities. Association for Career and Technical Education,

32 Student-Directed Transition Planning 31 Career & Technical Education CAREER CLUSTERS Government/Public Administration Law/Public Safety/Security Architecture/Construction Agriculture/Food/Natural Resources Science/Technology/Math/ Engineering Marketing/Sales/Service Manufacturing Transportation/Distribution/ Logistics Arts/A-V Technology/Communications Finance Business/Management/ Administration Human Services Education/Training Hospitality/Tourism

33 Student-Directed Transition Planning 32 Usually a 2-year program that offers both educational and technical training opportunities. Usually offers remedial courses in reading, math and writing. Degrees offered: –Associate (2 year degree) –Certifications –Licensures Community College

34 Student-Directed Transition Planning 33 Community College Sample programs offered: –Healthcare –Dentistry –Hotel management –Childcare –Technology –Auto mechanics –Pre 4-Year College Program

35 Student-Directed Transition Planning 34 Community College You can start out at a community college to take basic classes and get comfortable with going to college. You can transfer from a community college to a 4-year university or college in order to get a more advanced degree.

36 Student-Directed Transition Planning 35 University or Four Year College A program that offers a degree after four years of study. A variety of program offerings are available, each with their own specific requirements. If you start out at a community college first, be sure your classes will transfer to the 4-year college or university.

37 Student-Directed Transition Planning 36 University or Four Year College In addition to standard for-credit classes, most universities offer classes for audit or no credit so that you have the opportunity to participate in a class without the pressure of a grade.

38 Student-Directed Transition Planning 37 Military Education The military can train you for a variety of jobs. You are eligible for educational benefits if you are active or reserve duty in the Army, Navy, Air Force or Marines, but you must first enlist in one branch of the service. Image is the copyrighted property of JupiterImage and is used with permission under license

39 Student-Directed Transition Planning 38 Military Education Other options for military education right after high school include Air Force, Naval, or Coast Guard Academies. Require personal recommendations and good grades.

40 Student-Directed Transition Planning Trade School and Apprenticeships This website gives helpful information on apprenticeships and trade schools you could pursue. fices.cfm

41 Student-Directed Transition Planning 40 CSI #1 - U.S.A (College Scene Investigation) Virtual visit: Visit in person: Phone: –A community college, career technical, or 4- year college of your choice to get information. Activity #2)

42 Student-Directed Transition Planning 41 CSI Worksheet 1 Subject area of interest? Admission requirements? SAT or ACT scores? Cost? Scholarships? Medical services? Transportation issues?

43 Student-Directed Transition Planning 42 CSI Worksheet Findings Dorm or housing? Classrooms? Teachers? Students? Recreation? Disability services?

44 Student-Directed Transition Planning 43 Disability Services Disclosure When applying for admission to a college, you do not have to identify yourself as having a disability.

45 Student-Directed Transition Planning 44 Disclosure However, AFTER you’ve been admitted, you MUST identify yourself as a person with a disability, provide required documentation, and request disability services in order to obtain accommodations to meet your needs.

46 Student-Directed Transition Planning 45 Confidentiality Together with your family and teachers, you will be compiling information that is personal and private. This means you do not have to reveal or discuss this information with anyone else, unless you want to. However, there may be times that you’ll need to reveal information about yourself so that you can get help if you need it for work, more education, or living. Do your remember what “confidential” means?

47 Student-Directed Transition Planning 46 Confidentiality Reminder: *FERPA : Family Educational Rights and Privacy Act. This act keeps your educational records and information out of the hands of people who should not have them. Your school protects your records. HIPAA : Health Insurance Portability and Accountability Act. This act keeps your personal health and medical information out of the hands of people who should not have it. These laws help ensure that your educational and medical information remains confidential.

48 Student-Directed Transition Planning 47 CSI (#2) Disability Support Services Activity #3 From the program that you contact, find out about the disability accommodations that would be available to you, using the worksheet provided.

49 Student-Directed Transition Planning 48 CSI (#3) ACCOMMODATIONS Activity #4 Accommodations: Strategies or devices that help you learn and show what you’ve learned. List the accommodations you have now to help you learn in high school? Accommodations will not happen automatically - you MUST ask for them.

50 Student-Directed Transition Planning 49 Accommodations All of the things on the worksheet are considered accommodations. You’ll have to show documentation about your disability and the supports you might need before you will get accommodations in college.

51 Student-Directed Transition Planning 50 Accommodations are not intended to provide an advantage over other students. Only appropriate accommodations should be used. Remember, your college transcript will not show that you requested accommodations. Accommodations

52 Student-Directed Transition Planning Now, you’ll take the information you’ve gathered so that you can develop a shared vision for further education with your family. This process will help you: 1.Set post-secondary education goals 2.Develop a plan for further education. 3.Manage your plan for further education. 4.Reflect on and adjust your plan with your family.

53 Student-Directed Transition Planning 52 Activity 1: Putting it all Together Let’s review how to use the Input Circle Then, we’ll see an example of a student’s use of the Input Circle to detail his interests, strengths, and needs regarding a vision for further education.

54 Student-Directed Transition Planning 53 Input Circles Lesson 1 introduced the Input Circle You gathered information about your disability. Let’s review what goes in each section. Information from you Information from your family. Information from your teachers. Statement that combines input from you, your family, and teachers.

55 Student-Directed Transition Planning 54 Case Study 1 Pat is a 17 year old student in 11th grade who has a learning disability. Image is the copyrighted property of JupiterImage and is used with permission under license

56 Student-Directed Transition Planning 55 Further Education Interests Pat wrote a statement about the things he wanted to do after high school that would require more education. His input showed his interest in teaching young children; however, he’s not sure about going to college because his reading is poor, and it would mean leaving his home town.. I want to teach little kids; but I don’t know If I can make it In college because my reading is poor. The nearest college is 60 miles away.

57 Student-Directed Transition Planning 56 Further Education Interests Pat asked his parents what they thought of him getting more education. They expressed concerns about cost and distance away from home. They agreed that he would make a good teacher, and that he should pursue this somehow, if possible. I want to teach little kids; but I don’t know If I can make it In college because my reading is poor. The nearest college is 60 miles away. Pat has always wanted to be a teacher. He would make a good teacher; but he doesn’t read well. We can’t afford to send him to college, and it’s far away. We wish he could go to college close to home.

58 Student-Directed Transition Planning 57 Further Education Interests Then Pat’s teacher gave input about his getting more education.. I want to teach little kids; but I don’t know If I can make it In college because my reading is poor. The nearest college is 60 miles away. Pat has always wanted to be a teacher. He would make a good teacher; but he doesn’t read well. We can’t afford to send him to college, and it’s far away. We wish he could go to college close to home. With the exception of reading, Pat’s grades are good. I think he would be accepted in the closest regional college or he could go to the community college close by.

59 Student-Directed Transition Planning 58 Further Education Interests Summary Statement Pat and his teacher then combined information from all three sections into a summary statement in the center. Pat looked for similarities and reworded long phrases to include all the information.. I want to teach little kids; but I don’t know If I can make it In college because my reading is poor. The nearest college is 60 miles away. Pat has always wanted to be a teacher. He would make a good teacher; but he doesn’t read well. We can’t afford to send him to college, and it’s far away. We wish he could go to college close to home. With the exception of reading, Pat’s grades are good. I think he would be accepted in the closest regional college or he could go to the community college close by. My parents, teachers, and I agree that I will attend the community college for teacher education. I can transfer to the 4-yr. college after my basics are done.

60 Student-Directed Transition Planning 59 Further Education Strengths Pat asked his parents what they thought his strengths were for getting more education. They talked about his persistence, creativity, and ability to work hard to learn lessons in advance so that he can teach 5 year olds at Sunday School class. Pat is creative, and prepares lessons well ahead of time so that he is successful teaching at Sunday school.

61 Student-Directed Transition Planning 60 Further Education Strengths Pat then wrote down his strengths for further education. He works hard and plans his Sunday school lessons ahead of time. His students like the lessons. Pat is creative, and prepares lessons well ahead of time so that he is successful teaching at Sunday school. I work on and plan my Sunday school lessons each night after doing my home- work. The kids like my lessons.

62 Student-Directed Transition Planning 61 Further Education Strengths Pat talked with his teacher. She talked about his persistence on hard tasks, and good math scores. She said he will take a sample ACT test to see where he might need some support for reading. She will help arrange a visit to the community college. Pat is creative, and prepares lessons well ahead of time so that he is successful teaching at Sunday school. I work on and plan my Sunday school lessons each night after doing my home- work. The kids like my lessons. Pat works very hard to do well in math. Pat is taking a more active role In his IEP, and is learning what accommodations work best for him. We’ll arrange a visit to the community college.

63 Student-Directed Transition Planning 62 Further Education Strengths Pat and his teacher then combined information from the three sections into a summary statement. Pat again looked for similarities, and shortened some phrases. His strengths were written into a summary statement. Pat is creative, and prepares lessons well ahead of time so that he is successful teaching at Sunday school. I work on and plan my Sunday school lessons each night after doing my home- work. The kids like my lessons. Pat works very hard to do well in math. Pat is taking a more active role In his IEP, and is learning what accommodations work best for him. We’ll arrange a visit to the community college. My family, teachers And I agree that I Will start out at our Community college. I’m learning what accommodations work best for me.

64 Student-Directed Transition Planning 63 Further Education Needs Pat asked his parents what things they thought he needed to work on before going to college. They gave answers based on his reading difficulties, and ways to overcome them. They thought about how his disability might affect his learning at the community college, and maybe later on at a 4-year college. Pat has difficulty Reading and filling out applications. We usually read things to him, and help him fill things out.

65 Student-Directed Transition Planning 64 Further Education Needs Pat wrote about some of the needs he thought would impact getting further education. He wrote about his difficulty with reading and writing. Pat might need support at college for reading and writing activities. Pat has difficulty Reading and filling out applications. We usually read to him, and help him fill things out. My writing is pretty messy, and I don’t read very well, and I might have trouble remembering what I read.

66 Student-Directed Transition Planning 65 Further Education Needs Pat’s teacher gave input about how his reading and writing might impact getting into college. She talked about his low reading scores and difficulty with comprehension and writing. She talked about how books on tape, and computer screen readers helped Pat complete projects in school. Pat has difficulty Reading and filling out applications. We usually read to him, and help him fill things out. My writing is pretty messy, and I don’t read very well, and I might have trouble remembering what I read. Reading tasks will be difficult for Pat. Having things read to him or on tape will help. Computer screen readers will make assignments easier.

67 Student-Directed Transition Planning 66 Further Education Needs - Summary Pat and his teacher combined his needs into a summary statement. Pat again looked for similarities and reworded some phrases. Pat’s further education needs were summarized in the center circle. Pat has difficulty Reading and filling out applications. We usually read to him, and help him fill things out. My writing is pretty messy, and I don’t read very well, and I might have trouble remembering what I read. Reading tasks will be difficult for Pat. Having things read to him or on tape will help. Computer screen readers will make assignments easier. My parents, teachers, and I agree that books on tape,and maybe a computer screen reader would help me in classes at the community college.

68 Student-Directed Transition Planning 67 Everyone gave their vision for further education summary for Pat. Pat summarized everyone’s input for his central vision statement about further education. Further Education Vision I will live at home & I will need help with reading and writing. I hope to transfer to a 4-yr College. go to the community college for teacher We are happy for Pat to stay near home as Pat goes to the community college to begin work on be- coming a teacher. We plan to help him with the application process. Pat should do well at the community College with reading and writing supports. Taking the ACT will help him know what level of English or math to begin. He’ll need a computer, books & notes taped. I will live at home and go to the community college to take basic classes toward an elementary education degree. I’ll need help with reading and notes. I plan to transfer to a 4-yr college.

69 Student-Directed Transition Planning 68 Activity: Write your own Vision for Further Education using the Input Circles Take 4 blank input circles home so you and your family can complete a circle for your further education: –Interests –Strengths –Needs –Vision

70 Student-Directed Transition Planning 69 Activity: Interests, Strengths & Needs Summary Statements Students review all input from their outer circles to make summary statements for 1) strengths input circle 2) interests input circle 3) needs input circle.

71 Student-Directed Transition Planning 70 Vision for Further Education Statement After reviewing everyone’s summary statements for your interests, strengths and needs and their input about your further education vision, you write the Further Education Vision in the center of the Vision Input Circle.

72 Student-Directed Transition Planning 71 Vision for Further Education Share your vision for further education with the class. Your vision may change often.

73 Student-Directed Transition Planning 72 Sharing Your Vision Share your Vision for Further Education with your family. Make changes as needed. Have your family sign the homework. We’ll refer to this vision in the next lesson.

74 Student-Directed Transition Planning Do you and your family agree with your vision and plans? Has your vision for further education changed? What has changed? You can expect some changes as you move toward achieving your vision! Vision for Further Education

75 Student-Directed Transition Planning Awareness Terms & Concepts of Transition Goals Vision for Employment Vision for Adult Living Vision for Postsecondary Education Course of Study Connecting with Adult Support Services Summary of Performance What’s Next?


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