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

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Presentation on theme: "Roadmap for Your Transition IEP: Parents as Partners & Planners Dr. Linda Dujmovich."— Presentation transcript:

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 8 th grade. Now What? – Transition Planning!

3 The Reality – Everything is Going to Change… Transition planning helps put together the puzzle of the student’s life after high school: F 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 F prepare students to move from school to the world of adulthood, based on the student’s strengths, preferences, interests and needs.

4 New Considerations: Adult Life? Effective transition planning F helps students plan for and choose high school courses; F helps students decide what skills they need to develop to live and work in their community after high school; F gives students the opportunity to explore work and career options while still in high school;

5 Special Considerations: Adult Life? F 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, F 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… F Interests and talents? F Learning styles? F Positive personality traits? F Achievements? F Social skills? F Specific challenges and strategies for dealing with them?

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

8 F 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 F Start early F Involve your child & teach self-advocacy F Research and network F Work with your school resources F Parents/students are the experts F Be the best advocate you can be F This is your child’s future…

13 Thank you! F Educate F Network F Be friendly & positive F Advocate Thank you! (815)

14 Basic IEP Skills Review

15 Parent Participation in Meetings F 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. F This means that the local school district must contact parents in a timely manner to set a meeting time that is mutually convenient. F The following are some ideas parents can use to increase their involvement in school meetings:

16 Know Who is on the IEP Team? The following individuals are required to attend all IEP meetings: F Parent(s) F Student F General Education Teacher F Special Education Teacher F School Administrator F Evaluation Personnel F Others with knowledge or special expertise about the student F 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.

17 Before the Meeting F Tell the school if you have difficulty understanding English. F Ask your child about his/her concerns and suggestions, as well as his/her plans for life as an adult. F Plan to have your child attend the meeting? F Prepare a folder to take to the conference. F Write down questions, concerns, and any suggestions. F Prepare a statement about your child. F Review your child’s school records. F Request and review copies of any evaluations or draft goals that may be discussed at the meeting. F Review who will be attendance and invite other people to the meeting.

18 F Introduce yourself (and your child). F Ask the other IEP team members to introduce themselves. F Maintain a positive attitude. F Stay focused. F Take notes. F Ask school personnel to explain. F Set regular time(s) to contact the team member(s) responsible for your child’s progress. F Ask to schedule an additional meeting if your questions and concerns cannot be answered in one meeting. During the Meeting

19 F 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 F Follow through on any commitments you made during the meeting. F Add documents from the meeting to your files. F Contact responsible team members periodically to see how the program is going. F Review progress reports. F Contact the school with any questions or concerns.

21 Special Considerations: Emergency Plans F Behavior Plan functional behavioral assessment functional behavioral assessment review prior interventions review prior interventions behavioral interventions home/school behavioral interventions home/school changes expected/evaluation methods changes expected/evaluation methods schedule for a review schedule for a review communication with the parents communication with the parents F Medical Plan(s) F School Emergency Plan F “Safe” Person and Place

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

23 Thank you! F Educate F Network F Be friendly & positive F Advocate Thank you! (815)

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