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1 Creating The Vision Transition Planning for Students With Disabilities From High School to Adulthood Developed in collaboration with: Wisconsin Statewide.

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Presentation on theme: "1 Creating The Vision Transition Planning for Students With Disabilities From High School to Adulthood Developed in collaboration with: Wisconsin Statewide."— Presentation transcript:

1 1 Creating The Vision Transition Planning for Students With Disabilities From High School to Adulthood Developed in collaboration with: Wisconsin Statewide Parent –Educator Initiative (WSPEI) Wisconsin Family Assistance Center for Education, Training and Support (WI FACETS), and the Wisconsin Statewide Transition Initiative (WSTI). Revised 2007

2 2 What is Transition? Transition happens when a person moves from one life stage… To another… PLAN FOR THE FUTURE!

3 3 Transition Covers All Of Life’s Stages:  Birth to Three  Early Childhood  Elementary School  Middle School  High School  Adult life in the community  Retirement Moving into: Moving into:

4 4 The future is not something we enter. The future is something we create. And creating that future requires us to make choices and decisions… That all begins with a dream! Leonard I. Sweet

5 5 Transition as a whole There are many factors to transition, they include: There are many factors to transition, they include: The participants The participants The Vision The Vision The Laws The Laws The IEP The IEP The Experience The Experience

6 6 Who Participates in Transition Planning? Parents/Families Parents/Families Student Student School personnel School personnel Adult Service agencies Adult Service agencies Who is the star?

7 7 STUDENT Needs to express his /her strengths, preferences and interests in whatever manner possible, to begin the process of self-advocacy.

8 8 Transition Pointer: Students should participate in their Individualized Education Program meeting as early and as much as possible. Students should participate in their Individualized Education Program meeting as early and as much as possible.

9 9 Transition Pointer: Plan early! Start asking questions about your student’s needs during middle school. Plan early! Start asking questions about your student’s needs during middle school.

10 10 A Vision For The Future Transition Pointer: Help students talk about their dreams and goals… Help students talk about their dreams and goals…

11 11 Vision Plans Employment Employment Training and education Training and education Independent Living Independent Living Community Participation Community Participation Recreation and Leisure Recreation and Leisure Once you have a vision for the future... Prioritize the goals!

12 12 Individuals With Disabilities Education Act 2004 IDEA is the Individuals with Disabilities Education act. This law gives children who qualify for special education, the right to receive services until the age of 21. IDEA is the Individuals with Disabilities Education act. This law gives children who qualify for special education, the right to receive services until the age of 21. Special education process Special education process referral referral team evaluation process team evaluation process determination of disability and need for special determination of disability and need for special education services education services placement placement Entitlement System Entitlement System

13 13 IDEA 2004 Transition Services By 14 years of age (in Wisconsin State Law) the IEP must contain a statement of Transition Services. Every student’s IEP must include: Measurable Post Secondary Goals Measurable Post Secondary Goals Course of Study Course of Study Coordinated Set of Activities Coordinated Set of Activities

14 14 Developing and Writing IEPs for Transition Services

15 15 Transition Pointer: All planning is based on the student’s strengths, interests, and preferences. All planning is based on the student’s strengths, interests, and preferences.

16 16 IEP Process for Transition Services Today’s IEP Process Present Level of Academic Achievement and Functional Performance Short term objectives/ benchmarks for students taking alternative assessments Measurable Post-secondary Goals Annual Goals Postsecondary Goals (Vision) Course of Study (long range education plan) Coordinated Set of Activities (long range plan for adult life) Timeline Adapted from Ed O’ Leary

17 17 Measurable Postsecondary Goal A statement based on age appropriate transition assessment that articulates what the student would like to achieve after high school taking into account the student’s strengths, preferences and interests.

18 18 Who needs a measurable postsecondary goal? Any student who will turn 14 during the timeframe of their IEP, or younger, if determined appropriate by the IEP team as required under IDEA 2004.

19 19 Training or Education Specific vocational or career field, independent living skills training, vocational training program, apprenticeship, on-the- job training, job corps, 4 year college or university, technical college, 2 year college, etc. Employment Paid (competitive, supported, sheltered); unpaid employment (volunteer, in a training capacity); military; etc. Independent Living, where appropriate Adult living, daily living, independent living, financial, transportation, etc. Measurable Postsecondary Goal Areas

20 20 Must there be a measurable postsecondary goal in each area? YES Education/Training and Employment Can be combined into one all-inclusive goal or two or three separate goals OPTIONAL – (Where appropriate) Independent living Can be a separate goal or combined with the above goal(s)

21 21 Sheila – a 17 year old student with a mild learning disability 1. Training/Education After high school, I will enroll full time at UW- Eau Claire in the nursing program. After high school, I will enroll full time at UW- Eau Claire in the nursing program. 2. Employment After high school, upon graduation from the nursing program, I will work full time as a nurse. After high school, upon graduation from the nursing program, I will work full time as a nurse. 3. Independent Living After high school, I will live in the dorm with a roommate.

22 22 Or as a combined goal After high school, I will enroll full time at UW-Eau Claire to prepare myself to work full time as a nurse, and I will live in the dorm with a roommate. UW-Eau Claire to prepare myself to work full time as a nurse, and I will live in the dorm with a roommate.

23 23 Transition Services Courses of Study LONG RANGE (multi-year) EDUCATION PLAN LONG RANGE (multi-year) EDUCATION PLAN Coordinated Set of Activities LONG RANGE (multi-year) PLAN FOR POST SCHOOL ADULT LIFE LONG RANGE (multi-year) PLAN FOR POST SCHOOL ADULT LIFE Coordinated Set of STRATEGIES Coordinated Set of STRATEGIES

24 24 Example of Student Profile Eric Smith Transition Planning

25 25 Eric Smith – Transition Planning (Information shared by Eric at his IEP Meeting, 2006) I am 15 years old. My birthday is April 16, 1990. I am 15 years old. My birthday is April 16, 1990. I am good at shooting “hoops” (basketball), baseball, air hockey, playing catch with a football, making grocery lists and going shopping. I am good at setting the table, raking leaves, and picking up sticks in our yard. I am good at shooting “hoops” (basketball), baseball, air hockey, playing catch with a football, making grocery lists and going shopping. I am good at setting the table, raking leaves, and picking up sticks in our yard. I spend my free time playing air hockey and other sports with my brothers, looking through grocery store ads and cookbooks, writing lists, watching Food Network; play TOPS soccer in the fall and spring, and baseball in the summer. I like sports the most. I like to play sports and watch games. I spend my free time playing air hockey and other sports with my brothers, looking through grocery store ads and cookbooks, writing lists, watching Food Network; play TOPS soccer in the fall and spring, and baseball in the summer. I like sports the most. I like to play sports and watch games. My grade point average is 3.429. My grade point average is 3.429.

26 26 Eric Smith – Transition Planning (cont’d) My strengths are when I learn to do something, I learn to do it the same way every time. I am happy and nice to other people. I am very good at helping to cook and make food in our kitchen. My strengths are when I learn to do something, I learn to do it the same way every time. I am happy and nice to other people. I am very good at helping to cook and make food in our kitchen. My weaknesses are sometimes I don’t listen very well. Sometimes I get mad and then I have an attitude. I am not always patient when I need to be. Sometimes I do not adjust well to changes in my schedule. My weaknesses are sometimes I don’t listen very well. Sometimes I get mad and then I have an attitude. I am not always patient when I need to be. Sometimes I do not adjust well to changes in my schedule. My favorite classes are gym, current events, science, and speech. My least favorite class is English. My favorite classes are gym, current events, science, and speech. My least favorite class is English. After high school, I want to have a job. I want to work at Pick N Save. I want to go shopping all the time. I want to do activities like go to dances, the YMCA or gym; play games like air hockey and ping pong; go to baseball, football, and basketball games; play soccer, basketball, football, and baseball. I want to help at church too. After high school, I want to have a job. I want to work at Pick N Save. I want to go shopping all the time. I want to do activities like go to dances, the YMCA or gym; play games like air hockey and ping pong; go to baseball, football, and basketball games; play soccer, basketball, football, and baseball. I want to help at church too.

27 27 Measurable postsecondary goals express what the student wants to do after they leave high school. Students should use self determination surveys to express their needs, preferences and interests Transition Pointer

28 28 Eric’s Measurable Postsecondary Goals Training/Education: After high school, I will get on the job training at a grocery store. After high school, I will get on the job training at a grocery store.Employment: After high school, I will work part-time in a grocery store. Independent Living After high school, I will live in a group home with 24 hour assistance/supervision. After high school, I will live in a group home with 24 hour assistance/supervision.

29 29 Eric’s Measurable Postsecondary Goals * written as a combined goal: After high school, I will work part time in a grocery store where I will receive on-the- job training, and I will live in a group home.

30 30 Transition Pointer: Plan, Develop and Write ( beginning at age 14 in WI Law, or sooner if appropriate) … classes, educational and community experiences that relate to what the student wants to do after high school. (Course of Study)

31 31 Transition Services Course of Study (multi-year education plan ) SchoolYear Grade Level List courses to be taken each year (subject to availability) CreditsEarned Ages 18-21

32 32 Eric Smith’s Course of Study (long range education plan ) SchoolYear Grade Level List courses to be taken each year Credits Earned 2005-06 9 th grade Business Basics, Math Basics, Reading Essentials, Specially Designed Physical Education, Environmental Science, Self Advocacy, English Essential, Current Events 6 2006-07 10 th grade Business Basics, Consumer Math, Readings and Literature, Specially Designed Physical Education, Citizenship, Life Art, Speech and Drama, Social Skills, Employability Skills, Family Living 2007-08 11 th grade English for Work, Math for the World of Work, Budgeting Money, Business Management, Specially Designed Physical Education, Music Appreciation/ Culinary Arts/Stress and Self Esteem; Microsoft Word/Graphics 2008-09 12 th grade Communication and Writing Skills, Functional Math for Living, Daily Living Skills, Essentials of Business Operations, Reading for Life, Specially Designed P.E., Art Applications/Computer Applications/Photography, Work Experiences 2009-11 19-21 years of age Community Based Instruction

33 33 Transition Pointer Work on Work on job skills job skills for employment for employment to be included in to be included in the student’s educational plan.

34 34 Long Range Coordinated Set of Activities (ages 14-21) (Ed O’Leary, A Guide To Transition, 2000) Transition Services Needs & Activities Timeline for Activities Agency(ies) & Responsibilities Provider & Payer Instruction: Community Experiences: Employment: Related Services: Adult Living & Post School: Daily Living: Functional Vocational Assessment: Functional Vocational Assessment:

35 35 Eric Smith’s Coordinated Set of Activities (Strategies) Transition Services Needs & Activities Timeline for Activities Agency(ies) & Responsibilities Provider & Payer Instruction: Enroll in a self advocacy class 2006-11 School, Student and Family School, Family Family Community Experiences: Acquire a state ID 2006-07 Student, Family Family Employment: Memorize social security number 2006-07 Student, Family Family Related Services: Complete applications for county support programs 2006-07 Student, Family Family Adult Living & Post School: Learn appropriate behaviors and job skills in the workplace 2006-09 Student, School, DVR School, DVR Daily Living: Develop a personal fitness routine 2006-07 Student, School, Family School, Family Functional Vocational Assessment: Functional Vocational Assessment: Develop a vocational profile based on functional info 2006-07 Student, School School

36 36 SUMMARY OF PERFORMANCE A summary of academic achievement A summary of academic achievement completed the last year the student is completed the last year the student is in high school and goes with the student in high school and goes with the student when they leave. when they leave. Summary of functional performance as it relates to measurable postsecondary goals Summary of functional performance as it relates to measurable postsecondary goals Recommendations on how to assist the student in meeting the student’s measurable postsecondary goals Recommendations on how to assist the student in meeting the student’s measurable postsecondary goals

37 37 Transition Pointer Transition Pointer Prepare students to know about the services and supports they will need after high school to help them with their vision. Prepare students to know about the services and supports they will need after high school to help them with their vision.

38 38 Agency Connections for the IEP The agencies invited to the IEP should be those most likely to have the services, programs and supports that best match the student’s needs and post- school goals.

39 39 Division of Vocational Rehabilitation (DVR) At least 2 years before student exits high school, a DVR counselor should be invited to the IEP meeting to provide information and support regarding employment, postsecondary education and training. http://www.dwd.state.wi.us/dvr/

40 40 The Rehabilitation Act The Rehabilitation Act is currently undergoing reauthorization. The Act assists eligible people with disabilities to prepare for and access meaningful employment; live independently, make choices and be included in society. The Rehabilitation Act is currently undergoing reauthorization. The Act assists eligible people with disabilities to prepare for and access meaningful employment; live independently, make choices and be included in society. System. It is based on an Eligibility System. The language about transition is the same as in IDEA 2004. The language about transition is the same as in IDEA 2004.

41 41 Post High School Agency Connections Agencies provide services for students AFTER high school as well as DURING high school. Agencies provide services for students AFTER high school as well as DURING high school. Establishing relationships with agencies early will allow students to be more prepared when they leave high school and no longer have an IEP. Establishing relationships with agencies early will allow students to be more prepared when they leave high school and no longer have an IEP.

42 42 Agencies DVR- Division of Vocational Rehabilitation DVR- Division of Vocational Rehabilitation Social Services Social Services Independent Living Centers Independent Living Centers Supported Employment Supported Employment Human Services Human Services Social Security Social Security Mental Health Mental Health Technical Colleges Technical Colleges Vocational Training Vocational Training Colleges Colleges Probation/Parole Officers Probation/Parole Officers www.wsti.org

43 43 Summary Remember that Transition Transition planning is: planning is: “The Student’s Vision” of what he/she wants for of what he/she wants for his/her Future! his/her Future!


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