Source: U.S. Census Bureau, 2009 American Community Survey, American FactFinder, Table B23023; ;http://factfinder.census.gov (accessed 28 September 2010).
More Research Students with disabilities who have had work experiences and vocational education in high school have increased chances of competitive post secondary employment and were less likely to drop out of school. Employers were willing to hire students with disabilities without a diploma as long as they had the necessary communication skills and work ethic. Source: “Federal Actions Can Assist States in Improving Post-secondary Outcomes for Youth,” General Accounting Office, July 2003.
Who Provides Transition Support? Team approach ▫ Teachers ▫ Parents ▫ Counselors ▫ Transition Teachers ▫ Community Agencies
Transition and the Law The Individuals with Disabilities Education Act (IDEA) requires schools to prepare students for the transition to adult life. Per IDEA, by age 16, a student’s IEP must include: ▫ Measurable post-secondary goals ▫ Transition services to assist students in meeting these goals ▫ Information regarding student’s rights when he/she reaches 18 years of age
Transition and the Law Transition Services are also mandated according to the Modified Consent Decree. Outcome 9: “98% of all students 14 and over shall have an Individual Transition Plan developed in accordance with federal law.”
Time out! Next, we’ll look at: - how parents can prepare their children for transition to life after high school - transition services offered inside LAUSD - what popular post school options are for our students - Any questions thus far?
What can I do now to prepare my child for transition? It’s not too early! It’s never too early!! Provide choices Promote independence Fade supports Scaffold challenging tasks
Example of a scaffolded task Child starts by putting pillow in place on the made bed Child brings comforter up and places pillow Child tucks in sheet, brings comforter up and places pillow Demonstrate each step, then prompt child verbally, then use fewer verbal prompts, then use no verbal prompts, then try to be out of the room while the child does the task.
Elementary ▫ Assist with chores at home dishes folding laundry making the bed ▫ Prepare for the transition to middle school take a tour meet teachers find a peer buddy ▫ Integration with non disabled peers for part of the day ▫ Introduce the concept of saving money ▫ Direct instruction in social skills eye contact shaking hands
Middle School ▫ School community awareness ▫ Increased at-home responsibilities ▫ Basic personal care ▫ Independence on school campus ▫ Talk to adults about work- what do adults around them do? ▫ Preparation for transition to high school Take a tour Learn how credits work (if you fail, you must retake)
High School 14-18 Classes at Occupational or Skill Centers Work Based Learning (16+) Volunteering Increase self advocacy skills Encourage your child to get involved in a club or activity at school Visit possible post-school options (community colleges, vendored programs, etc) Child takes the lead on public transit
Turning 18 Rights transfer to the student Pros and cons of conservatorship Other options
High School 18-22 Focus shifts to post school outcomes of increasing to highest level of independence Child takes the lead on public transit Increasing involvement with Regional Center Final chance to increase independence with school support
Time Out Next we’ll look at options for diploma-bound students while in LAUSD Then we’ll look at options for students who are on the alternate curriculum Questions on what’s been covered?
Transition Services for Diploma-Bound Students in LAUSD Work Based Learning Program (16+) Student interest assessment Lessons in Special Day Classes and to Resource students (pulled out from class) on self advocacy, getting and keeping a job, etc Senior Advisories
Transition Services for Students on the Alternate Curriculum while in LAUSD
Community Based Instruction Learn vocational and independent living skills Ages 14-16 remain on the school campus Ages 17 and older practice in the community
School Based Enterprise Student-run simulated business conducted within a school Provides work experience and opportunities to learn functional academic, social and leadership skills Startup funding is provided by DOTS
Career and Transition Centers (CTCs) Miller CTC, Reseda Perez CTC, East LA Widney CTC, Central LA Doyle CTC, Gardena Opening in 2013-14 Leichman CTC, Reseda
What is a CTC? Provides employment-based training for students with disabilities 18-22 Students are taught entry level employment skills, including: -staying on task -working with minimal supervision -collaborating and sharing materials with co-workers
What is taught at the CTCs? P.A.E.S. Lab Independent Living Skills Other Vocational Strands
P.A.E.S. Lab Practical Assessment Exploration System Students are timed and assessed in vocational tasks Comprehensive report given regarding employability
Independent Living Skills Life skills in real world environments
Business/Office Office skills such as answering phones, organizing mailings, and shredding
Culinary Arts Kitchen skills – cooking, catering, and cleaning
Auto Detailing Detail cars and learn customer service skills
Career and Transition Services (CATS) Program CATS is run by DOTS at the following community college campuses: East Los Angeles College Mission College Los Angeles Trade Tech College Harbor College Pierce College West Los Angeles College
CATS Program Students 18-22 are dually enrolled in LAUSD and the college Take college classes and work Must travel independently to and from the campus Two year commitment
Time Out Next we’ll discuss: Possible post-school options for students with disabilities Agency linkages Questions thus far?
What happens when my child leaves high school? Community College Occupational/Skill Centers Training Program Competitive Employment Regional Center Vendored Programs
Four year or Community college College advisor and the DOTS teacher help fill out applications and financial aid forms Field trips may be offered to local colleges by the DOTS teacher and/or the college advisor DOTS teacher discusses the benefits of using Disabled Student Services during college
Occupational Centers/ Skill Centers Offer training in various trades, such as carpentry, cosmetology or culinary arts Transition teachers provide assistance in finding local centers and determining the requirements Often free for students with disabilities
Training Programs Job Corps AmeriCorps California Conservation Corps Military Apprenticeships
Competitive Employment Some students who participate in work based learning programs become competitively employed Other students are connected to prospective employers through various agencies
Final preparation for leaving Regional Center invited to final IEP Certificate of Completion or Diploma (CAHSEE exemption) Make sure you get copies of both the Summary of Performance and Final IEP
Agency linkages Department of Rehabilitation Regional Center
Department of Rehabilitation PURPOSE: Helps people with disabilities fulfill their employment goals and achieve independence. WHO SHOULD APPLY?: High school leavers 18 and older who want to work but may have trouble getting or keeping a job because of their disability Some 16 year old students are selected by the DOTS teacher to participate in the Transition Partnership Program (TPP)
Department of Rehabilitation SERVICES PROVIDED: Assessments/Evaluations Supported employment Employment training Clothing to wear on an interview and on the job Transportation vouchers Work related equipment Tuition and books (if deemed appropriate)
Regional Center PURPOSE Provides case management services to people with developmental disabilities that occurred before their 18 th birthday Services are provided from birth to death WHO SHOULD APPLY?: Anyone with a developmental disability that was identified prior to age 18 Includes intellectual disabilities, cerebral palsy, epilepsy, autism, and other disabling conditions requiring treatment similar to that for intellectual disabilities.
Regional Center SERVICES / SUPPORT PROVIDED: Diagnosis/Evaluation Early intervention Parent Training Respite Care Referrals to adult day activities, supported employment, group homes and other community resources
In Conclusion: Don’t be like these parents! “I’d be an irresponsible parent to let them out.” “I don’t want him experiencing anything until I’ve totally checked it out.”
Information / Resources District Office of Transition Services 333 S. Beaudry Ave., 17 th Floor Los Angeles, CA 90017 (213) 241-8050 Website: dots.lausd.net