1. The Basics 1. What is Transition 2. Why it is important 3. Where would I see transition 4. Strengths, interests, & preferences 5. Expectations 6. Transition Assessments 7. Living, Learning, & working 8. Future Planning 9. Curriculum 10. Outside Agencies 11. Post Secondary Plan 12. Next step programs TRANSITION PLANNING RANDY DOHMEN Learning Resource Center 3550 Mills Civic Parkway West Des Moines, IA, 50265 Phone#: (515) 633-5000 Fax#: (515) 633-5124 www.wdmcs.org

2.  Transition was included in IDEA because the first special education students to exit high school were successful in achieving positive post-school adult outcomes such as living on their own, having a well-paying job, and attending post- secondary education in record numbers.  Correct answer is: FALSE  Beginning in the mid-1980’s, the U.S. Department of Education recognized that the first group of students who had been all the way through special education were leaving school and unsuccessful in adult life. Unemployment, lack of enrollment in post-secondary education, continued dependence on parents, social isolation, and lack of involvement in community-based activities were found among young adults with disabilities. QUIZ TRUEFALSE

3.  Many curricula and programs do not support students with disabilities in developing essential adult-life skills.  Correct answer is: TRUE  Post-school outcome research indicates that the current special education curriculum, instruction, and planning are not meeting students’ needs. The National Longitudinal Transition Study -2 has reported that while outcome for many youth with disabilities is improving, they often do not learn or use the skills in their school programs that they need to achieve productivity, empowerment, and independence. QUIZ TRUEFALSE

4.  Students with disabilities transitioning from school to adult life are not often supported by effective interagency collaboration.  Correct answer is: TRUE  Limited levels of service coordination and collaboration among schools and community service agencies have created difficulties for students with disabilities in achieving positive post-school results. In many circumstances, students with disabilities leave school without appropriate community supports necessary to achieve successful adult outcomes. Many students remained at home with nothing to do because they were on long waiting lists for adult services. QUIZ TRUEFALSE

5.  Students with disabilities are more likely to remain in school and graduate from high school than their peers without disabilities.  Correct answer is: FALSE  Dropping out of school is one of the most serious problems facing special education programs across the country. Almost ¼ of all youth with disabilities exit the school system by dropping out. Youth with “ED” have the highest drop out rates (from 21% to 64% - twice the rate of nondisabled students). The drop out rate for students with learning disabilities averages 21.1% (National Center for Education Statistics, 2010). Reasons include: lack of credits to graduate, no parental support for education, inappropriate social interactions. Dropouts have fewer options for employment and usually end up in entry level, low- paying positions. QUIZ TRUEFALSE

6.  Transition is about preparing students to :  Make Choices  Plan for the future  Set goals  Develop career skills  Perform needed daily living skills  Participate in their community WHAT IS TRANSITION

7.  Planning for transition  Involves students, parents & educators in a plan.  Incomes are low  Jobs are often part time  30% of adults with disabilities live in poverty  Employment (as of September 2014)  Labor Force Participation  People with disabilities: 20.1%  People without disabilities: 68.5%  Unemployment Rate  People with disabilities: 12.3%  People without disabilities: 5.5% TRANSITION; WHY IT’S IMPORTANT

8.  Less Social Participation  People with disabilities live in relative social isolation.  Lack of a full social life is a problem for many people with disabilities  Physical Barriers  Despite strong gains from ADA in build access and public transport, barriers still exist TRANSITION; WHY IT’S IMPORTANT https://www.youtube.com/watch?v=PI9RX8hSBrg

9.  Individuals with Disabilities Act (IDEA) 2004  Requires transition planning for all students receiving special education services.  Iowa’s Department of Education  Has stated that transition planning with students on IEPs will begin at the IEP meeting prior to the student’s 14 th birthday WHERE WOULD YOU SEE TRANSITION http://www.wrightslaw.com/

10.  Individualized Education Plan (IEP)  Successful living  Work Experience  Course of study  Work Skills  Learn to be independent  Understand their disability  Develop leisure skills  HOW MUCH IS NEEDED! WHERE WOULD YOU SEE TRANSITION

11.  Transition Checklists  10-13 Year old Students  14-16 year old students  17 year old Students – Graduation  Self Determination  Living  Learning  Working STRENGTHS, INTERESTS & PREFERENCES

12.  www.IHaveaPlanIowa.gov www.IHaveaPlanIowa.gov  I have a Plan Iowa Career Assessments  Interest Profiler  Career Cluster Survey  Basic Skills Survey  Transferable Skills Survey  Work Values Sorter  Career Key  Casey’s Life Skills Assessment  http://lifeskills.casey.org http://lifeskills.casey.org  Onet Assessment  Hrrp://www.onetonline.org /skills/ STRENGTHS, INTERESTS & PREFERENCES

13.  Who is part of my team?  Individuals from my school team  Principal (LEA Rep.)  Behavior Interventionist  Special Education Teacher(s)  General Education Teacher(s)  Support Staff  School Counselor  School Nurse  Individuals from my Family Team  Student(s)  Parent(s)/Guardian(s)  Grandparents  Siblings  Family Supports  Individuals from my organizations team  Agency Case Manager(s)  SCL Worker(s)  AEA Representatives  PEC’s/Advocacy Group(s)  IVRS IEP TEAM MEMBERS

14. Student(s) Expectations 1.Prepare for my Individualized Education Plan (IEP) meeting 2.Participate in my Individualized Education Plan (IEP) meetings 3.Work towards my goals 4.Complete Individualized Education Plan (IEP) Transition Assessment Parent(s) Expectations 1.Complete annual Individualized Education Plan (IEP) transition assessments 2.Be active member of transition team 3.Working with your child to have them invite outside agency case managers 4.Sign (obtain) any consents or release of information forms needed for outside agencies to be part of the transition process. Teacher(s) Expectations 1.Prepare for the student’s Individualized Education Plan (IEP) meeting 2.Participate in the Individualized Education Plan (IEP) meeting 3.Help the student work towards his/her goals 4.Communicate and cooperate with all Individualized Education Plan (IEP) team members EXPECTATIONS What to Expect From IEP Team Members Student Expectations Parent Expectations Teacher Expectations

15.  Should Include  Self Determination  Make decisions, use community resources, talk about disability and what is needed for support, goals and plan to reach them  Living: Home  Live alone, with a roommate, with support, with family or relatives, or in a group home. TRANSITION ASSESSMENTS

16.  Living: Community Participation  Drive a car, use a bus, taxi, shopping, making medical and dental appointments, banking, voting, participating in religious or community events.  Living: Recreation & Leisure  Participate in sports, hobbies, group activities, fitness activities, family events, clubs, make or maintain friendships. TRANSITION ASSESSMENTS

17.  Learning  Community college, community and adult basic education, vocational training, on the job training, military service.  Working  Full-time, part-time, supported, enclave, workshop, on the job training, military service TRANSITION ASSESSMENTS

18.  All Transition Assessment data must be gathered and updated on each students IEP, yearly.  See IEP “B” Page  http://www.youtube.com /watch?v=PIwJlrW-Ylo http://www.youtube.com /watch?v=PIwJlrW-Ylo LIVING, LEARNING, & WORKING

19.  Who Makes Decisions  Conservatorship  Guardianship  Power of Attorney  Representative Payee  Questions to Ask About  Adult Service Providers  Funding  Health Services  Case Management  Diagnostic Information  Supplemental Security Income (SSI)  Social Security Disability Income (SSDI) FUTURE PLANNING

20.  Questions to Ask About Continued  Title XIX Medical Assistance (Medicaid  Public Health Nursing  Early and Periodic Screening, Diagnosis and Treatment (EPSDT)  Intellectual Disability Waiver (ID)  Physical Disability Waiver (PD)  Brain Injury Waiver (BI)  Health and Disability Waiver (HD)  Children’s Mental Health Waiver (CMH)  Habilitation Services  Pediatric Integrated Health Home (P-IHH)  Health Insurance Premium Payment (HIPP)  Medicaid for Employed People with Disabilities (MEPD) FUTURE PLANNING

21.  Questions to Ask About Continued  Respite Care Services  Camping and Recreation Services  Living Arrangements  Supported Community Living Services (SCL)  Residential/Housing Options for individuals with Intellectual Disability/Developmental Disability (ID/DD)  Residential/Housing Options for Individuals with Mental Illness (MI)  Vocational Services  Transportation Options  Etc…………………………………!!! FUTURE PLANNING

22.  It’s a Team Effort!  Academic  Vocational  Social  Behavioral  Adaptive  Living  Community CURRICULUM

23.  Parent & Educator Connection (PEC)  ASK Family Resource Center / Access for Special Kids  University of Iowa  Center for Development & Disabilities(CDD)  Center Lines Newsletter  Child Health Specialty Clinics (CHSC)  Disability Resource Iowa  Iowa Program for Assistive Technology (IPAT)  Iowa Compass  Realizing Educational & Career Hopes (REACH)  National Dissemination for Children with Disabilities (NICHCY)  Wright’s Law  Pacer Center  The ARC of Iowa OUTSIDE AGENCIES: WHERE TO START

24.  Where do I go from here?  Iowa Vocational Rehabilitation Services (IVRS)  Iowa Workforce Development  DMACC S.T.R.I.V.E. Program  University of Iowa R.E.A.C.H Program  Project SEARCH  LINK Associates  Candeo Services  Etc………!!!!  TAP Programs NEXT STEP PROGRAMS

25. QUESTIONS?????