1. Transition Planning

2. Transition was included in IDEA because the first special education students to exit high school were successful in achieving positive postschool adult outcomes such as living on their own, having a well-paying job, and attending postsecondary education in record numbers. TRUE FALSE

3. Many special education curricula and programs do not support students with disabilities in developing essential adult-life skills. TRUE FALSE

4. Students with disabilities transitioning from school to adult life ARE NOT often supported by effective interagency collaboration. TRUE FALSE

5. Students with disabilities are more likely to remain in school and graduate from high school than their peers without disabilities. TRUE FALSE

6. Amendments to IDEA 1997 (PL 105-17)  definition of transition services, age requirement

7. IDEA 2004  Mandates that transition services be addressed beginning no later than age 14; earlier if appropriate  The purpose: to determine long-range goals relative to the following outcomes: “ postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, and/or community participation.”

8. IDEA defines transition services as: “… a coordinated set of activities for a student, designed within an outcome-oriented process, which promotes movement from school to post-school activities, including postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation…

9. Transition defined (cont.)  …The coordinated set of activities shall be based upon the individual student’s needs, taking into account the student’s preferences and interests, and shall include instruction, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation.”

10. Beginning at age 14, transition services will include outlining the student ’ s educational course of study which will lead to the desired post-school outcomes. Beginning at age 16 (or younger), transition services will include the establishment of linkages with transition service providers. 3 statements (3) & goals

11. Student postschool outcomes  Employment status  Living/residential status  Social and interpersonal status  Community participation

12. Age of Majority  Selective Service According to federal law, ALL MALES must register with the Selective Service when they turn 18.  Voting All U.S. citizens age 18 and over have the right to vote.  Educational Rights According to federal law, “ beginning at least one year before the child reaches the age of majority, a statement that the child has been informed of his or her educational rights that will transfer to the child on reaching the age of majority ” will be documented in the student ’ s IEP.

13. Failure to Meet Transition Objectives  If a participating agency, other than the LEA fails to provide the transition services described in the IEP, the LEA shall reconvene the IEP team to identify alternative strategies to meet the transition objectives for the child set out in that program.

14. Transition best practices  Vocational training  Parent involvement  Interagency collaboration  Early planning  Incorporating transition within the IEP process  Using a functional, community-referenced curricula  Placing students in jobs that provide opportunities for advancement

15. Transition Myths  There is one transition planning process for all students  Transition planning occurs only in the IEP/Transition meeting  Transition plans cover one year  Transition teams meet only annually

16. Transition Timeline  Identifies when certain activities will take place for a particular student as he/she moves toward the transition to post-school activities

17. Recommended Student Age/ Grade Level ActionPerson ResponsibleCompletion Date Entry to Middle School Middle School 6 th grade Middle School 8 th grade 14 16 Give transition information to student and parent(s)/guardian Complete Parent Interview/Domains Inventory Obtain or verify social security number and place copy in file Vocational goals and objectives are on the IEP. Provide vocation instruction in a variety of school sites (i.e., grounds, cafeteria, and office) Begin transition file with references, descriptions of acquired skills, work history, and related assessment information: - Identify vocational interests/abilities - Identify personal data - Identify training activities Provide vocational counseling and in-depth career exploration Obtain Official Identification Card (Drivers License Bureau) Provide vocational instruction in a variety of community sites Provide training in communication, self-care, mobility, independent living and recreation skills within the context of vocational activities whenever possible Hold initial ITP (Individualized Transition Plan) meeting, to be reviewed and updated annually - Identify transition issues - Obtain signed releases for sharing information School Parent School School/related agencies Parent School Student, School, Parents, & Adult Service Programs Annual IEP Meeting Annual IEP & each 3 yr evaluation Transition Planning Timeline

18. Recommended Student Age/ Grade Level ActionPerson ResponsibleCompletion Date 16 17 18 Estimate graduation date as part of ITP Update transition file with references, descriptions of acquired skills, work history, and community assessment information Referral made to Division of Rehabilitation Services (DRS) Complete application for DRS Complete vocational evaluation as necessary Determination of eligibility and prepare IWRP (if appropriate) Consider family issues that involve guardianship, trusts, wills and related issues Establish definite graduation date as part of ITP/IEP Update transition file with references, descriptions of acquired skills, work history, and community assessment information Register for Draft/Selective Service Review and update ITP, the post-secondary plan in cooperation with adult service programs. Identify and update options for: - Vocational - Community Living - Social/Residential Obtain signed releases for information sharing with other agencies School/Parent School Parent School & DRS DRS, Student, and Parents School can refer parents to sources School/Parent School Parent and Student Student, School/Parent, Adult Service Programs School

19. Transition Team  More than just the “ case conference ” (IEP) team members  Members may also include: transition coordinator (if not the special education teacher), work study coordinators, adult service providers related service providers, vocational rehabilitation counselors, employers, post- secondary education reps, community supporters, and advocates.

20. Transition Service Options  Instruction  Community experiences  Development of employment and other postschool adult living objectives  Transition focused related services  Daily living skills  Linkages with adult services  Functional vocational evaluation

21. Individual Transition Plan Student: Tina Thomas Initial Transition Plan Date: April 16, 1995 Date(s) Transition Plan Reviewed/Revised: 4/21/96, 5/1/97, 10/5/97, 2/14/98, 4/2/98 STUDENT PREFERENCES, NEEDS, INTERESTS: Tina attended her IEP and expressed her post-school preferences. She indicated that she was interested in graduating with her class at age 18 and then going to work following graduation. Therefore, Tina will need a supported employment position in which a full-time job coach is available for initial and some follow-up training. She also indicated her desire to have her own apartment one day but, at this time, wants to continue to live at home with increased responsibilities. Information needs to be provided to Tina and her family regarding residential support services which Tina may need in the future. Tina has several friends from school and would like to continue to interact with these friends after she graduates. Some activities she would like to continue with her friends include working out at the local Y gym, going to the movies, shopping, and doing crafts. Tina will therefore need assistance with transportation to and from social activities.

22. “ Statement ” of Needed Transition Services  This should include: Course of study and related transition needs Goals in regards to work, education, residential options and community participation Needed services and those who are responsible for providing such services

23. CONSIDERATION OF COURSE OF STUDY (at age 14 or younger if appropriate) 9th Grade: Participation in community-based instruction (CBI) and community-based vocational instruction (CBVI) 2-3 days per week, 1-2 hrs. per day. Classes: home economics I, physical education, drama, consumer math, functional life skills, grooming/hygiene, specific meal preparation. 10th Grade: Participation in CBI and CBVI 3-4 days per week, 2-3 hrs per day. Classes: Home Economics II, physical education, chorus, functional life skills, ROTC. 11th Grade: Participation in CBI/CBVI 3-5 days per week, 2-4 hrs per day. Classes: Dance I, keyboarding, functional life skills, chorus. 12th Grade: Participation in CBI/CBVI 4-5 days per week, 3-5 hrs per day. Classes: Dance II, keyboarding, chorus, functional life skills.

24. Instruction  Includes: tutoring, employability skills training, vocational education, social skills training, college entrance exam preparation, preparation for taking state and regional proficiency tests.  Includes: teacher-developed accommodations, curriculum modifications, peer tutoring

25. NEEDED TRANSITION SERVICES (at age 16 and younger if appropriate) (INCLUDE INTERAGENCY RESPONSIBILITIES OR LINKAGES, IF ANY) *If the IEP Team determines that the student does not need services in one or more of these areas, include a statement to that effect and the basis upon which the determination was made. *INSTRUCTION: 1. Enrollment in CBI and CBVI program. School will be responsible for providing transportation and instruction in community settings. 2. Enroll in home economics, P.E. drama, consumer math, chorus, dance, ROTC, functional life skills, and keyboarding classes. School will be responsible for providing instruction in each of these areas. School will also be responsible for providing ROTC uniform. Parents will be responsible for ensuring ROTC uniform is cleaned during the school year. 3. Enroll in exercise program at the local YWCA. Parents will be responsible for transportation and costs.

26. Related Services  Includes those related services that assist in moving the student toward post school outcomes

27. RELATED SERVICES 1. Receive support/training services from Speech/Language pathologist (SLP) in communication and speech skills. These services should be provided across school, community, and home settings. The school will be responsible for ensuring SLP services. 2. Transportation training will be provided by special education staff. In addition, mobility skills (ie. walking routes) will also be taught. School staff and parents will be responsible for training and providing opportunities for practice in community settings.

28. Community Experiences  Includes: job shadowing, community work experiences, tours of post secondary education settings, residential tours, community tours, community-based instruction

29. *COMMUNITY EXPERIENCES 1. Schedule visits with local residential service providers. School will provide Tina and her family with a listing of residential service providers in the area. Tina and her family will be responsible for scheduling visits with service providers. 2. Schedule visit to Roosevelt Warm Springs. Rehabilitation Services counselor will send Tina and her family information regarding the Warm Springs program and will assist them in scheduling a visit to the program. School will be responsible for inviting the rehabilitation services counselor to the IEP meeting.

30. Employment/Other postschool adult living objectives  Includes: career planning, guidance counseling, interest inventories, self-determination training, job placement, job experiences

31. *EMPLOYMENT AND OTHER POST-SCHOOL ADULT LIVING OBJECTIVES 1. Participate in CBVI program. Tina will receive vocational training in the following domains: retail/wholesale, food services, hotel services, housekeeping services, entertainment (movie theater). The school will be responsible for ensuring that Tina receives vocational training in each of these areas as well as transportation to and from training sites during the school day. 2. Enroll in rehabilitation services. School will invite rehabilitation counselor to the IEP meeting. Parents and Tina will be responsible for completing intake process with rehabilitation couselor. 3. Enroll in Mental Retardation Service Center Supported Employment Program. School will refer Tina and family to the appropriate persons at the service center for intake. 4. Placement in a supported employment position in either the retail or food service industry. School will work with MR service center supported employment personnel and rehabilitation services counselor to ensure successful supported employment placement. 5. Financial supports are needed. Tina will complete application for receiving SSI. In addition, salary in her supported employment position needs to be above minimum wage, School staff will provide Tina and her family with Social Security information and phone numbers and will assist in the application process. The DRS supported employment job coach will locate a supported employment position with an appropriate salary. 6. Participate in social skills training program with school staff in CBVI settings. Special education staff, job coach, and parents will provide training and follow-up activities. 7. Participate in volunteer activities with her church volunteer group. Tina’s parents will be responsible for obtaining volunteer schedule and transportation for Tina.

32. Daily Living Skills  Includes: self-care, home repair, health training, home economics, money management, “ personal care ” skills

33. Linkages with Adult Services  Includes referrals to agencies that provide services to adults with disabilities

34. Functional Vocational Evaluation  Includes: work assessments, work samples, participation in work adjustment programs, aptitude tests, community-based vocational instruction, resumes

35. DAILY LIVING SKILLS 1. Increase responsibilities at home. School and parents will provide instruction and opportunities to practice meal preparation, clothing care, general housekeeping, and yard maintenance. 2. Self-medicate. Establish a schedule and train Tina to follow in taking diabetes medication. School, parents, and family physician will work collaboratively to establish a schedule and train Tina to follow the schedule. FUNCTIONAL VOCATIONAL EVALUATION 1. Complete modified vocational interest inventories to assist in the selection of a supported employment position. Special education staff and the school counselor will be responsible for conducting the vocational interest inventories with Tina. TRANSFER OF RIGHTS (Required at age 17): Tina Thomas was informed on 4/2/98 of her rights, if any, that will transfer at age 18.

36. Issues for Mild Disabilities  Self-Advocacy Skills  Career and Vocational Assessment  Interpersonal Skills  Academic and job related academics  Special education and vocational education collaboration  Occupational awareness  Interagency and support services

37. Issues for students with severe disabilities  Employment preparation and placement  Post-school adult living arrangements  Independent living skills  Community and leisure options  Transportation training needs  Social behaviors training  Medical needs  Transportation access  Communication  Financial and other benefits  Advocacy and legal trusts

38. Self-Advocacy Skills  Control over the timing of events  Making personal choices  Choosing environments and methods of training  Opportunity to evaluate services and programs  Involvement in the hiring of staff  Attendance in all planning meetings  Opportunity for self-charting and self-monitoring  Receive assertiveness and self-advocacy training

39. Career and vocational assessment  Interest inventories  On-site assessments  Other agencies provide assessments  Feedback given to the student and family

40. Interpersonal Skills  Neat and clean in appearance  Organization of self and activities  Using initiative  Following directions  Working without close supervision  Adjusting to changes/new routines  Understanding directions  Ask questions  Reaction to pressure  Get along with peers  Get along with supervisors

41. Academic and Job Related Skills  Basic writing skills  Basic reading skills  Understanding of written material  Basic math skills  Independent living skills Banking Checkbook Paying bills

42. Special and Vocational Ed Collaboration  Regular vocational courses  Vocational courses with adapted curriculum  JTPA jobs  Share information for job placements

43. Occupational awareness, exploration, & basic work experiences  Community-based vocational instruction (CBVI)  Career investigation  Work study programs  Part time or summer jobs

44. Interagency and support services  Rehabilitation services Vocational evaluations Job/career counseling Additional training Job development Job coaching Supported employment  Social Security  Vocational Technical Schools  Community Colleges

45. Student-Directed Topic  What do you want to know more about?  Take 5 minutes to collaborate/ponder  Write your idea on a piece of paper and turn it in