1. TRANSITION PLANNING FOR ELEMENTARY TEACHERS Planning for your students’ future

2. WHAT IS TRANSITION?  Coordinated set of activities  Used to assist a student in preparing for future training and employment  Assists the student in aligning their interests with possible careers  Vocational and Life Skills preparation

3. WHEN DOES TRANSITION PLANNING BEGIN?  When a student enters school.  Goal for all students: preparing them for being productive members of a community  Includes: Socially, economically and independence  Transition planning is more than something that is done at the secondary level.

4. GETTING STARTED AT THE ELEMENTARY LEVEL  Look beyond high school  Must have an understanding of what is expected  Must be committed to developing self-determination in your students.

5. LIFE AFTER HIGH SCHOOL  Graduation : IDEA ends and ADA begins  IDEA is an entitlement law  ADA is a civil rights law  Age 18- individual becomes their own legal guardian

6. LIFE AFTER HIGH SCHOOL (CONTINUED)  Individuals must advocate for themselves  They must disclose their disability to receive assistance  Must be self-determined

7. COLLEGE, TECHNICAL SCHOOL OR COMMUNITY EMPLOYMENT  Expectations to complete required work or assignments  No modified assignments or tasks  No one will seek them out if they need assistance  Post – secondary students will need to seek out assistance on their own.

8. POST HIGH SCHOOL (CONTINUED)  Colleges and technical schools will accept students based on merit (grades, test scores, etc.) rather than disability.  Accommodations can be given only when an individual seeks out assistance and discloses their disability.

9. HOW DO WE PREPARE OUR STUDENTS FOR POST – SECONDARY LIVING?  Elementary level : Create opportunities for students to be independent  Be aware of the differences in modified assignments and accommodations.  Introduce your students to their IEP and what that is.  Have your students give their input to goals going on the IEP.  Encourage your students to seek out assistance or advocate for themselves rather than relying on you to do that for them.

10. FORMAL TRANSITION PLANNING  As students enter middle school, they should be more self- determined  Less dependent on their teachers  More involved in the development of their IEP

11. FORMAL TRANSITION PLANNING  Begins with the 8 th grade IEP  Students are required to attend their IEP meeting  Students are given opportunities to explore possible career options.

12. WHAT IS INVOLVED IN TRANSITION PLANNING  Development of a Post-Secondary goal (what the student wants to do after high school)  Annual goals for what is done during the current IEP year that will assist in reaching the post –secondary goal.  The goals developed are based on student input and feedback.  Students should be actively involved in the IEP development process.

13. HIGH SCHOOL OPPORTUNITIES FOR VOCATIONAL EXPLORATION  Vocational Technical School  Work Study Opportunities  Career exploration through elective classes  Work Adjustment Training Opportunities through VR  Concurrent enrollment for community colleges

14. WHAT CAN BE DONE AT THE ELEMENTARY LEVEL FOR PREPARING FOR THE FUTURE?  Encourage students to seek out assistance instead of waiting for you to help.  Introduce your students to the IEP and what it’s purpose is.  Encourage parents to bring their child to the IEP meeting (especially for the older elementary students)  Know the differences between accommodations and modifications.  Always consider how the activity you’re doing will assist in preparing them for secondary and post-secondary programming.

15. POST – SECONDARY OUTCOMES  Individuals with disabilities who are self-determined, tend to be more successful in post-secondary training  Participation in Work Adjustment Training / Work Study programs result in a higher employment rate for individuals with disabilities,  With increase in confidence, there is more independent living and participation in the community.  There is also less dependence on government help and more productivity/ purpose in life.  In the long run, individuals with disabilities have potential to earn more money than receiving government assistance.