SECONDARY TRANSITION PLANNING PROCESS Annie Margaret Harris, Coordinator Office of Special Education Division of Technical Assistance Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 1

Definition of Transition Services “…a coordinated set of activities for a child with a disability that – (A) is designed with a results-oriented process that promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment, continuing and adult education, adult services, independent living, or community participation Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 2

Definition of Transition Services (B) Based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 3

Definition of Transition Services (C) Including instruction, related services, 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.” IDEA Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education

Definition of Transition Services IDEA ’04 Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Committee, and updated annually thereafter. Spring 2010 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 5

Definition of Transition Services State Board Policy 7219 Beginning not later than the first IEP to be in effect when the child turns fourteen (14), or younger if determined appropriate by the IEP committee, and updated annually, thereafter. Spring 2010 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 6

ACTIVITY 1: Think/Pair/Share Using the notepad provided, please write your responses to the following questions: 1.Why do we need to know about the laws related to transition? 2.Why do we need transition planning? 3.What is the ONE most important thing students must do/know upon high school graduation? Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 7

Focusing on Transition Planning Changes How We Provide Services Transition is Results-Oriented – Post-secondary education, training, employment, and independent living Transition is Coordinated – Accountable for programs leading to successful outcomes Transition is Student-Centered – IEP reflects what the student is expected to know or be able to do Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 8

IEP Results Process for Transition Services Step 1: Measurable Post-secondary Goals Step 2: Present Levels of Academic Performance Step 3: Needed Transition Services Step 4: Annual IEP Goals Step 5: Summary of Performance Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 9

Measurable Post-Secondary Goals The IEP includes appropriate measurable post-secondary goals based upon age appropriate transition assessments related to training, education, employment and, where appropriate, independent living skills Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 10

SMART Annual Goals SMART Goals are: Specific Measurable Achievable Relevant Time-Related Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 11

SMART Annual Goals Specific:What are the observable behaviors that the student will do in a year that the student is not able to do now? Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 12

SMART Annual Goals Measurable: How do you know when the student has accomplished the goal(s)? What criteria will you use? Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 13

SMART Annual Goals What can the student reasonably do in one year? Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 14

SMART Annual Goals Relevant: Does the goal(s) reflect individual needs identified in the Present Levels of Performance? Does the goal(s) transfer to classroom use? Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 15

SMART Annual Goals Time-Related:How well and over what period of time the student must perform the skill or behavior to consider it met Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 16

Measurable Post-Secondary Goals Goal: Statement that identified what knowledge, skills and/or behaviors the student will acquire within one year. Goal should: Have a need identified in the Present Levels of Performance Allow the student to acquire a skill or behavior Be unique to the student Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 17

Measurable Post-Secondary Goals Evaluation Criteria: How well and over what period of time the student must perform the skill or behavior to consider it met. Note: Should be possible for student to accomplish in one year Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 18

Measurable Post-Secondary Goals Evaluation Procedure: Method used to measure progress. Note: Evaluation procedure should be tangible. Teacher observation is not tangible Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 19

Measurable Post-Secondary Goals Evaluation Schedule: States the range of dates or intervals of time by which the evaluation procedures will be used to measure student progress. Note: Should be frequent enough to allow for adjustments to instruction and it might be different for each goal Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 20

Areas Of Measurable Post-Secondary Goals Education is defined as enrollment in... Community College (2-year program) College/University (4-year program) Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 21

Areas Of Measurable Post-Secondary Goals Training is defined as... High school completing document or certificate class (e.g. Adult Basic Education, (GED) Short-term education or employment training program (e.g. Job Corps) Vocational Technical School Certificate program (less than a 2 year program) Continuing education/life long learning Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 22

Areas Of Measurable Post-Secondary Goals COMPETITIVE EMPLOYMENT Work in competitive labor market Full- or part-time basis in integrated setting Compensation at or above minimum wage Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 23

Areas Of Measurable Post-Secondary Goals Supported Employment Competitive work that is... in integrated work settings for individuals with the most significant disabilities Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 24

Areas Of Measurable Post-Secondary Goals Additional Examples of Employment Include: Volunteer Employment Unpaid work-based learning opportunities Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 25

Areas Of Measurable Post-Secondary Goals Independent Living or Life Skills (when appropriate) are defined as... “…skills or tasks that contribute to the successful independent functioning of an individual in adulthood” (Cronin, 1996) in the following domains: Leisure/recreation Maintain home and personal care Community participation Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 26

Post-School Goals Post-school goals are written so that teachers and parents can measure the extent to which the goals were achieved & school’s role in planning Education/training & employment are required Independent living as needed Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 27

Remember Post-school goals must match the student’s diploma/graduation option. Spring 2010 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 28

Post-School Goals Formula for writing Post-School Goals: After high school: After graduation, student__________ will outcome (what, where and how?) Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 29

Transition Assessment Steps 1.Data pertaining to students’ interests, preferences, and strengths are used to develop appropriate, measurable post- secondary goals. 2.Data on post-secondary goals, interests and preferences, and data pertaining to student strengths and needs that may impact the realization of the goals are summarized in the Present Levels of Performance (PLP) in the IEP Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 30

Transition Assessment Steps 3.Needs identified in the PLP drive the remaining components of the IEP transition services, including course of study, transition activities, transition planning, annual goals and accommodations. 4.Summation of all available assessment data is used to develop the Summary of Performance as the student nears graduation or “aging out” of services Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 31

Guiding Questions What do we already know about the student’s strengths, preferences & needs in employment, education, living? What methods and sources will provide the information I need? Who will gather the information & what role will the student play in the assessment process? Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 32

Guiding Questions When will the assessment data be collected and used for transition planning? Is the student making progress toward his/her specific post-secondary goals (training, employment, education, daily living skills, etc.)? Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 33

Transition Assessment Transition assessment is the on-going process of collecting data on individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, and living environments. Assessment data serves as the common thread in the transition process and forms the basis for defining IEP goals and services Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 34

Transition Assessment Focus is upon future roles as worker and citizen. Student choice is a major theme. Transition activity is an on-going, future focused, person centered process. Yields match between strengths, needs preferences and demands and culture of current and future environments Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 35

What is the Purpose of Transition Assessments? Assist the student in identifying interests and preferences Determine appropriate accommodations and supports Determine appropriate instruction and activities that will assist the student in achieving post-school goals Determine “next steps” Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 36

Assessment Plan Characteristics Customized to specific types of information needed Appropriate to learning and response characteristics Use assistive technology & accommodations Include multiple on-going activities to sample behaviors and skills Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 37

Assessment Plan Characteristics Must be verified by multiple methods & persons Results stored in user-friendly way Occurs over time (multiple years) Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 38

What to Assess Learning Styles Temperament Personality Social Skills Communication Interpersonal Independent Living Skills Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 39

What to Assess Aptitudes (academic, work, etc.) Interests & Preferences Self-advocacy Skills Vocational & Occupational Skills Supports & Accommodations (including assistive technology ) Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 40

How to Assess Standardized: Major elements of the assessment are consistent (tests items, scoring, interpretation) Norm-referenced Criterion-referenced Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 41

How to Assess Informal: Analysis of background information Interviews Surveys Checklists Rating scales Work samples Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 42

How to Assess Curriculum-based assessments Interest Inventories Observations & situational assessments Person-centered planning Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 43

How to Assess Informal Assessments for Transition Planning: Post-secondary Education and Training Independent Living and Community Participation Employment and Career Planning Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 44

How to Assess Assessing Environments: Environmental Job Assessment (E-Jam) Vocational Integration Index Ecological Inventories Post-secondary Supports Survey Opening Doors: Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 45

Transition Assessment Strategies Gather information from the student, family, school staff, and any agencies that are currently providing services to the student (e.g., medical, mental health, social services, etc.). Use only the parts of the assessment tools that are most relevant, and update information rather than starting over Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 46

Transition Assessment Strategies Make use of career classes and counseling offered through general education. Make sure the information follows the student from middle to high school and to the adult service providers Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 47

Transition Assessment Strategies Collect and summarize the information before the IEP meeting and share with the student, family, and other staff members, to ensure the IEP meeting focuses on developing or updating the student’s transition goals and objectives Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 48

Assessment Tools Self-Awareness Inventories and Surveys Explore strengths, learning styles, personality, aptitude, interests, values, disability awareness, and accommodations Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 49

Assessment Tools Career Assessment Student interests or hobbies Classroom lessons on career clusters Visiting work sites: job shadow, field trips, informational interviews What students are doing in general education classes (career units, counseling) Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 50

Assessment Tools Situational Assessment Observe and record skills and behavior in real-life settings, including the classroom, campus, community, and work sites Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 51

Assessment Tools Portfolio Collection of assessment data, sample applications, resumes, and letters of reference Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 52

Assessment Tools Remember, the assessment process can be formal or informal. The choice between a formal or informal assessment is an individually determined decision. Whichever process is chosen, the process should incorporate: self-awareness, including learning, personality, and preparation based on individual interests, skills and strengths Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 53

AIR Self-Determination Assessment Parent Version Teacher Version Student Version Cost: FREE Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 54

Using Data Results of transition assessments in IEP: Include in present levels of academic and functional performance Used to identify post-secondary goals (outcomes) Used to identify needed transitionservices Monitoring instruction, progress & decisions about changes Coordinate assessment needs with adult agencies Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 55

Transition Planning Involves Three Major Activities: 1.Coaching every student, along with parents, to think about goals for life after high school and to develop a long-range plan to get there. 2.Designing the high school experience to ensure that the student gains the skills and competencies needed to achieve his or her desired goals. 3.Identifying and linking students and families to any needed post-school services and supports Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 56

Transition Planning Team Transition team members include: Parents Students General and Special Education Personnel Agency Representative The successful transition of students with disabilities is the responsibility of all members of the IEP Committee and requires considerable collaboration Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 57

Team Members’ Roles and Responsibilities Parents must advocate for their children within the educational system and the agency structure, believe in them, and fulfill the role of educator in the home environment. Students must accept the responsibility to be engaged, responsible individuals who attend school regularly, participate in setting goals for the future, and identify how those goals will be achieved Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 58

IEP Committee Collaboration between team members and participating agencies is an essential part of the transition planning process Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 59

What is Collaboration? Collaboration is when team members design, establish, and improve services for young adults preparing for transition from school to post-school activities: 1.Networking 2.Service Coordination 3.Cooperation Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 60

Networking Through networking, IEP Committee members gain an awareness of available resources and discover how to access or refer individuals to those services Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 61

Service Coordination Service coordination assists in the selection and scheduling of services. In coordinating, team members arrange for a student with disabilities to receive specific services from different agencies Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 62

Cooperation With cooperation, IEP Committee members look for ways to support and complement one another’s transition services Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 63

Collaboration Collaboration begins with networking, coordination, and cooperation; but it then requires team members to share decisions, responsibility, and trust. It requires that team members invest time and energy to come up with options and design strategies for carrying out these plans Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 64

Who is Responsible for Transition Outcomes? In the case where a participating agency, other than the educational agency, fails to provide agreed-upon services, the educational agency shall reconvene the IEP team to identify alternative strategies to meet the transition objectives Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 65

Team Members’ Roles and Responsibilities Educators must accept the responsibility to immerse youth in the learning process with a standards-based, contextual learning approach to teaching that includes school- and work-based learning experiences. Agency personnel must treat each student as an individual and be committed to meeting each student’s needs by determining what services the agency might provide and coordinate Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 66

Collaboration Everyone on the team must accept their transition-planning responsibilities, collaborate effectively, and follow through on the agreed-upon transition services to give students with disabilities a greater chance of exiting school fully prepared and enthusiastic about their futures Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 67

REMEMBER State Board Policy 7219 Transition language in the IEP at age 14 Measurable post-secondary goals Based on age-appropriate assessments related to: -Training, education, employment, and, where appropriate, independent living skills -Providing a Summary of Performance upon school exit Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 68

Transition Service Needs At Age14 State Board Policy 7219 A statement of needed transition services for the student age 14, (or younger, if determined appropriate by the IEP Committee), including interagency responsibilities or any needed linkages Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 69

Transition Service Needs At Age14 Services are based on the individual needs of the student, taking into account the preferences and interests which include: Instruction Related services Community experiences Development of employment Acquisition of daily living skills Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 70

Making The Transition Successful The student’s “desired post-school goals” or vision for life after high school should focus on these questions with realistic answers: What are the student’s plans beyond high school? Where does the student plan to live after high school? How does the student plan to take part in the community after high school? How does the student plan to use his/her leisure time? Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 71

Predictors of Post-school Success Students having a paid job during high school years Students being actively involved in the IEP and transition planning and implementation process Students understanding their disability, limits, and strengths Students having high self-determination skills Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 72

Planning for Successful Transition Planning for successful transition requires exploring several important questions: Does the student have the skills necessary to obtain employment? Is the student a candidate for post- secondary education (e.g., college, vocational training, military, etc.)? Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 73

Planning for Successful Transition Does the student have special needs for transportation? Does the student have the social skills to behave appropriately on the job? In the community? Where will the student live? Will the student require supervision for some or all decision-making? Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 74

Planning for Successful Transition Does the student know how to use leisure time? Will the student have friends or make friends in the community? Has the student mastered independent living skills like cooking, grocery shopping, and cleaning? Can the student manage money, pay bills, and keep a checkbook? Does the student require an attendant to help with personal care needs? Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 75

Planning for Successful Transition Answers to these kinds of questions provide the basis for successful transition planning. If a student lacks skills in important areas of adult functioning, then the student can work on those skills while still in school and become better prepared to take on adult responsibilities after graduation Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 76

Make A Plan Planning a student’s education becomes easier when you have already considered long-range goals and have made a decision about the next step in the educational program. You can develop an educational plan which outlines the skills the student needs to learn in order to function in the next environment. Then you can link the goals and objectives in the student’s IEP to predictions you have already made about the student’s future Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 77

Review Graduations Options Reviewing and selecting the appropriate graduation option based on the student’s desired post-school goal is one of the most essential roles of the IEP Committee members. Spring 2010 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 78

High School Graduation Options The committee must select from the following graduation options: Standard High School Diploma Career Pathway Option Traditional Pathway Option District Option MS Occupational Diploma Certificate of Completion Spring 2010 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 79

A “Quality” Transition Plan A “quality” transition plan should be reflected in the student’s IEP and should have information about: community-based instruction, vocational education, future placements, performance criteria in future environments, skills in academic and nonacademic domains, and annual goals which are linked to future needs Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 80

What Should You Look For In A “Quality” Transition Plan? Age appropriateness of activities Activities that are community-based Functional skills Skills that can be generalized (e.g., used in more than one environment or situation) Activities that are based on the individual’s preferences and interests A sufficient number of transition-related objectives Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 81

How Should Students Be Involved In Transition Planning? IDEA requires that students be involved in making choices concerning their transition plan. Most students with disabilities can attend their own IEP meeting and express their views, but they will need some assistance in understanding the process and knowing how to contribute Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 82

Student’s Involvement Learn more about their strengths and skills and be able to tell others what their goals and needs are. Learn more about their disability, including how to talk about and explain the accommodations which help them to compensate for the effects of the disability Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 83

Resources High school teachers, vocational staff and guidance counselors are good resources for teaching these skills. To ensure teaching of self- determination skills, make self- determination skills part of the student’s IEP Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 84

Student Participation Some students will not be able to participate in the full IEP meeting, but these students can sometimes be interviewed separately and their ideas can then be brought to the meeting by parents or the student’s teacher. There are specific transition questionnaires which can be used to help students identify their choices and preferences for the future Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 85

Student Participation As soon as possible, students with disabilities should begin to attend their own IEP meetings. In advance of the meeting, teachers and parents can discuss the IEP meeting format, the issues which will be discussed, and who will be at the meeting Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 86

Student Participation Foster a greater sense of ownership in the plan. Gives a deeper commitment to working on the goals contained in it Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 87

Student Needs to Answer: Where do I want to live after leaving high school? Where do I want to work after leaving high school? Where do I want to learn after leaving high school? Answers become post-secondary goals on the IEP Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 88

Student Needs to Answer: What skills do I need to learn to live where I want? What skills do I need to learn to work where I want? What skills do I need to go to school where I want? Answers to these questions become annual transition goals Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 89

Student Needs to Answer: What supports do I need to live, learn, and work where I want to after leaving high school? Answers to these questions become coordinated services/linkages to accompany annual transition goals Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 90

Student Needs to Answer: What classes do I take in school to be prepared to work, learn, and live where I want after leaving high school? The answer to this question becomes the student’s course of study Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 91

Course of Study Course of study must support the post- secondary education/training and Employment goals of the student Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 92

Goal Statement Upon completion of high school, Jackie will enroll in Ocean County Community College. Jackie will obtain a part-time job while in college. She will live on campus and will need additional financial aid. Jackie plan to volunteer a few hours a week at the on-campus day care Center and attend sporting and various social events on and off campus with friends Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 93

Jackie’s Graduation Option Jackie’s graduation option is the Career Pathway which requires 21 Units. She would like to attend the Ocean County Community College to earn an Associate Degree in Early Childhood Development. The LEA will be coordinating with Ocean County Community College to ensure that Jackie’s application for admission, financial aid packet and other admission requirements are completed and submitted prior to graduation. Spring 2010 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 94

Example of Jackie’s Course of Study English I Biology I U.S. History Child Development Family Dynamics Driver Education ACT/SAT Prep I Linkage: Ocean County Community College Spring 2010 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 95

Goal Statement Robert would like to become a high school counselor. He has enjoyed volunteering in the counselor’s office for the past year. He would like to attend MS College to earn his degree. Robert plans to live off campus and work part-time to help pay his tuition. During Robert’s spare time he plans to volunteer at the local Boys & Girls Club. Robert will continue playing tennis with his friends on his free week ends. Spring 2010 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 96

Robert’s Graduation Option Robert’s graduation option is a Standard High School diploma. He is planning to attend MS College with a major in Counseling. After earning his bachelor's degree, Robert would like to attend graduate school to earn his master’s degree in Counseling. The LEA will coordinate with MS College to ensure that Robert’s application for admission, financial aid packet and other admission requirement are completed and submitted prior to graduation. Spring 2010 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 97

Example of Robert’s Course of Study English II Algebra II Spanish World History Oral Communication II Personal Development ACT/SAT Prep II Linkage: MS College Admission Office Spring 2010 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 98

Goal Statement Josh’s dream job is working as a groomer at Andy’s Pet Grooming Salon. Josh has been working at Andy’s after school with the help of a job coach cleaning the floors, taking out the trash and helping with the pets as needed. Josh loves working around the dogs. Because Josh is a good worker, Andy would like to offered Josh a full time position but Josh’s family will need to secure a job coach until he’s able to work independently. Josh will live at home and take the city bus to and from work each day. Josh and his father will race their ‘57 Chevy on week ends. Spring 2010 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 99

Josh’s Graduation Option Josh’s graduation option is a Certificate. He plans to begin working full time after graduation. The LEA is coordinating with the MS Department of Rehabilitation Services to provide Josh with a full-time job coach to help him secure the position at Andy’s Pet Grooming Salon. Spring 2010 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 100

Example of Josh’s Course of Study MS Extended Curriculum PD 5 - Develops physical and manual skills for occupational training and employment. OS 1 - Performs vocational tasks OS 2 - Explores job training and placement. SD 1 - Engages in socialization. SD 3 - Assumes developmentally appropriate responsibilities in various settings. Linkage: MS Department of Rehabilitation Services Spring 2010 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 101

Involve Student in Planning Process Teach students to become active participants in their own IEP meetings Teach students terms and process Students write scripts of what to say and when Practice, Practice, Practice, Practice! Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 102

Students Assist in Building Post-School Linkages Develop transition service linkages to assist student to obtain post-secondary goals Linkages to service providers  Rehabilitation  Supported employment programs  Transportation Support  College or post-secondary education disability support office Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 103

Remember!!! It is important for young people to think about their own futures and to be given an opportunity to articulate their hopes and desires regarding education, careers, and adult living Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 104

Self-Determination Skills Personal Goal Setting Coming to Terms with Their Disability Recognizing Strengths and Limitations Taking Risks Asking for Help Using Support Services Articulating Needs Self-Advocacy Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 105

On-Line Free Interest Inventories My Future – intrest.html I Oscar – Career Clusters – (download in pdf format) Department of Labor – Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 106

Entitlement vs. Eligibility When students leave school, they are leaving a system of entitlements, and are entering a world where services are not guaranteed. Schools are required by law to provide special education services to students with disabilities (who have IEPs) Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 107

Eligibility and Availability Once students exit the school system, they are entering the world where services are based upon eligibility and availability, they are not guaranteed. Students must meet eligibility requirements to receive most adult services. Even if eligible, funding or service availability issues may interfere with receiving desired services Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 108

Examples of Transition Services Instruction Enroll in community education or recreation programs of interest. Complete a study skills training class. Participate in a career awareness program or class Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 109

Examples of Transition Services Employment Interview in a career field of interest Practice completing job applications and interviewing skills Research three different careers and write a paper about them Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 110

Examples of Transition Services Community Experiences Meet with military recruiters to discuss educational benefits Learn about the Americans with Disabilities Act (ADA) Take ACT tutorial classes at local library Tour post-secondary training programs Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 111

Examples of Transition Services Related Services Identify and visit community health agencies Learn to use public and private transportation Learn to use a guide dog effectively Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 112

Examples of Transition Services Acquisition of Daily Living Skills Learn about time management Take a CPR/First Aid Course Development a monthly living budget Take driver education class and driver’s license test Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 113

Examples of Transition Services Other Post-School Adult Living Objectives Learn about community agencies that provide services and support to people with disabilities Inquire into programs such as food stamps, medical insurance, etc. Apply for Vocational Rehabilitation Services Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 114

Examples of Transition Services Functional Vocation Evaluation Participate in a situational vocational assessment Participate in job samples in the community Conduct formal aptitude tests such as VALPAR and WRIOT Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 115

Common Community Agencies/Programs Vocational Rehabilitation Agency (VR) assists persons with cognitive, sensory, physical, or emotional disabilities to attain employment and increased independence. Funded by Federal and State money, VR agencies typically operate regional and local offices. VR services typically last for a limited period of time and are based on an individual’s rehabilitation plan Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 116

Common Community Agencies/Programs Mental Health Agencies provide a comprehensive system of services responsive to the needs of individuals with mental illness or Intellectual Disabilities. Federal, State, and local funding are used to operate regional Offices, with local funding often being the primary source. Services are provided on a sliding payment scale Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 117

Common Community Agencies/Programs Independent Living Centers (ILC) help people with disabilities to achieve and maintain self-sufficient lives within the community. Operated locally, ILCs may charge for classes, but advocacy services are typically available at no cost Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 118

Common Community Agencies/Programs Social Security Administration operates the Federally-funded program that provides benefits for people of any age who are unable to do substantial work and have a severe mental or physical disability. Several programs are offered for people with disabilities, including Social Security Disability Insurance (SSDI), Supplemental Security Income (SSI), Plans to Achieve Self-Support (PASS), Medicaid, and Medicare Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 119

Transition Planning Process Recap Identify Preferences, Interests and Needs (Using age-appropriate transition assessments) Develop a Vision for the Future Develop Transition IEP that includes:  Measurable Post-secondary Goals  Transition Services & Courses of Study  Goals, Objectives/Benchmarks  Interagency Linkages Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 120

RESOURCES Social Security Administration Department of Health MS Department of Rehabilitation Services MS Department of Human Services Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 121

OTHER HELPFUL RESOURCES Social Security Disability Benefits Planner Post-Secondary Education Planning Guide Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 122

Contact Information Annie Margaret Harris Desma McElveen Tanya Bradley Office of Special Education Division of Technical Assistance (601) Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 123