2. TRANSITION STEPS FROM HIGH SCHOOL TO ADULT SERVICES DEVELOP TRANSITION PLAN AT IEP MEETING DEVELOP TRANSITION PLAN AT IEP MEETING Begin transition process by age 16 Begin transition process by age 16 Results oriented Results oriented Based on individual needs and interests Based on individual needs and interests

3. IEP – CONSIDER INVITING Central Point of Coordination Administrator (CPC) Vocational Rehabilitation Counselor Case Manager Mental Health Worker Child Service Worker Adult Residential & Vocational Service Provider(s)

4. PARENTS ARE EXPECTED TO HELP THE STUDENT PREPARE FOR HIS/HER IEP Help student explore interests related to residential, education and work goals after school Give permission for agencies/professionals to work with the student Become familiar with these agencies/professionals Help student think about what he/she wants to do when finished with school Help student think about education/training that will be needed and where it can be obtained Help student think about vocational strengths and skills Help student think about where he/she might live after school and what skills will be needed Help student understand his/her disability and the impact it may have on where he/she may live and work Help student identify additional supports

5. PARENT ARE EXPECTED TO PARTICIPATE IN STUDENT’S IEP MEETINGS  Ask questions  Share thoughts and be a part of the discussion  Help the student develop vocational and living goals  Help determine what needs to be done now and in the future to attain goals  Maintain the focus of discussion on the student’s strengths preferences and interests  Make sure the student’s interests and wishes are valued and respected  Find out how services are funded

6. PARENTS ARE EXPECTED TO HELP THE STUDENT ACHIEVE HIS/HER GOALS Help student complete activities that will help achieve goals Help student complete activities that will help achieve goals Help student understand choices and apply for programs such as Voc Rehab, Medicaid, Home and Community Based Services, Social Security Disabi8lity Insurance (SSDI), Supplemental Security Income (SSI) Help student understand choices and apply for programs such as Voc Rehab, Medicaid, Home and Community Based Services, Social Security Disabi8lity Insurance (SSDI), Supplemental Security Income (SSI) Explore adult service providers of residential and vocational services Explore adult service providers of residential and vocational services Ensure that post school goals and services are coordinated between providers to prevent gaps in services Ensure that post school goals and services are coordinated between providers to prevent gaps in services Ask questions Ask questions Support student’s growing independence and informed choices Support student’s growing independence and informed choices Review Transition plan regularly Review Transition plan regularly Provide positive reinforcements to student Provide positive reinforcements to student

7. TEACHERS OR SCHOOL TEAM MEMBERS ARE EXPECTED TO PREPARE FOR THE IEP MEETING Ensure that the IEP includes a Transition Plan, and is reviewed at least annually Ensure that the IEP includes a Transition Plan, and is reviewed at least annually Use assessments to help the student identify his/her goals for work, education and living after high school Use assessments to help the student identify his/her goals for work, education and living after high school Become familiar with various adult services programs and identify representatives in the area Become familiar with various adult services programs and identify representatives in the area Help student identify persons who should be invited to the IEP meetings and obtain consents Help student identify persons who should be invited to the IEP meetings and obtain consents Help student prepare to actively participate in the IEP meetings Help student prepare to actively participate in the IEP meetings Explore need for guardianship once student turns 18. If one is needed, have team make that recommendation Explore need for guardianship once student turns 18. If one is needed, have team make that recommendation

8. TEACHERS OR SCHOOL TEAMS MEMBERS ARE EXPECTED TO PARTICIPATE IN THE IEP MEETING  Facilitate the active participation of all team members in discussion about the student’s goals  Maintain focus on the student’s strengths, preferences and interests  Share personal thoughts about what should be done now or in the future to help achieve goals  Identify accommodations needed, graduation options and transition plans  Identify funding sources for necessary services  If provided with a 1:1 aide through school years, develop plan to transition away from 1:1 supervision/training, if possible

9. TEACHERS OR SCHOOL TEAM MEMBERS ARE EXPECTED TO HELP THE STUDENT WORK TOWARD HIS/HER GOALS o Help the student complete activities that will help him/her achieve goals o Review transition plan with student and assist him/her in applying for identified services and programs o Obtain releases so information can be shared with other agencies o Assist student and parent in setting up tours of colleges and adult provider agencies o Assist in coordinating possible work-study experience with employers and/or providers o Work with case managers and other identified providers to coordinate plans, services, and funding o Assist the student in learning skills that will support independence and self- advocacy o Identify adaptive equipment if needed that will enhance the student’s physical independence

10. SERVICE PROVIDERS ARE EXPECTED TO  Attend IEP meetings when invited  Provide information about program and eligibility criteria to students, parents, and other team members  Offer to provide tour of agency for student, parents and other interested parties  If requested and feasible, arrange for work experience for student during junior and/or senior year  Conduct D&E (Diagnostic Evaluation), if residential and/or vocational services are being considered for student following graduation  Provide input at IEP regarding what student can do now and in the future to help transition to adult services  Assist other team members in aligning services for student

11. OTHER TEAM MEMBERS (AEA PROFESSIONALS, CASE MANAGERS, CHILD SERVICE WORKERS, MENTAL HEALTH PROFESSIONALS, VR COUNSELORS, ETC)  Attend IEP, as appropriate, and participate in development of transition plan and coordinate with other team members as appropriate

12. EXPLORE YOUR OPTIONS o Explore Educational, Residential and/or Vocational service options o Each provider has different offerings, so check them all out o Know what you are looking for and see who you feel can best meet your needs o Your preferred provider may not have an opening at the time you need it o Have a back-up plan in place