Transition Services in RRISD for Students Receiving Special Education Services

1. Transition Services in RRISD for Students Receiving Special Education Services

2. Transition is Planning for Life and Includes: • Academic and non-academic courses and learning experiences • Employment and training experiences

3. Thinking about where to live after high school • Thinking about what to do for fun after high school

4. Helping students understand their disability and have choices to decide their future • Making connections –teachers, support services and experiences to help them reach their goals

5. Transition is based on family values and is focused on the student’s interests, preferences and needs

6. Why is Transition Needed? • To make sure students are successful and happy in life • To help students take part in general education, as much as possible • To make sure students’ own preferences and desires are a part of planning for the future • To build self-awareness, self-identity, self-esteem and self-determination skills • To use the community for supports • To make sure students know how to meet and keep friends • To take part in activities, (school and community) • To make sure students are involved in planning for their own lives

7. Transition is the Law • Federal Law IDEA2004 – Transition planning is required for all students receiving special education services beginning at age 16 (in RRISD, we begin in 8th grade, since that is when planning for high school courses happens). Each student’s ARD must include the student’s goals for a career, college or schooling plans and (for some) plans for where they will live and how they will access the community. These goals must be based on transition assessments. The student’s wishes, dreams and goals are a vital part of this transition planning. All coursework, related services and other experiences must center on the student’s goals for the future, in order to help him/her reach these goals. http://www.wrightslaw.com/idea/art/defs.transition.htm • Texas Education Code §29.011 – Follows IDEA2004 requirements; stresses planning for post-secondary schooling, career and independent living; requires that age-appropriate instructional environments be available for students over 18 years of age; requires that appropriate referrals be made to agencies. http://www.tea.state.tx.us/special.ed/guidance/transition.html

8. Transition in RRISD

9. In Elementary: • Parents will be given opportunities to learn about the transition process • Students begin to understand the ARD process and attend ARDs, especially in upper elementary grades • Appropriate agency referrals will be made.

10. In Middle School: In 6th Grade • Students will attend and begin to take part in their ARDs, using the student ARD Agenda, if possible. In 7th Grade • Students will attend and begin to take part in their ARDs, using the student ARD Agenda, if possible. • Prior to the student’s 14th birthday, transition items are discussed in the ARD.

11. In 8th Grade: • Every 8th grader will take the Ansell-Casey Life Skills Assessment (ACLSA) prior to their Visual Transition Planning Meeting and this assessment is attached to the ARD document. Parents will be invited to take the “parent portion” of this assessment. • Case Mgrs. will set up a Visual Transition Planning meeting prior to the student’s Level Change ARD and this transition plan will be discussed in the ARD and attached to the ARD document. • Using information from the Visual Transition Plan, 9th grade goals and objectives will be developed, along with a course of study. • Students will attend and begin to take part in their ARDs.

12. In High School • Students in grades 9 to 12 will complete the Ansell-Casey Life Skills Assessment prior to their Transition Planning Meeting. Parents will be invited to take the “parent portion” of this assessment. These results will be discussed in the ARD and will be attached to the ARD document. • Students graduation plan, academic achievement record and credits will be reviewed. • Case Mgrs. will set up a Transition Planning meeting at least one month prior to the student’s annual ARD. Parents will be invited to this meeting. • A Visual Transition Plan will be facilitated for students in functional life skills classes and some resource students. The summary of this meeting will be discussed in the ARD and attached to the ARD document. • A Written Transition Plan will be developed for students taking general ed. courses and this plan will be discussed in the ARD and attached to the ARD document. • Information from the transition plan will be used to develop measurable post-secondary and annual goals. • Students will attend and participate in their ARD meetings.

13. What is Self-Determination? • The drive to determine our own thoughts, feelings, behaviors and choices over life events. • It includes self-awareness to set personal goals based on our interests, preferences, values and needs. • As students mature, they will experience different levels of skill and ability with regard to self-determination

14. A key indicator of quality of life is if the individual has the opportunity to make decisions and learn from choices made

15. Why is Self-determination Important? • Life has more meaning if we have control over our daily activities, are respected for our choices about how we think and feel. • What may be seen as negative behavior, may be frustration and anger of not being heard. • Without self-determination, youth with disabilities have a higher risk of falling victim to abuse, neglect and discrimination.

16. To learn more about self-determination and how it pertains to individuals with disabilities, please click on the links in the section on self-determination on this website.

17. Transition Assessment Many assessments are used in effective transition planning, such as grades, state assessment data, career-interest surveys, college entrance tests, etc. In RRISD, we also use the Ansell-Casey Life Skills Assessment for transition planning, so that we may learn the student’s understanding and skills in areas which are not assessed by other methods.

18. Areas Assessed by the Ansell-Casey: • Career Planning • Communication • Daily Living • Home Life • Housing and Money Management • Self-care • Social Relationships • Work Life • Work and Study Habits

19. Transition Assessment for FunctionalLife Skills Students: • These students will not take the Ansell-Casey Assessment • Parents and teachers of these students will answer questions about the student’s functioning at daily living activities and other areas on an alternative transition assessment tool. • This informal assessment will be used to help develop appropriate post-secondary and annual goals for the student at ARD time.

20. Student Participationin the ARD Process

21. In Elementary School • Students should begin attending their ARDS • In K to 3, students may introduce themselves at the ARD and stay for a portion of it • In grades 4 to 5, students may introduce themselves and ask others to introduce themselves and talk about favorite classes or activities • Elementary students will participate as appropriate and individual level of comfort • Students sign the signature page and time they leave, if they leave before ARD is completed.

22. In Middle School/High School • The student’s case manager/teacher will review ARD expectations with the student prior to the ARD • Students will attend their ARDs • Students will follow the student Agenda/Script as appropriate • ARD Committee members will talk directly to the student and ask the student to participate, following the ARD Agenda. • Students will sign the signature page and time they leave, if they leave before the ARD is completed.

23. Middle School Agenda/Script Welcome: Welcome, everyone to my ARD. My name is……… Would everyone please introduce themselves? Present Levels of Perf.: I feel my strengths are……… My favorite classes are……. Transition: My goals for the future are…… Schedule of Services: Classes I will take next year: ………………… I would like to thank everyone for coming.

24. High School Agenda/Script Welcome: Welcome, everyone to my ARD. My name is……… Would everyone please introduce themselves? (or student introduces) Present Levels of Perf.: I feel my strengths are……… My favorite classes are……. ……..will report on how I am doing in my classes. Accommodations: These are accommodations I used last year: These are accommodations I feel I need for this year: Transition: My goals for the future are…… Schedule of Services: (Refer to 4 year plan) Classes I will take next year and why I will take them: ………………… I would like to thank everyone for coming.

25. Interagency CollaborationWhy is it so important?

26. School/Entitlement: All eligible students must be served. Waiting lists not allowed. Broad eligibility criteria. Services based on individual needs. One provider: SCHOOL Agencies/Eligibility: Even though individual may have disability, they may not meet criteria. Waiting lists may be long. Narrow eligibility criteria. Some services may not exist. Agencies must be sought out. Entitlement vs. Eligibility

27. Texas State AgenciesProviding Services for People with Disabilities: Texas Health and Human Services Commission (HHSC) • Dept. of Aging and Disability Services (DADS) • Dept. of Assistive and Rehabilitative Services (DARS) • Dept. of State Health Services (DSHS) • Dept. of Family and Protective Services (DFPS)

28. More information about agencies… If you would like more information about agencies serving people with disabilities and how you can apply for assistance, please check the information available on this website under the heading “Agency Involvement”

29. Transition Planning to Postsecondary Education • Transition Planning should include planning for postsecondary education • The student’s method of graduation and course selection should correlate with the student’s goal of postsecondary education. • Many LD or ADHD students have trouble focusing on long-range goals, so adequate transition planning is essential. • This planning MUST be a collaborative effort (student, parents, school personnel)

30. Important Points to Rememberfor Students Planning Postsecondary Education • Understand your disability and learning style • Plan the most challenging course work possible • Avoid retreating to non-college track courses • Use support and proper accommodations • Focus on learning strategies, rather than just getting content help • Learn about adaptive technology • Develop self-advocacy skills • Meet with your school counselor to refine college preparatory needs

31. For more information about planning for college or other post-secondary schooling… click on the links in the “Post-Secondary Education” section of this website. You will find many helpful links to information about applying for modifications to testing, colleges with programs for people with disabilities, scholarships and financial planning as well as many other topics.

32. To make a difference in students’ lives, students, parents and teachers must understand the transition process and help students create a plan to reach their vision