Transition Planning Parent Information Meeting

1. Transition PlanningParent Information Meeting Brooke Gassman, Keystone AEA Parent - Educator Coordinator Lori Anderson, DCSD Transition Facilitator Stephanie Maury, Keystone AEA Transition Coordinator

2. Welcome • Introductions • Site Introductions

3. Overview • What is transition? • What is transition planning? • What are our individual roles? • What resources are available?

4. Transition: Legal Definition • Percent of youth aged 16* and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals • *Age 16 is used for reporting at the federal level. Iowa maintains the age of 14 for IEP transition components.

5. What does this mean? • Begin talking about the future in terms on living, learning and working. • This will occur the IEP year your son/daughter turns 14. • The goals and services should tie back to living, learning and working (PSE) • Discussing transition helps develop a road map to post-secondary life.

6. What is Transition Planning? • Transition planning is a time when the IEP team, including parents, are there to help the student make plans for his or her future. • It is a process that builds on itself each year, and goals evolve and change as the student gets older and gains new insights in terms of their post-secondary expectations.

7. Transition planning consists of. . . • Curriculum, services and supports for students with disabilities to help them move successfully from school to adult life.

8. Focuses on. . . • Assessment specific to transition preferences, needs, strengths and interests; • Instruction; • Related services; • Community experiences; • Employment.

9. And if needed . . . • Vocational services; • Daily living skills; and • Connecting with community agencies.

10. Possible IEP Team members • Parent • Student • Special Education Teacher • General Education Teacher • LEA Representative • AEA Representative • Community Agency • College DSS Representative

11. Student Role • Attend IEP and transition meetings • Choose career/work areas of interest • Learn about post-school opportunities for working • Develop skills for working and independent living • Become self-advocates

12. Self advocates: • Are aware of their personal needs • Choose goals and persistently pursue them • Make their needs known • Evaluate progress toward their goals • Adjust their performance

13. Suggestions: • Have the student take ownership of their IEP. They could help with the scheduling, facilitating and planning of the IEP meeting. • Help them become their own advocate. • When possible have them learn about their strengths,needs and supports necessary for success. • Include the student in reviewing information and visiting adult service providers to assist with the decisions that affect his/her own future.

14. Suggestions: • Support them in asking questions regarding their disability and how it may affect their future. • They may want to consult others with the same disability for information about creative solutions to common problems. • Prepare students to participate in their IEP meeting by learning to make choices and state preferences.

15. Parent Role • Parental involvement is key in the transition process. Though there are no specific guidelines for parents to follow, there are several roles for them to play, including • members of the IEP Team • providers of information • sources of values • determiners of priorities • case managers • advocates • role models • risk takers

16. To contribute to successful transition planning, parents should: • be involved in transition planning and ensure that the student is also included; • help the student develop realistic goals; • encourage the student to develop future educational plans and to explore realistic postsecondary options; • help the student select high school courses that meet postsecondary requirements;

17. To contribute to successful transition planning, parents should: • collaborate with secondary and postsecondary staff to make decisions regarding programs, services, and resources; • help the student collect and maintain an ongoing personal file that includes school and medical records, IEP, resume, and samples of academic work, and living skills critical to success in postsecondary setting; • communicate confidence in the student's ability to be successful in a postsecondary setting; • and encourage the student to develop maximum independence in the learning

18. Parents and students can prepare by asking the following questions: • What does the student want to do with his or her life? • What are the student’s needs, abilities and skills? • What are the outcomes that the youth and parents want? • How can the student develop self-advocacy skills? • What are the programs, services, accommodations or modifications the student wants or needs? • What kind of accommodations will students need when they go on to higher education or employment?

19. Parents and students can prepare for by asking the following questions: • What are the community-based training opportunities the school provides? • If the student plans on going to college, is he or she taking the courses needed to to meet college requirements? • If applicable, are work experience classes appropriate to reach employment goals? • Who will attend the IEP meeting? • Will the student need a guardian when he or she reaches the age of majority?

20. Remember • As a parent, you know your child better than anyone else and will be the one constant factor throughout their child's transition from school to adulthood. Parent commitment to the IEP transition team is the key to making their child's transition to adult living a successful one.

21. Teacher Role • Provide daily instruction that supports the family and student’s vision • Suggest areas to be addressed • Suggest community resources to invite and attend transition meetings • Maintain open communication between team members • Schedule meetings as needed or requested

22. Support Staff Role(LEA rep, guidance counselor, transition consultant, special education consultant, school social worker, speech pathologist, OT, PT, psychologist, PEC): • Participate in IEP and transition meetings • Suggest activities, based on their area of expertise, that will support the student in achieving their vision • Assist with the application process for obtaining community resources • Provide information about community resources • Identify ways to enhance a smooth transition

23. Community Agency PersonnelCollege Disability Support Services • Attend IEP meetings when invited • Identify and explain program services, eligibility requirements, and application procedures • Assist the family in exploring options

24. Resources • AEA Website (http://www.aea1.k12.ia.us/) • Transition • Parent and Educator • Packet

25. What Can We Do? • Provide support for families and educators through personal or phone contact. • Link families and educators with needed services and resources. • Provide resources on issues regarding special education, transitioning and disabilities. • Provide a newsletter, which provides helpful articles and information on current issues such as transition. • Network with other community agencies and programs that work with families and educators. • Connect families and educators with similar needs and interests. • Participate in the Parent & Educator Connection State Conference (October 27th-28th, Secondary Transition). • Contact us with your questions/concerns/issues!

26. Contact Information • Brooke Gassman, Keystone AEA • Lori Anderson, Dubuque Community School District • Stephanie Maury, Keystone AEA

27. Remember • “The future is not something we enter. The future is something we create. And creating that future requires us to make choices and decisions. . . that all begins with a dream.” - Leonard I. Sweet

28. Feedback • Keystone Area Education Agency Presentation Feedback Form • Suggestions • Any Questions?