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TRANSITION PLANNING

TRANSITION PLANNING. An Overview High Road Academy. What is transition planning?. The goal of transition planning is to assist students with disabilities as they prepare to leave school and move to: post-secondary education vocational training integrated employment

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TRANSITION PLANNING

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  1. TRANSITION PLANNING An Overview High Road Academy

  2. What is transition planning? • The goal of transition planning is to assist students with disabilities as they prepare to leave school and move to: post-secondary education vocational training integrated employment (including supported employment)

  3. Transition Planning continuing and adult education adult services independent living community participation

  4. Participants Transition planning involves the participation of: students parents/guardians teachers transition service coordinators related service personnel administrators counselors adult service providers employers post-secondary personnel

  5. Transition Planning • Transition planning includes: • Helping students identify interests, preferences, and needs. • Identifying possible post-school outcomes for each student. • Developing a coordinated set of activities that will help each student reach outcomes. • Preparing the student and parent to assume responsibility for accessing services and requesting needed accommodations in the community (self-advocacy).

  6. Transition Planning • Linking students and parents with opportunities and experiences in the employment/business community. • Linking students and parents with further education and training options. • Linking students and parents with adult support service providers.

  7. When Does Transition Planning Begin? • According to The Individuals With Disabilities Education Improvement Act of 2004: -beginning not later than the first IEP to be in effect when a child is 16, and updated annually thereafter— -appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills;

  8. Regulations According to IDEIA • The transition services (including courses of study) needed to assist the child in reaching those goals; and -beginning not later than 1 year before the child reaches the age of majority under State law, a statement that the child has been informed of the child’s rights under this title, if any, that will transfer to the child on reaching the age of majority.

  9. Steps Involved In Transition Planning • At the school level: • Career discussion & exploration through course and content area classes • Identification of strengths and needs through the IEP process • Development of a “Transition Plan” as part of the IEP • Completion of credit requirements for a high school diploma

  10. Steps In Planning • School level planning: • Encouragement in areas of interests and talents • Annual “Career Day” • Field trips: DORS, Community Colleges, Businesses • Interest Inventories • Exploration of courses available at technology centers and home schools • Partial/Full transitions to home schools

  11. Steps In Planning • School System Level: • Case management • Local Transition Coordinator (www.msde.state.md.us) • Parent Information & Training Centers • School System “Transition Planning Evenings” • Announcements regarding special events for transition planning

  12. Entitlement vs. Eligibility • In Maryland, a student with a disability is ENTITLED to educational services through the end of the school year in which the student turns 21 years of age OR has met the requirements for a high school diploma. • Once a student exits the school system, he/she must meet ELIGIBILITY CRITERIA to receive services from adult agencies.

  13. DIVISION OF REHABILITATION SERVICES (DORS) • Division of the Maryland State Department of Education: • Referral-year prior to exiting • Services: • Assessment and evaluation • Vocational rehabilitation counseling & guidance • Job search, placement assistance and follow-up services • Medical rehabilitation • Vocational and other training services • Rehabilitation technology services • Support services

  14. DORS • Tours available (HRA once per year) • www.dors.state.md.us • Workforce & Technology Center • Division of Rehabilitation Services • Maryland State Department of Education • 2301 Argonne Drive • Baltimore, Md. 21218-1696 • (410) 554-9100

  15. College Preparation • Continuum of supports: • Minimal • Moderate • Comprehensive • Developmental • Open Houses • Visits • Exploration of services available • MAST Program (through DORS) • Project Access (Howard Community College)

  16. Work Experience Program • Participation in the “In-School” Business • Out of building work experience: • Typically two afternoons per week • Local businesses • Savage Mill • Mobern Electric • Howard County Employee Day Care Program

  17. Other Resources For Career Planning • Mapping Your Future: www.mapping-your-future.org • Maryland Higher Education Commission: www.mhec.state.md.us • Prepare for My Future: www.ed.gov/students/prep/college • My Future-Beyond High School (www.myfuture.com)

  18. Career Planning Resources • Maryland CareerNet Career Planning Process: www.careernet.state.md.us/careerplanprocess.htm • Apprenticeships: www.jcacde.org • Career Colleges and Technical Schools: www.ed.gov/students/prep/college/consumerinfo/index.html • Community College Finder: www.aacc.nche.edu

  19. Role Of Family In Transition Planning • Activities: • Familiarize themselves with terms, questions, and procedures • Work with the school to develop self-determination skills in son/daughter • Investigate programs and services available through local school system and community adult service organizations • Discuss student’s strengths, talents, career interests and preferences with school professionals and other significant adults in the student’s life

  20. Role of Family • Maintain a transition home file (IEP with transition plan; copies of all assessments and evaluations, employment history-paid and volunteer; resume; letters of reference; medical information; etc.) • Foster and support the student’s dreams for the future • Encourage and assist the student to express views at the transition planning meeting

  21. Final Thoughts • Avoid feeling “overwhelmed!” Process is no different (in many ways) than that of “typical” peers. • Attend open houses • Ask questions • Investigate possibilities within the school system • Encourage talents and skills through employment and volunteerism! • Participate in the IEP process! • Focus: For what are we preparing this student? • Transition planning is a PROCESS not a one-time activity: YOU WILL HAVE SUPPORT!!!

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