A Parent’s Perspective on Transition

1. A Parent’s Perspective on Transition Services/Processes for Children with Special Health Care Needs and Family Members

2. What are Transitions? • A “Transition” is any time a student moves from one placement into another. • From Birth to 3 into Pre-School • From Pre-School into Kindergarten • From Kindergarten into Elementary School • From Elementary School into Middle School • From Middle School into High School • From High School into College or Post Secondary Education • From College/Post Secondary Education into Adult Living

3. Birth to Three • Focuses on the family and how they interact with the child • Services primarily in the child’s home • Services focus on training the parents on how/what to do with the child • Individual Family Support Plan (IFSP) • In the natural environment and individualized • Encourages playtime for development

4. Family Concerns Moving from Birth-3 into Pre-School • Pre-school more focused on the child and not on the family • Going outside of the home to “school” • Receiving quality services • Receiving enough services • Trusting the staff • Letting go of the routine and control they are accustomed

5. How Can WE Make This Transition Easier on ALL Concerned? • Service coordinator contacts all appropriate “potential” receiving agencies that family wants invited to a face-to-face transition planning meeting, including one or more of the following: • School system • Early Head Start/Head Start • Child care, private schools and other community settings • Other agencies for support needed by family • Begin talking about the transition way before it is to occur. • Conduct transition planning with parent. Add plan to the IFSP

6. How Can WE Make This Transition Easier on ALL Concerned? Continued • Provide packet of information on the child to potential receiving agencies with parental consent. • Provide training for parents regarding transition process and future service options. Involve interagency partners in this training. • Conduct 90 day face-to-face meeting with all appropriate receiving programs to discuss:

7. How Can WE Make This Transition Easier on ALL Concerned? Continued • Updating of transition plan by interagency partners with family to address: • Activities which will prepare the child and family for the transition and • Strategies for sharing information among sending and receiving agencies. • Develop an IEP to meet the child’s needs • Child’s program options from 3rd birth date through remainder of school year

8. Pre-School/Head Start • Less focused on the family, more on the child • Move from an IFSP (at age 3) to an Individualized Education Program (IEP) • Moving into a creative curriculum • Attending school with other children (both students with and without disabilities) • Focused play to learn new skills • Group interactions

9. Transitioning into Kindergarten-Family Concerns • Kindergarten not so focused on the family • Parents fear how their child will interact with other children • Not as much individualized attention to the family-focused on the child • Moving from home into school • Parents will begin to see the developmental differences between their child and others.

10. How Can WE Make This Transition Easier on ALL Concerned? • Provide parents with information on programs and/or services including enrollment requirements and registration • Provide transition related training to prepare staff • To follow appropriate procedures and • To support children and families in the transition process • Provide training for parents regarding transition process and future options. Include interagency partners in the training.

11. How Can WE Make This Transition Easier on ALL Concerned? Continued • Plan activities to prepare child for the next step. • Arrange visits to the new classroom for children, families and staff from the sending program. • Coordinate with other agencies to transfer relevant records to next placement • Release demographic information/screening evaluation to the new class

12. Kindergarten/Head Start • Beginning to move from “play” to more academic activities. • Activities that will enable the student to read and write. • Vocabulary building activities. • Listening activities. • Beginning to see more structured activities that require the student to be still and pay attention. • More student focused.

13. Transitioning from Kindergarten/Head Start-Family Concerns • More focus on the child and much less on the family. • Noticeable gaps are beginning in achievement and development. • IEP becoming more focused on academic skills. • More demands are being placed on the child in the classroom • Going to the bathroom independently • Sitting still and listening • Writing and reading activities • Will he/she be able to keep up?!

14. How Can WE Make This Transition Easier on ALL Concerned? • Begin talking about “Elementary School” early in the school year. • Discuss the change in structure with the student and the parents. • Encourage parents to increase their participation in “homework” with the child in the evenings • Have a set time for home work • If the child has no homework, have them practice reading or writing • Develop a positive attitude toward school

15. How Can WE Make This Transition Easier on ALL Concerned? Continued • Invite a first grade teacher to the child’s end of year IEP so he/she can explain the expectations to the parents • Have a first grade teacher come to the classroom and explain the expectations to the students • Let the students spend some time in the first grade classroom the last week of school • Have a back to school night for parents and students before school begins to meet the teachers and learn expectations

16. Elementary School • Very student focused with little family involvement • Higher expectations • Socially • Academically • Behaviorally • More interaction with a variety of ages of children • Greater demands on the student

17. Family Concerns about Elementary School • The achievement gap widens • Will my child be able to keep up with his/her peers? • Will I be informed if my child falls behind? • Will my child fit in with the other students? • Will my child be able to remember the rules? • Who will help me if there is a problem? • Will my child receive the services he/she needs? • What about all of the tests the students are required to take? • What about the bus ride???

18. How Can WE Make This Transition Easier on ALL Concerned? • Each year have a “move up” day where the students and the parents can meet the new teachers • Begin planning for the progression early in the school year • Keep the lines of communication open between the school and parents • Encourage parent involvement in the school • Parent volunteers • Read in the classroom • Tutor students • Playground duty • Lunchroom duty

19. Middle School • Very student focused • Greater academic expectations • Greater social expectations • A different teacher for each class • Begin thinking about “real life” • Focus on becoming more independent • Requiring more independent assignments • Begin making presentations to the class

20. Parents Transition Concerns for Middle School • Social Issues • Smoking • Drinking • Dating • Level of Support from teachers • Level of Communication between school and home • Opportunities for the parent to participate in school activities • Extracurricular Activities • Keeping up with school work

21. How Can WE Make This Transition Easier on ALL Concerned? • Begin discussions of Middle School expectations well in advance • Have a “Move Up” activity for both parents and students • Both can go through the student’s schedule • Both can meet the teachers • Both can attend meetings and have their concerns addressed • Hold 5th grade IEP meetings at the Middle School • Keep lines of communication open between school and home

22. High School • Focused on Student Responsibilities • Motivation • Initiation • Study Skills • High Expectations • Very academically focused • Rigorous curriculum • Focused on test scores • Encourages independent thinking • Focused on Adult Life • Encouraging participation in vocational activities • Age 16 transition planning on the IEP

23. Parents Transition Concerns for High School • Keeping up with the curriculum • Credits needed to graduate • Scoring well on tests: • ACT • SAT • Vocational-End of Course Exams • WESTEST • Social Issues • Peer influences • Alcohol/drugs • Dating • Driving • Having skills to do well upon graduation

24. How Can WE Make This Transition Easier on ALL Concerned? • Meetings for parents and students to discuss: • Credits needed for graduation • Scheduling • Curriculum • Testing procedures • Expectations • Peer influences and social issues • Code of Conduct • Progress reports • Encourage parents to contact their student’s counselor if/when they have questions or concerns • Encourage continued communication between school and home

25. Post Secondary Education/Activities • Instruction • College Level • Community College • Business College • Vocational Rehabilitation • Vocational School • Vocational Rehabilitation • Trade School • Related Services • Community Experiences • Development of Employment • Other post-secondary adult living objectives • Acquisition of daily living skills • Functional vocational evaluation

26. Parents Concerns for Post Secondary Education/Activities • Where will this occur? • Can my young adult live independently? • Will they be able to succeed in their chosen activity? • Who will assist them if necessary? • How can we receive financial assistance? • What happens if they do not succeed? • What accommodations or modifications can be made for them in the workplace?

27. How Can WE Make This Transition Easier on ALL Concerned? • Begin planning early! • Involve ALL of the necessary players • Vocational Rehabilitation/Vocational School • School Counselors • Teachers • Community Agencies • Social Security • Housing • Adult Services

28. How Can WE Make This Transition Easier on ALL Concerned? Continued • Develop a plan where everyone knows their responsibilities • Encourage the parents and student to visit the next placement • Have questions ready to ask • General Questions • Questions specific to student’s needs • Questions specific to parent’s needs • DO NOT BE AFRAID TO REVISE THE PLAN!!!!

29. Parent-Educator Resource Centers (PERCs) At any time in any of the transitions if you need: • Training • Information • Support • A friendly ear Contact your local PERC • 38 across the state • Staffed with a parent of a student with a disability and an educator

30. RESOURCES • WV Early Childhood Training Connections and Resources: http://www.wvearlychildhood.org/links.asp • Parent Educational Advocacy Training Center: http://www.peatc.org/ • National Center of Secondary Transition: http://ncset.org/ • Job Accommodation Network: http://janweb.icdi.wvu.edu/ • Benefit Eligibility Screening Tool (BEST): https://s044a90.ssa.gov/apps12/best/benefits/

31. RESOURCES Continued • National Dissemination Center for Children with Disabilities: http://www.nichcy.org/ • Parent Education Resources: http://www.parent-education.com/ • West Virginia Disability Resources: http://www.familyvillage.wisc.edu/comm/westvirginia.html • ConXtions: www.wvabe.org • PACER Center: http://www.pacer.org/

32. THANK YOU!! • Betsy Peterson, Parent Coordinator Office of Special Education Building 6, Room 304 1900 Kanawha Boulevard, East Charleston, WV 25305 304-558-2696 1-800-642-8541 bpeterso@access.k12.wv.us