State Transition Teams Webinar September 12, 3:00-4:00p.m. Eastern Time

1. State Transition Teams Webinar September 12, 3:00-4:00p.m. Eastern Time • Call-in to hear the Webinar: 800-351-6810, Pass code: 46172076# • Press *6 to mute and unmute your phone • Questions and Answer for both presentations will be taken at the end of the Webinar • For live captioning: At the start time of the event, please login to: http://www.captionedtext.com/client/event.aspx?CustomerID=909&EventID=2015676 • Please check that your computer has the latest version of JAVA (http://www.java.com/en/download/index.jsp) • After the Webinar, you will receive a brief survey. Please take a moment to complete, and help us help you! Thank you.

2. Transition in Illinois Susy Woods, Public Policy and Education Liaison I.A.T.P. 217-321-0925 or swoods@iltech.org

3. Learning objective: This presentation will show how the Illinois Assistive Technology Program is involved in transition for Illinois students and the importance of A.T. for many of these students, no matter where their transition journey takes them.

4. WHEN TRANSITION STARTS In I.D.E.A., transition is mandated to start at age 16. In Illinois transition is mandated to start at age 14 and a half in order for students to have an extra year and a half of transition services.

5. Two documents important to transition In Illinois there are two documents used that are crucial to mapping out good transition. Both help in the planning of good transition services.

6. Document 1: transition pages in the IEP There are two pages specific to transition contained in the I.E.P. Transition assessments are suggested in the following areas: employment education training independent living skills

7. Contained in these: There are five parts to each of these: assessment type Responsible agency/person Date conducted Report Attached Goal for each

8. Outcomes for each: Employment: competitive, sheltered, non-paid as a volunteer or training, military Education/post-secondary: community college, 4-year university, technical/vocational

9. Outcomes (continued) Training/post-secondary training: vocational or career field, independent living skills training, apprenticeship, on the job training Independent Living: Independent living, health/safety, self-advocacy, future planning, transportation, mobility, social relationships, recreation/leisure, financial/income needs

10. Also included: A course of study that maps out what educational program and courses will be taken. This includes: Year 1: Ages 14/15 Year 2: Ages 15/16 Year 3: Ages 16/17 Year 4: Ages 17/18 Extended: Ages 18/21

11. Page 2 Page 2 of transition includes needed linkages to outside agencies. There are six areas of importance: Instruction, including tutoring, skills training, prep for college entrance exam, accommodations needed, adult basic ed Related services, including transportation, social services, medical services, technology, support services.

12. Areas, including: Community experiences, including job shadowing, work experiences, banking, shopping, transportation, tours of post-secondary settings. Development of Employment and other post-school adult living objectives including career planning, guidance counseling, job try out, register to vote, benefits planning

13. Areas (continued): Appropriate Acquisition of daily living skills and/or functional vocational evaluation, including self-care, home repair, home health, money, independent living, job and career interests, aptitudes and skills. Linkages to After Graduation including DRS, DMH, DSCC, PAS, SASS, SSI, WIC, DHCFS, CILs, IATP

14. Transition form ends: With an explanation of the home-based support services program and who qualifies.

15. Document 2: Summary of Performance This is a form filled out at the last IEP that supports students’ post-school success. This is required for two groups of students: Those graduating with a regular diploma Those aging out of special education

16. What should be included? Student information Post secondary goals Summary of academic achievement and functional performance Recommendations for post-school Student perspective Student demographic profile for the post-school data collection survey

17. What should this look like? Academic area and need area. Academic area should include: Reading and math, including basic skills, reading comprehension, decoding, math, calculator skills, problem solving Functional Performance should include: General ability and problem solving, attention, organization, social skills/behaviors, self advocacy

18. Academic area (continued) Independent living including self-care, transportation, life skills, personal safety. Communication Status, written and oral including speech/language, writing ability, expressive/receptive language Vocational and career, including job training, career explorations

19. Need Area This is divided into 4 sections and includes recommended accommodations and modifications and the interagency, linkage, and comments about the need. The four areas are post secondary or vocational training, employment, independent living, community participation

20. Important questions 4 important questions should be answered by the student with or without assistance from an adult: How does your disability effect you in the work environment? What strengths do you have in this environment? What strengths and needs should professionals know about you as you enter either post secondary work or school? How does your disability affect your schoolwork and school activities? Please list the accommodations and supports that have been tried in the past and whether they were successful.

21. Where does At fit in? At fits in here in three areas: The first area is educational. Will the student need AT to be successful if they go on to school? What will that AT look like? Who will fund it (if the school is presently funding it)? The second area is employment. Will the student need AT to be successful in a job? What will that AT look like? Who will fund it? The third area is independent living. Will the student need AT to be able to live independently? What will that AT look like? How will that be funded?

22. Programs Illinois has had success with in transition: Transition Planning Committee (TPC): This is a consortium of local members of schools, agencies, and not for profit organizations, parents of students with disabilities and adults with disabilities who meet monthly or bi monthly to ensure that the transition from high school to adult life is smooth.

23. TPC: continued Benefits of TPC’s include: Information is exchanged about local, regional and statewide agencies, services and organizations. Gaps, duplication and overlap of services are hopefully avoided. Broad community participation increases awareness of needs and potential of all students. Clarification of varying agency roles and responsibilities.

24. TPC (continued): Action goals around TPC’s: Facilitating exchange of information Assessing transition activities Identifying transition needs Recommending needed changes Developing user friendly tools Providing networking opportunities

25. Illinois Statewide Transition Conference This conference is in its 8th year and the tech program has been involved since the beginning. It is held in different places in the state to ensure its availability to families as well as professionals. It is a collaboration of the State Board of Education, the Department of Rehab Services, the Illinois Assistive Technology program , Specialized Care for Children, Higher Education, Centers for Independent Living and other organizations and agencies.

26. Illinois Statewide Transition Conference (cont) The intended audience is parents, students, professionals including teachers, administrators, therapists, nurses, lawyers, advocates, Rehab staff and anyone else working with transition aged students. National speakers keynote at the conference but many sessions are offered over the course of three days. The sessions are divided into four tracts: education, employment, health (including mental health), community/independent living. Continuing education credits are offered to those who attend. Numbers for the conference range from 500-900 depending on where in the state the conference is held. The theme for this year’s conference is: “Stepping Stones of Transition.”

27. Step Program Step Program is a work program that some of the high schools have. It is funded through Rehab Services. Students work in a variety of jobs to learn both hard and soft skills to help them in the workplace. A.T. is essential for some students in the workplace and our program has a grant from rehab services to evaluate people going into the workplace to help see what would be the most useful to them and help them be successful.

28. Next Step Next Step is geared at those aged 18 to 22 who do not have a diploma and who have significant transition needs. This program emphasis general transition skills, self advocacy, social skills, and communication. AT is a crucial part of this program, especially for those students with significant communication or social skills challenges.

29. Illinois Transition Planning Institute This is invitation only with 20-25 teams invited each year. Audience is school and/or district teams, educators and agency personnel This combines conference learning with institute format The purpose is to focus on team-based strategic planning with targeted content.

30. Microboards and Cooperatives This is the route many parents are taking for students with significant developmental disabilities. There are three components to this: Focus on the identity, needs and express wishes of the person who is supported. Development and maintenance of an active circle of support. Retaining all elements of control.

31. Microboards (continued) Microboard is an independent and incorporated non profit service that receives funds and manages supports around one person. The State funds the Microboard directly. The Microboard is the employer of record and has complete freedom as to where and from whom goods and services are purchased. AT is often part of the support for those individuals who have chosen to receive their services in this matter.

32. Great Destinies Great Destinies is an example of one way many families who have children with significant developmental disabilities have chosen to go. This non profit is located in Southern Illinois and the families who belong have children between 12 and 24. There are 61 members. Their mission is to allow individuals with disabilities to lead lives of self determination and self empowerment. Their vision is independence for their children with disabilities by being an integral part of the community in which they live. This includes housing, employment, recreation, etc. AT is a big part of this for many people.

33. In Conclusion Bob Dylan said it best, “The times they are a-changing.” As this happens in Illinois I.A.T.P. is a crucial part of making this happen for young adults as they transition from high school into the adult world. We continue to be involved in this from all aspects including: Education Employment Recreation Community Living Independent Living

34. Idaho’s Secondary Transition Partnerships The future belongs to those who believe in the beauty of their dreams.Eleanor Roosevelt

35. Presentation Objectives • Provide an understanding of Idaho Code • Introduce Idaho’s • Regional-Interagency Groups • Activities • State Level-Idaho Interagency Council on Secondary Transition (IICST) • IICST Activities

36. Idaho Code Idaho follows IDEA requirements for a transition plan to be in place before a student turns 16, or earlier if the IEP teams feels it is necessary.

37. Regional Interagency Groups Northern Idaho Southern Idaho Central Idaho Boise • Idaho Falls • Twin Falls • Moscow • ~~Transition Fairs ~~Disability Mentoring Days~~ • ~~High School Transition Classes~~College Days~~

38. Idaho Interagency Council on Secondary Transition (IICST) Members DD Council Idaho Parents Unlimited Community Representatives Idaho Corrections Medicaid University Professors • Idaho Division of VR • Commission for the Blind • Idaho State Department of Education • Idaho AT Project • University Disability Staff • Local Education Agencies • Disability Rights Idaho

39. Transition Binder

40. Tools for Life Assistive Technology and Secondary Transition Conference Moves regionally over a 3 year period to: • Southeast-Idaho Falls • Central-Boise • North-Coeur d’Alene

41. Education Coordinator Oversight & Facilitation • Monthly planning calls start in August • Weekly calls being in February • Conference is always in the first of March

42. Attendance & Travel • Varies between 300 to 450 plus • Students, Parents, Self-Advocates, Educators, Vendors, Professionals, Pre-service Teachers, etc. • Busing from one end of the State to the other • Stipends to support students and families attend • We write small grants to groups like Lions, Local Banks, etc.

43. Tools for Life • 124 students • 52 family members • 33 educators • 79 professionals • 11 vendors • 13 college mentors • 8 self-advocate adults

44. Five Strands • Employment • Independent living • Self-Determination/Self-Advocacy • Post Secondary • Assistive Technology

45. Employment • Visual Resumes: A Tool to Help you Get a Job, Ellen Condon, University of Montana Rural Institute • How Do We Prepare Youth for Work Through Work Experiences – Especially in Rural Areas, Ellen Condon • Your Job Your Way: Self Employment via the Internet, Disability Action Center • Life After School, Disability Rights Idaho • Why IDVR?,IESDB • Transitioning SSI Benefits, SSA • Solving the Employment Puzzle, Idaho Parents Unlimited (IPUL) • Getting and Keeping the First Job, IPUL • Social Security Benefits and a Job…You Can Have Both, Disability Rights Idaho • Project SEARCH at Kootenai Health – A High School Transition Program, Coeur d’ Alene School District

46. Community Living • Be a Transition Video Star, Boise State University • Planning for Healthy Transitions, IPUL • Next Chapter Book Club, Boise State University • Working for Change, IPUL • PSR, Service Coordination and Life Coaching, ACES • Buddy Club, Moscow School District • S.A.I.L. Accessible Sailing and Recreation, SAIL

47. Post Secondary Education • College Services, SSS/DSS, What’s the Difference? U of I Student/Disability Support Services • SPARC: An Idaho Secondary Transition Program, Lewiston School District • Wallace High School Students in Transition Program, Wallace HS Transition Program • Parents: Your Child is Going to College, Self-Advocate • Hard and Soft Skills at Work and in College, IESDB

48. Assistive Technology • Memory Aids for Independent Living, ATP • Using Assistive Technology to Aid Vocational Rehabilitation, Idaho Assistive Technology Project • Capture and Conquer College Lectures with C-Print Captioning and the Pulse Smartpen!, UI Disability Student Supports • A Smorgasbord of Assistive technology software and Resources, IATP and Wallace School District • Video Modeling, Moscow School District • Apps for Transition, Idaho Assistive Technology Project • Introducing WYNN 6, Freedom Scientific • Telecommunications Technology for Students with Hearing Loss, Idaho Relay

49. Self-Advocacy/Self-Determination • Your Rights and Transitioning to Life After 18! • Hip-Hop(e) Education Workshop, Fulfill the Dream Program • You’re at Tools for Life! Now What?, Idaho Falls Community Transition Team • Your Voice, Your Story & Your Legislator, Disability Rights Idaho • My Documentary Film: Days with Marley, Self-Advocate • Successes and Failures: Redo, Miss Deaf Idaho • You! Me? , Self-Advocate • Legal Planning for Life After 18!, PLLC • Skills for Effective Parent Advocacy, IPUL • A Kind of Minds: What it is Like to Experience the Label of Learning Disability, UI Extension • Live your Prosperity Quest, UI Extension • Go Vote!, Mel Leviton, Disability Rights Idaho • Self and Systems Change - Advocacy and YOU!, Disability Action Center NW • Returning to My Scandinavian Roots: Rug Weaving in Mullan, ID, Self-Advocate, Johansen Textiles, LLC • Sexuality – Enabling Communication for Parents and Caregivers, UI Child Youth Study Center • Learning to Paint, Self-Advocate • Sexuality and Sexual Boundaries for Youth, UI Child and Youth Study Center

50. Social Making new friends and realizing that you are not alone is a big part of the Tools for Life Fair. The pizza social and dance are always a huge hit, and this year was no exception.