TRANSITION & POST-SECONDARY OPTIONS

1. TRANSITION & POST-SECONDARY OPTIONS Thursday, May 10, 2012 River Dell Regional High School

2. TRANSITION 1 a : passage from one state, stage, subject, or place to another : CHANGE b : a movement, development, or evolution from one form, stage, or style to another • a : a musical modulation b : a musical passage leading from one section of a piece to another • an abrupt change in energy state or level (as of an atomic nucleus or a molecule) usually accompanied by loss or gain of a single quantum of energy • "Transition services" means a coordinated set of activities for a student, designed within an outcome-oriented process, that promotes movement from school to post-school activities, including post secondary education, vocational training, integrated employment (including supported employment) continuing and adult education, adult services, independent living, or community participation.

3. What is Transition? • Process of students moving onto “life after high school” • Knowing their educational and vocational goals • Also involves independent living skills, community experiences, employment & linkages • Knowing their disability & needs • Being able to advocate for themselves • Having a good plan in place; with a “plan B” too

4. Requirements • Age 14 – IEP must include a “Statement of Transition Service Needs” which is a more long-term plan that maps out educational needs to achieve goals. • Age 16 – Now it is a “Statement of Needed Transition Services” which is more specific and includes exact plans including plans for employment, linkages to community agencies (DVR, DDD, etc.), and specific educational plans.

5. Role of Transition Counselor • Meet with students to develop realistic transition plans that include clear educational & vocational goals; • Provide opportunities to explore educational options and facilitate activities focused on post-secondary skill needs • Research programs/services available; establish communication with support services providers • Encourage students to engage in their IEP meetings, understand their disability and know what accomodations and strategies help them succeed. • Teach self-advocacy skills

6. Internet-based program used with students to: • assess interests & goals • learn their personality type & learning style • research colleges and careers • keep track of their information and applications • Provides assessment tools, career descriptions, college searches with links to websites • Parents and students can logon from home and use to look into colleges and careers (directions provided on resource page)

7. Where do students go after high school? APPRENTICESHIPS Electricians Union Plumbers Union Stagehands Union JUNIOR COLLEGES Dean College Mitchell College 4 YEAR COLLEGES Montclair State St. Thomas Aquinas Johnson & Wales Univ. 2 YEAR COLLEGES Bergen Community College Rockland Community College Brookdale Community College TECHNICAL / TRADE SCHOOLS Lincoln Tech HoHoKus Schools Capri Institute for Cosmetology ARMED SERVICES Army Air Force Navy Marines FULL-TIME OR PART-TIME EMPLOYMENT

8. How do they get to where they want to go? • Students must be involved in the process • Explore options & be realistic • Ask questions – of guidance, CST, transition counselor • Research the details – requirements & deadlines • Map out a schedule – and stick to it!

9. Is help available after high school? • All schools have to give some accommodations under Section 504 of the Americans with Disabilities Act • Comprehensive Programs • Support Services • Writing center usually available to all college students ***All require current documentation & testing results***

10. There is also help available if a student chooses not to go to college: The Americans with Disabilities Act protects all persons with disabilities in the workplace. • DVR – Division of Vocational Rehabilitation • DVR is a state agency that provides assistance to people with disabilities in obtaining and keeping a job. • They provide job coaching, supported employment, skills assessment, and, at times, job training and/or education. • Students who are not college-bound but not quite sure what area of work they want to pursue are the ideal candidates for a DVR referral. • Referrals to DVR are made during the junior & senior years.

11. Colleges with Comprehensive Support Programs

12. Other schools of interest: Bergen County Technical Schools Adult and Continuing Education

13. Junior Year • Begin to investigate options (visiting schools, programs) • Decide on a potential major (if college) or career field • Attend IEP meetings (even earlier!) • Meet with transition counselor to begin college/ career search process • Take SATs / Some students are ELIGIBLE for accommodations • Start to talk with case manager about testing

14. SENIOR YEAR • Continue to research options & narrow down choices • Complete applications (follow deadlines) & make decisions • Make sure all required testing is done • Contact Office of Support Services to find out how to self-disclose

15. Self-advocacy • The ability to recognize and meet the needs specific to one's own learning disability without compromising the dignity of oneself or others. • Knowing what you need and being able to ask for it on your own. • Taking a stand for your rights, but also knowing your responsibilities • Self-advocacy is very important in college because students need to ask for services. There is no one there seeking them out.

16. What is my disability? ADHD dyslexia behavioral Other health impairment auditory processing Emotional Written expression

17. Self-disclosure • Students have the choice of whether to disclose their disability or not after high school • Disclosing only opens doors for accommodations & special services • Some schools/programs have a deadline for disclosure • Ways to disclose: • In college essay • In personal interview • Some applications ask / include supplemental disclosure form • When student arrives on campus

18. Parental Role in Transition • Encourage students in process • Facilitate visits to schools/programs • Review financial considerations to help students choose realistically • Try to let students do it on their own • Letting go / fostering independence

19. Structured schedule Few choices of classes School offers assistance Regular reminders on tests & assignments Case managers to help with advocating Lots of free time Make your own schedule Student must request services Tests & assignment schedule on syllabus Self-advocacy HIGH SCHOOL COLLEGE VS.

20. Resources www.ldonline.org www.heath.gwu.edu www.ahead.org The K&W Guide to Colleges for Students with Learning Disabilities or ADD Learning a Living (Brown) Unlocking Potential (Taymans & West)