The Transition IEP: Vehicle to Membership in the Adult Community

1. The Transition IEP: Vehicle to Membership in the Adult Community

2. What do we want for children?

3. What do we want for children? To reach their potential To be productive To be satisfied with life To have independence To be self determined To live in the community To have friends To participate in life To work To continue to learn To be healthy To have options OUTCOMES

4. How will we get to these adult outcomes? • Know the law • PLAN EARLY • Plan with a person centered approach • COMMUNICATE! • Include the student and the family • Assess the student and make use of the information • Coordinate school program and community options • Implement the plan • Interrupt a plan that is not working

5. Transition Services Defined (34) TRANSITION SERVICES: The term “transition services” means a coordinated set of activities for a child with a disability that— • is designed to be within a results-oriented process, that is • focused on improving the academic and functional achievementof the child with a disabilityto facilitate the child’smovement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; (B) is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and

6. cont. (C) includes: • instruction • related services • community experiences • the development of employment and other post-school adult living objectives • when appropriate, acquisition of daily living skills and functional vocational evaluation

7. Virginia State Regulations Require • Prior to entering secondary school, but not later than the first IEP to be in effect when the child turns 14, or younger if determined appropriate by the IEP Team, and updated annually thereafter, the IEP shall include age appropriate: • Measureable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate independent living skills and • Transition services, including courses of study, needed to assist the child in reaching those goals. Transition Services shall be based on the individual child’sneedstaking into account the child’sstrengths, preferences, and interests. • Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP team, and updated annually, in addition to the requirements of subdivision 10a of this subsection, the IEP shall also include a statement, if appropriate, of interagency responsibilities or any linkages.

8. cont. Secondary transition service participants: The local education agency shall invite a student with a disability of any age to attend the student’s IEP meeting if the purpose of the meeting will be the consideration of the student’s postsecondary goals the needed transition services for the student or both If the student does not attend the IEP meeting, the local education agency shall take other steps to ensure the student’s preferences and interests are considered.

9. cont. • To the extent appropriate and with the consent of the parent(s) or a child who has reached the age of majority, the local education agency shall invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services. • If an agency invited to send a representative to a meeting does not do so, the local education agency shall take other steps to obtain participation of the other agency in the planning of any transition services • Nothing in this part relieves any participating agency, including a state vocational rehabilitation agency, of the responsibility to provide or pay for any transition services that the agency would otherwise provide to students with disabilities who meet the eligibility criteria of the agency.

10. cont. • Notice shall indicate the purpose of the meeting will be the consideration of postsecondary goals and transition services for the child • Indicate that the LEA will invite the student • Identify any other agency that will be invited to send a representative Age of Majority Beginning at least one year before the student reaches the age of majority, the student’s IEP shall include a statement that the student and the parent(s) have been informed of the rights under this chapter, that will transfer to the student on reaching the age of majority.

11. How will we get to these adult outcomes? Know the law PLAN EARLY Plan with a person centered approach Include student and family COMMUNICATE! Assess the student and make use of the information Coordinate school program and community options Implement the plan Interrupt a plan that is not working

12. Don’t think, “we have plenty of time to think about transition, the student can stay in school through 21 years of age!” • Do think,“it might take longer to achieve goals, graduate, coordinate services, and manage a smooth hand-off to adult life.”

13. Begin with the end, then plan forward Appropriate Measurable Postsecondary Goals Results of Age- Appropriate Transition Assessments Present Level of Performance Annual Goals and Accommodations Desired Post-School Outcomes Transition Services (including Courses of Study, Activities, and Linkages)

14. Self determined Behavior Postsecondary Ed/Training know disability describe favorite classes how disability impacts daily life time management know results of assessment graduation credit plan results relate to post-school goals specific post school planning understand barriers and solutions college entrance exam direct personal assistance services use summary of performance

15. Employment Independent Living • Chores at home exercise • Describe employability skills community resources • Career exploration/job shadow medical needs • Career portfolio/what you bring understand risky behavior • Additional training needs adult agencies • Use private and public resources register to vote for employment

16. How will we get to these adult outcomes? Know the law PLAN EARLY Plan with a person centered approach COMMUNICATE! Include the student and family Assess the student and make use of the information Coordinate school program and community options Implement the plan Interrupt a plan that is not working

17. What’s different about students with Autism? Characteristics: • Deficits in social interaction • establishing relationships • emotional reciprocity (acknowledging others, being perceptive) • not attentive • lacking nonverbal interaction • Communication • Repeating phrases, words • Initiate or continue conversation • Lack of communication • Behaviors • Routines followed • repetitive behaviors/movements • Interests in parts not whole • Preoccupation

18. Consider: • Can the characteristics be impacted by the environment? • Can they be impacted by other people? • Can they be impacted by behavior supports • If they can’t be modified, reduced; can they be STRENGTHS?

19. 10 things to talk about. • What are your goals? • Do you have a plan to reach those goals? • Where do you want to live as an adult? • How do you make decisions? • Do you know about community resources? • How do you talk about your disability and what you need for support? • What documentation do you need to be eligible for disability related services? • What supports and/or resources do you need to reach your goals? • What kind of supports will you need for transportation, medical issues, daily living and leisure time activities and how will you pay for what you need? • How will you maintain and increase your social network? This includes friends.

20. How will we get to these adult outcomes? Know the law PLAN EARLY Plan with a person centered approach COMMUNICATE! Include the student and family Assess the student and make use of the information Coordinate school program and community options Implement the plan Interrupt a plan that is not working

21. How will we get to these adult outcomes? Know the law PLAN EARLY Plan with a person centered approach COMMUNICATE! Include the family and student Assess the student and make use of the information Coordinate school program and community options Implement the plan Interrupt a plan that is not working

22. What is age-appropriate transition assessment? • A structured • Coordinated • Effort that involves collecting data on students’ • Strengths • Preferences • Interests • Related to their postsecondary goals. Sitlington, Neubert, Begun, Lombard, & Leconte, 2007

23. What assessments qualify?Who can provide the information? • Anyone who knows the students • Teacher • Student • Parent • Counselor • Vocational evaluator • Paraprofessional • Nurse • Physician • Speech Pathologist • OT • PT • Job Coach • Almost all assessments • Academic achievement tests • SOL • PSAT • Adaptive behavior scales • Interest inventories • Quality of life scales • Structured interviews • Observation • Environmental; assessments • Checklists • Vocational skills assessments • Medical appraisals

24. Academic Skills Include… Reading/writing Mathematics Science History/Social Science

25. Functional Skills Include… Socialization Mobility Communication Behavior Personal Management Self-Determination

26. How will we get to these adult outcomes? Know the law PLAN EARLY Plan with a person centered approach COMMUNICATE! Include the student and family Assess the student and make use of the information Coordinate school program and community options Implement the plan Interrupt a plan that is not working

27. How will we get to these adult outcomes? Know the law PLAN EARLY Plan with a person centered approach COMMUNICATE! Include the family and student Assess the student and make use of the information Coordinate school program and community options Implement the plan Interrupt a plan that is not working

28. Reaching the destination Adult World SCHOOL

29. Self determination • I’m Determined • A Life 4 Me • Employment • Project Search School based enterprise • Henrico Customized employment • Richmond City CTE • 2 more; sites not selected • Postsecondary Education/Training (Post High Experience) • WWRC • Workforce • Community College • Education Opportunity Act • LIFE • ODU Ready • College for Living Plus • PAVE

30. Resources for the ride

31. Preparing for College http://www.pepnet.org/itransition.asphttp://www.going-to-college.orghttp://www.educationplanner.com/education_plannerhttp://www.heath.gwu.eduhttp://www.collegebound.nethttp://www.thinkcollege.nethttps://myroad.collegeboard.comhttp://vacollegequest.orghttp://www.vccs.edu/Default.aspx?tabid=789 Scholarship Search http://fastweb.com Employment http://www.ncwd-youth.info/index.html http://www.careervoyages.gov Self determination http://education.ou.edu/zarrowhttp://www.imdetermined.orghttp://payouthleaders.ning.comhttp://www.alife4me.com Assistive Technology http://www.fctd.infohttp://www.ataporg.org/ataphttp://www.jan.wvu.edu General Transition Siteshttp://www.nsttac.orghttp://sharedwork.orghttp://www.pacer.org Preparing for Career and Technical Education http://www.khake.com/page36.htmlhttp://www.collegebound.net/vocational-school-guide http://www.pacareerstandards.comhttp://www.cteresource.orghttp://www.YesYouCanDe.com

32. Independent Living http://www.disabilityInfo.govhttp://www.ilru.org/html/publications/directory/index.htmlhttp://www.transitionmapde.orghttp://www.transitionmap.org Health http://www.healthfinder.govhttp://www.hrtw.org Volunteering http://www.americorps.govhttp://www.handsonnetwork.org Recreation and Leisure http://www.ymca.nethttp://www.dsusa.orghttp://collectors.orghttp://specialolympics.org Employment Search Engine http://monster.com Career Interest and Occupational Information http://online.onetcenter.org http://www.schoolfinder.com/careers/3step1.asp http://www.bls.gov/k12 http://www.acinet.org http://www.pacareerzone.org https://joblink.delaware.gov/ada http://vawizard.org Benefits and Financial Planning http://www.ssa.gov http://govbenefits.gov https://www.atg.wa.goc/teenconsumer SSI and SSDI Work Incentives http://www.ssa.gov/disabilityresearch/wi/generalinfo.htm