The Basics

1 . W h a t i s Tr a n s i t i o n2 . W h y i t i s i m p o r ta n t 3 . W h e re w o u l d I s e e t r a n s i t i o n4 . S t re n g t h s , i n t e re s t s , & p re f e re n c e s 5 . E x p e c t a t i o n s6 . Tr a n s i t i o n A s s e s s m e n t s7 . L i v i n g , Le a rn i n g , & w o r k i n g8 . Fu tu re P l a n n i n g9 . C u r r i c u l u m1 0 . O u t s i d e A g e n c i e s1 1 . Po s t S e c o n d a r y P l a n1 2 . N ex t s t e p p ro g r a m s

TRANSITION PLANNING

RANDY DOHMEN

Learning Resource Center 3550 Mills Civic Parkway West Des Moines, IA, 50265 Phone#: (515) 633-5000 Fax#: (515) 633-5124 www.wdmcs.org

Transition was included in IDEA because the fi rst special education students to exit high school were successful in achieving positive post-school adult outcomes such as living on their own, having a well-paying job, and attending post-secondary education in record numbers.

Correct answer is: FALSEBeginning in the mid-1980’s, the U.S. Department of

Education recognized that the fi rst group of students who had been all the way through special education were leaving school and unsuccessful in adult life. Unemployment, lack of enrollment in post-secondary education, continued dependence on parents, social isolation, and lack of involvement in community-based activities were found among young adults with disabilities.

QUIZ

TRUE FALSE

Many curricula and programs do not support students with disabilities in developing essential adult-life skills.

Correct answer is: TRUEPost-school outcome research indicates that the

current special education curriculum, instruction, and planning are not meeting students’ needs. The National Longitudinal Transition Study -2 has reported that while outcome for many youth with disabilities is improving, they often do not learn or use the skills in their school programs that they need to achieve productivity, empowerment, and independence.

QUIZ

TRUE FALSE

Students with disabilities transitioning from school to adult life are not often supported by eff ective interagency collaboration.

Correct answer is: TRUE Limited levels of service coordination and collaboration

among schools and community service agencies have created diffi culties for students with disabilities in achieving positive post-school results. In many circumstances, students with disabilities leave school without appropriate community supports necessary to achieve successful adult outcomes. Many students remained at home with nothing to do because they were on long waiting lists for adult services.

QUIZ

TRUE FALSE

Students with disabilities are more likely to remain in school and graduate from high school than their peers without disabilities.

Correct answer is: FALSE Dropping out of school is one of the most serious problems

facing special education programs across the country. Almost ¼ of all youth with disabilities exit the school system by dropping out. Youth with “ED” have the highest drop out rates (from 21% to 64% - twice the rate of nondisabled students). The drop out rate for students with learning disabilities averages 21.1% (National Center for Education Statistics, 2010). Reasons include: lack of credits to graduate, no parental support for education, inappropriate social interactions. Dropouts have fewer options for employment and usually end up in entry level, low-paying positions.

QUIZ

TRUE FALSE

Transition is about preparing students to: Make Choices Plan for the future Set goals Develop career skills Perform needed daily living

skills Participate in their

community

WHAT IS TRANSITION

Planning for transit ion Involves students, parents &

educators in a plan.

Incomes are low Jobs are often part time 30% of adults with disabilities

live in poverty

Employment (as of September 2014) Labor Force Participation

People with disabilities: 20.1% People without disabilities: 68.5%

Unemployment Rate People with disabilities: 12.3% People without disabilities: 5.5%

TRANSITION; WHY IT’S IMPORTANT

Less Social Participation People with disabilities

live in relative social isolation.

Lack of a full social life is a problem for many people with disabilities

Physical Barriers Despite strong gains

from ADA in build access and public transport, barriers still exist

TRANSITION; WHY IT’S IMPORTANT

https://www.youtube.com/watch?v=PI9RX8hSBrg

Individuals with Disabilities Act (IDEA) 2004 Requires transition planning

for all students receiving special education services.

Iowa’s Department of Education Has stated that

transition planning with students on IEPs will begin at the IEP meeting prior to the student’s 14th birthday

WHERE WOULD YOU SEE TRANSITION

http://www.wrightslaw.com/

Individualized Education Plan (IEP) Successful living Work Experience Course of study Work Skills Learn to be independent Understand their

disability Develop leisure skills HOW MUCH IS NEEDED!

WHERE WOULD YOU SEE TRANSITION

Five Phases of the

IEP Process

Gather Informatio

n

Set the Direction

Develop the IEP

Implement the IEP

Review and

update the IEP

Transition Checklists10-13 Year old Students

14-16 year old students

17 year old Students – Graduation Self Determination Living Learning Working

STRENGTHS, INTERESTS & PREFERENCES

www.IHaveaPlanIowa.gov I have a Plan Iowa Career

Assessments Interest Profi ler Career Cluster Survey Basic Skills Survey Transferable Skills Survey Work Values Sorter Career Key

Casey’s Life Skills Assessment http://lifeskills.casey.org

Onet Assessment Hrrp://

www.onetonline.org/skills/

STRENGTHS, INTERESTS & PREFERENCES

Who is part of my team? Individuals from my school team

Principal (LEA Rep.) Behavior Interventionist Special Education Teacher(s) General Education Teacher(s) Support Staff School Counselor School Nurse

Individuals from my Family Team Student(s) Parent(s)/Guardian(s) Grandparents Siblings Family Supports

Individuals from my organizations team Agency Case Manager(s) SCL Worker(s) AEA Representatives PEC’s/Advocacy Group(s) IVRS

IEP TEAM MEMBERS

 Student(s)Expectations

 

1. Prepare for my Individualized Education Plan (IEP) meeting2. Participate in my Individualized Education Plan (IEP) meetings 3. Work towards my goals4. Complete Individualized Education Plan (IEP) Transition Assessment 

Parent(s)Expectations

1. Complete annual Individualized Education Plan (IEP)  transition assessments2. Be active member of transition team3. Working with your child to have them invite outside agency case managers 4. Sign (obtain) any consents or release of information forms needed for outside agencies 

to be part of the transition process.  

Teacher(s)Expectations

1. Prepare for the student’s Individualized Education Plan (IEP) meeting2. Participate in the Individualized Education Plan (IEP) meeting3. Help the student work towards his/her goals4. Communicate and cooperate with all Individualized Education Plan (IEP) team members 

EXPECTATIONS

What to Expect From IEP Team Members• Student Expectations• Parent Expectations• Teacher Expectations

Should Include

Self Determination Make decisions, use

community resources, talk about disability and what is needed for support, goals and plan to reach them

Living: Home Live alone, with a

roommate, with support, with family or relatives, or in a group home.

TRANSITION ASSESSMENTS

Living: Community Participation Drive a car, use a bus,

taxi, shopping, making medical and dental appointments, banking, voting, participating in religious or community events.

Living: Recreation & Leisure Participate in sports,

hobbies, group activities, fitness activities, family events, clubs, make or maintain friendships.

TRANSITION ASSESSMENTS

Learning Community college,

community and adult basic education, vocational training, on the job training, military service.

Working Full-time, part-time,

supported, enclave, workshop, on the job training, military service

TRANSITION ASSESSMENTS

All Transition Assessment data must be gathered and updated on each students IEP, yearly.

See IEP “B” Page http://

www.youtube.com/watch?v=PIwJlrW-Ylo

LIVING, LEARNING, & WORKING

Who Makes Decisions Conservatorship Guardianship Power of Attorney Representative Payee

Questions to Ask About Adult Service Providers Funding Health Services Case Management Diagnostic Information Supplemental Security

Income (SSI) Social Security Disability

Income (SSDI)

FUTURE PLANNING

Questions to Ask About Continued Title XIX Medical Assistance

(Medicaid Public Health Nursing Early and Periodic Screening,

Diagnosis and Treatment (EPSDT) Intellectual Disability Waiver (ID) Physical Disability Waiver (PD) Brain Injury Waiver (BI) Health and Disability Waiver (HD) Children’s Mental Health Waiver

(CMH) Habilitation Services Pediatric Integrated Health Home

(P-IHH) Health Insurance Premium Payment

(HIPP) Medicaid for Employed People with

Disabilities (MEPD)

FUTURE PLANNING

Questions to Ask About Continued Respite Care Services Camping and Recreation

Services Living Arrangements Supported Community Living

Services (SCL) Residential/Housing Options for

individuals with Intellectual Disability/Developmental Disability (ID/DD)

Residential/Housing Options for Individuals with Mental Illness (MI)

Vocational Services Transportation Options Etc…………………………………!!!

FUTURE PLANNING

It’s a Team Effort!AcademicVocationalSocialBehavioralAdaptiveLivingCommunity

CURRICULUM

Parent & Educator Connection (PEC) ASK Family Resource Center / Access for Special Kids University of Iowa

Center for Development & Disabilities(CDD) Center Lines Newsletter Child Health Specialty Clinics (CHSC) Disability Resource Iowa Iowa Program for Assistive Technology (IPAT) Iowa Compass Realizing Educational & Career Hopes (REACH)

National Dissemination for Children with Disabilities (NICHCY)

Wright’s Law Pacer Center The ARC of Iowa

OUTSIDE AGENCIES: WHERE TO START

Where do I go from here? Iowa Vocational

Rehabilitation Services (IVRS)

Iowa Workforce Development

DMACC S.T.R.I.V.E. Program University of Iowa R.E.A.C.H

Program Project SEARCH LINK Associates Candeo Services Etc………!!!! TAP Programs

NEXT STEP PROGRAMS

QUESTIONS?????