The Ins and Outs of the Transition Process for Families - PowerPoint Presentation

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The Ins and Outs of the Transition Process for Families

Stephanie Johnson,

Ed.D

Linda Rudd,

M.Ed

, OTR/L

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Overview

Define “Transition”

Develop a working knowledge of “Transition” as outlined by IDEA

Develop a conceptual understanding of “Transition” by relating to a personal experience

Identify strategies and resources to increase family and student participation in the “Transition” process.

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The Purpose of IDEA (2004)

(a) To ensure that all children with disabilities have available to them a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and

prepare them for further education, employment and independent living

.

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What is Transition?

“a set of activities which prepares a student with a disability for the move from school to post-school activities such as employment, post-secondary education, adult services, independent living or community participation.”

Part of IEP Process beginning at Age 16

Includes additional services, supports and documentation components in the IEP

Driving force behind HS IEPS

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What Does Transition Include?

Transition

MUST

include

Postsecondary

Goals

(after high school)

Employment

Education/Training (needed to achieve employment goal)

Independent Adult Living (if appropriate)

Transition activities and/or services

MAY

include:

Instruction

Related Services

Community Experiences

Daily Living Skills Training (if appropriate)

Vocational Evaluation (if appropriate)

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Key Terms in Transition

Self-Determination

Self-Advocacy

Interests vs. Preferences vs. Strengths

Transfer of Rights

Outside Agencies

Age-Appropriate Transition Assessments

Transition Activities

Reasonable Opportunity

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Key Components of Transition in the IEP

Indicator 13 Under The Individuals With Disabilities Education Act (2004)

Student Invited to IEP

Measurable Post-Secondary Goals

Age Appropriate Transition Assessments

Course of Study

Annual IEP Goals/Services

Transition Activities

Permission to Invite Outside Agency

Updated Annually

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1. Student Invited

IDEA Law requires students’ be invited to any meetings when transition plan or services will be discussed

It’s their future

Encourages Self-Advocacy and Self-Determination

Best Scenario: Student-Led IEP

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1. Measurable Postsecondary Goals

A statement of what the student proposes to do after High School Graduation in the areas of:

EMPLOYMENT

EDUCATION/TRAINING

INDEPENDENT LIVING*

Should be as specific as possible to help with planning

Expected to change as student explores

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3. Age-Appropriate Transition Assessment

A method for determining a student’s interests, preferences, and strengths relative to career planning and adult living.

checklists, surveys, interviews, questionnaires,

Grades in academic and elective classes

Reports from providers, supervisors, coaches, teachers, parents, etc.

Information about participation in extra-curricular activities and how a student spends his/her free time

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4. Course of Study

HS courses that support skill development relative to Measurable Postsecondary Goals (MPGs)

Mandatory classes

Elective classes

Career and Technical Education (CTE)

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5. Annual IEP Goals & Services

“It’s also important for the student’s annual IEP goals (the academic and functional goals) to complement and address the students transition needs”. May be directly relatedEx: Measure to the nearest 1/32nd May be indirectly relatedEx: Accept redirection with positive responseMust have a connection or be obviously in support of MPGs“IEP Teams assess the relationship of the student’s postsecondary goals to the student’s needs when developing the student’s other annual IEP”Transition “Drives” the HS IEP

Reference: https://sites.ed.gov/idea/files/postsecondary-transition-guide-may-2017.pdf

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6. Transition Activities

Instruction

Specially designed instruction to address goals that relate to MPGs

Related Services

OT, PT, SLP, Behavior Support, Nursing

Community Experiences

Facilitate by family and/or school and/or outside agency

Ex: Chores, Volunteer, Clubs, Job, Church, School Events, Sports

Daily Living Skills Training

Self-care, Consumer Skills, Health Management, Household Management

Vocational Evaluation (if appropriate)

Referral to Vocational Rehabilitation

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7. Permission to Invite Outside Agencies

Districts should be aware of Adult Agencies that can provide or pay for Transition Services

Vocational Rehabilitation

Division of Developmental Disabilities

Regional Behavioral Health Authority

Acquire Parent Permission and invite agencies as appropriate

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8. Reviewed Annually

Measurable Postsecondary Goals must be reviewed and may be. . .

Revised (to include more detail)

Or Rewritten (to reflect a complete change)

Even if MPGs do not change. . .

New data should be included in the IEP to support the MPGs

Annual IEP goals would be updated

New transition activity recommendations

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How is Retirement Planning like Transition Planning??Linda’s Retirement Goal (a.k.a. Measurable Post Employment Goal)

Retirement Planning???

Linda will retire in 2023 with a monthly income of $8000 per month. She will live in her 2bdrm mortgage-free home in AZ. She will spend her free time hiking, playing poker and plans to visit all National Parks in all 50 states by 2030.

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Should an employee be invited to their retirement planning meetings?Should a “postemployment goal” be developed?Is there “assessment data” that can be used to measure progress?Is there a “course of study” or classes to take when planning for retirement?Could you develop “annual goals” to work towards retirement?What “activities” could I do this year in preparation?What other agencies or professionals should I consult?Should a retirement plan be reviewed annually?

Post-employment Transition Plan

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Questions About Retirement

Is Linda’s Goal Guaranteed?

Are their life circumstances, events or opportunities that may cause Linda to change her Retirement Goals?

Is Linda’s financial planner held accountable to ensuring Suzie achieves her Retirement Goals?

Were Linda’s Retirement Goals “wrong” if not achieved?

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Suzie will retire in 2023 with a monthly income of $8000 per month. She will live in her 2bdrm mortgage-free home in AZ. She will spend her free time hiking, playing poker and plans to visit all National Parks in all 50 states by 2030.

Suzie’s Retirement Goal

Invite me to the meetingMPG: Suzie will retire…Assessments:Course of Study (Classes):Annual (IEP) Goals:Retirement Planning Activities:Outside Agency w/PermissionUpdated Annually

Activity

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Postsecondary vs. Post-employment Transition

Transition Planning

Invite StudentCareer/Education GoalsCourse of StudyIEP GoalsTransition ActivitiesAssessmentAnnually – Review/ReviseOutside Agencies

Retirement Planning

Invite Retiree

Finance/Living Goals

Classes or Info Meetings

Annual Life Goals

Action Steps

Assessment

Annually – Review/Revise

Other professionals

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Family and Student Participation

Employment/volunteer opportunities

Involved in decision making

Personal responsibilities

Reasonable expectations

Collaborate with your agency supports (special education case manager, DDD support coordinators, VR counselor)

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Transition- Outside Agencies

You’re not in this alone!Vocational RehabilitationDivision of Developmental DisabilitiesRegional Behavioral Health AuthorityRaising Special KidsAbility 360Disability Resource Centers

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Begin with the end in mind!

Transition planning begins as early as Kindergarten.

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Revisiting Key Terms

Self-Determination and Self-Advocacy

Student is at the heart of all decision making and in the driver’s seat as much as possible.

The student has the voice and choice in the direction of planning their lives.

Just like YOUR retirement, the student needs to plan his/her future.

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Revisiting Key Terms Continued

Age Appropriate Transition Assessments

A method for determining a student’s interests, preferences, and strengths relative to career planning and adult living.

Includes checklists, surveys, interviews, questionnaires, academic grades, elective classes, and extra-curricular activities.

Transition Activities

include academic and elective classes, specially designed instruction in job readiness, career exploration, and community participation.

Also, household chores, volunteering, playing on a sports team, community organizations or clubs.

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Key Terms Continued

Interests v. Preferences v. Strengths

Interests

are areas in which the student finds appealing. Not necessarily based upon previous experience or interactions.

A

Preference

is something that a student has demonstrated a liking for (over something else).

Ex: the student is interested in childcare and has demonstrated a willingness to babysit on the weekends.

Strengths

are areas in which the student has demonstrated actual skills related to a particular topic.

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Transfer Of Rights

At the age of majority (18 years old), all legal rights transfer to the student, including all educational decision making.

Things to consider:

guardianship v. fiduciary responsibilities,

healthcare and financial decision making

living arrangements and life care plans

*Raising Special Kids has workshops and resources on this topic.

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Next Steps:

Based upon what you have learned, what are your next steps?

How would you use the document to review/develop your own IEP?

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Thank You!