Creating The Vision Transition Planning for Students With Disabilities From High School to Adulthood Cheri Sylla, CESA 1 Parent Educator Lori Turim, CESA 1 Transition Coordinator Developed in collaboration with: Wisconsin Statewide Parent

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Creating The Vision Transition Planning for
Students With Disabilities From High School to
AdulthoodCheri Sylla, CESA 1 Parent
EducatorLori Turim, CESA 1 Transition
CoordinatorDeveloped in collaboration with
Wisconsin Statewide Parent Educator Initiative
(WSPEI)Wisconsin Family Assistance Center for
Education, Training and Support (WI FACETS),and
the Wisconsin Statewide Transition Initiative
(WSTI).
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Individuals With Disabilities Education Act 2004

• IDEA is the Individuals with Disabilities
  Education act. This law gives our children
  rights and responsibilities about special
  education, including children starting from birth
  to 21.
• Special education process
• referral
• team evaluation process
• determination of disability and need for special
  education services
• placement
• Entitlement System

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IDEA 2004Transition Services

• By 14 years of age (in Wisconsin State Law) the
  IEP must contain a statement of Transition
  Services. Every students IEP must include
• Measurable Post Secondary Goals
• Course of Study
• Coordinated Set of Activities

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• IDEA 2004Transition Services
• Measurable Postsecondary Goals
• Education/Training
• Employment
• Independent Living Skills (where appropriate)

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IDEA 2004Transition Services

• Transition Services
• Course of Study
• All courses and educational
  experiences
• Coordinated Set of Activities
• Instruction
• Related services
• Community experiences
• Employment
• Post-secondary adult living
• Daily living
• Functional vocational evaluation

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The Rehabilitation Act

• The Rehabilitation Act of 1976 (amended in
  1998), as amended in 1998 assists eligible
  people with disabilities to prepare for and
  access meaningful employment live independently,
  make choices and be included in society.
• Eligibility System
• Currently in the process of being reauthorized.

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IDEA 2004 Rehabilitation Act

• The language about transition is
• the same in both Federal laws
• Transition services means a coordinated set
  of activities for a child with a disability that
  
• is designed within a results-oriented process,
• is focused on improving the academic and
  functional achievement of the child with a
  disability to facilitate the childs movement
  from school to post-school activities

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IDEA 2004 Rehabilitation Act

• Such as
• post-secondary education, vocational training,
• integrated employment
• (including supported employment),
• continuing and adult education,
• adult services, independent living or community
  participation.

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What is Transition?

• Transition happens when a person moves from one
  life stage
• To another
• PLAN FOR
• THE FUTURE!

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Transition Covers All Of Lifes Stages

• Birth to Three
• Early Childhood
• Elementary School

• Moving into

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Transition Covers All Of Lifes Stages

• Moving into
• Middle School
• High School
• Adult life in the community
• Retirement

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DARE TO DREAM

• CREATE A VISION

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The future is not something we enter. The
future is something we create. And creating that
future requires us to make choices and
decisions That all begin with a dream!Leonard
I. Sweet
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IEP Process for Transition Services
IEP Process of the Past
Short Term Objectives
Present Level of Performance
Annual Goals
IEP Process of the Present/Future
Coordinated Set of Activities (long range plan
for adult life)
-Measurable Postsecondary Goals -Annual Goals
Postsecondary Goals (Vision)
Present Level of Academic Achievement and
Functional Performance
Course of Study (long range education plan)
Short term objectives and benchmarks for students
taking alternative assessments
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Who Participates in Transition Planning?

• Parents/Families
• Student
• School personnel
• Adult Service agencies
• Who is the star?

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STUDENT

• Needs to express his /her strengths, preferences
  and interests in whatever manner possible, to
  begin the process of self-advocacy.

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Transition Pointer

• Students should participate in their
  Individualized Education Program meeting as early
  and as much as possible.

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Transition Pointer

• Plan early! Start asking questions about your
  students needs during middle school.

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A Vision For The Future

• Helping students talk about their dreams and
  goals

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Vision Plans

• Employment
• Training and education
• Independent Living
• Community Participation
• Recreation and Leisure
• Once you have a vision for the future...
• Prioritize the goals!

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Measurable Postsecondary Goal

• A statement based on age appropriate transition
  assessment that articulates what the student
  would like to achieve after high school taking
  into account the students strengths, preferences
  and interests.

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Who needs a measurable postsecondary goal?

• Any student who will turn 14 during the
  timeframe of their IEP, or younger, if determined
  appropriate by the IEP team as required under
  IDEA 2004.

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Measurable Postsecondary Goal Areas

• Training or Education
• Specific vocational or career field, independent
  living skills training, vocational training
  program, apprenticeship, OJT, job corps,
• 4 year college or university, technical college,
  2 year college, etc.
• Employment
• Paid (competitive, supported, sheltered) unpaid
  employment (volunteer, in a training capacity)
  military etc.
• Independent Living, where appropriate
• Adult living, daily living, independent living,
  financial, transportation, etc.

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Must there be a measurable postsecondary goal in
each area?

• YES
• Education/Training and Employment
• Can be combined into one all-inclusive goal or
  two or three separate goals
• OPTIONAL (Where appropriate)
• Independent living
• Can be a separate goal or combined with the
  above goal(s)

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Erics Measurable Postsecondary Goals

• Training/Education
• After high school, I will get on the job
  training at a grocery store.
• Employment
• After high school, I will work part-time in a
  grocery store.
• Independent Living
• After high school, I will live in a group home
  with 24 hour assistance/supervision.

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Erics Measurable Postsecondary Goals

• written as a combined goal
• After high school, I will work part time in a
  grocery store where I will receive on-the-job
  training, and I will live in a group home.

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Transition Pointer

• All planning is based on the students strengths,
  interests, and preferences.

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Transition Pointer

• Plan, Develop and Write
• (beginning at age 14 in WI Law,
• or sooner if appropriate)
• classes, educational and community
  experiences that relate to what the student wants
  to do after high school.
• (Course of Study)

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Transition Services

• Courses of Study
• LONG RANGE EDUCATION PLAN
• Coordinated Set of Activities
• LONG RANGE PLAN FOR POST SCHOOL ADULT LIFE

Coordinated Set of Activities
Coordinated Set of STRATEGIES
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Developing and Writing IEPs for Transition
Services
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Example of Student Profile

• Eric Smith
• Transition Planning

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Eric Smith Transition Planning(Information
shared by Eric at his IEP Meeting, 2006)

• I am 15 years old. My birthday is April 16,
  1990.
• I am good at shooting hoops (basketball),
  baseball, air hockey, playing catch with a
  football, making grocery lists and going
  shopping. I am good at setting the table, raking
  leaves, and picking up sticks in our yard.
• I spend my free time playing air hockey and other
  sports with my brothers, looking through grocery
  store ads and cookbooks, writing lists, watching
  Food Network play TOPS soccer in the fall and
  spring, and baseball in the summer. I like sports
  the most. I like to play sports and watch games.
• My grade point average is 3.429.

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Eric Smith Transition Planning (contd)

• My strengths are when I learn to do something, I
  learn to do it the same way every time. I am
  happy and nice to other people. I am very good at
  helping to cook and make food in our kitchen.
• My weaknesses are sometimes I dont listen very
  well. Sometimes I get mad and then I have an
  attitude. Sometimes I am not patient when I need
  to be. Sometimes I do not adjust well to changes
  in my schedule.
• My favorite classes are gym, current events,
  science, and speech.
• My least favorite class is English.
• After high school, I want to have a job. I want
  to work at Pick N Save. I want to go shopping
  all the time. I want to do activities like go to
  dances, the YMCA or gym play games like air
  hockey and ping pong go to baseball, football,
  and basketball games play soccer, basketball,
  football, and baseball. I want to help at church
  too.

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Transition Services Course of Study(long range
education plan )
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Eric Smiths Course of Study(long range
education plan )
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Transition Pointer

• Work on
• job skills
• for employment
• to be included in
• the students educational plan.

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Transition ServicesCoordinated Set of
Activities (ages 14-21) (Ed OLeary, A Guide To
Transition, 2000)
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Eric Smiths Coordinated Set of Activities
(Strategies)
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IEP TRANSITION PAGES

• Examples of WI State Forms
• And Best Practice Options

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Transition Pointer

• Prepare students to know about the services and
  supports they will need after high school to help
  them with their vision.

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Agency Connections

• The agencies invited should be those most likely
  to have the services, programs and supports that
  best match the students needs and post-school
  goals.

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Agencies

• DVR- Department of Vocational Resources
• Social Services
• Independent Living Centers
• Supported Employment

• Human Services
• Social Security
• Mental Health
• Technical Colleges
• Vocational Training
• Colleges

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Division of Vocational Rehabilitation (DVR)

• At least 2 years before student exits high
  school, a DVR counselor should be invited to the
  IEP meeting to provide information and support
  regarding employment, postsecondary education and
  training.
• http//www.dwd.state.wi.us/dvr/

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SUMMARY OF PERFORMANCE

• A Summary of academic achievement,
• completed the last year the student is
• in high school and goes with the student
• when they leave.
• Summary of functional performance as it relates
  to measurable postsecondary goals
• Recommendations on how to assist the student in
  meeting the students measurable postsecondary
  goals

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Making the connections for smoother Transitions
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Successful Transition
Make the connection...
Begin a new path!
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Summary

• Remember that
• Transition
• planning is
• The Students Vision
• of what he/she wants for
• his/her Future!