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Creating The Vision Transition Planning for Students With Disabilities From High School to Adulthood Developed in collaboration with: Wisconsin Statewide Parent

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Title: Creating The Vision Transition Planning for Students With Disabilities From High School to Adulthood Developed in collaboration with: Wisconsin Statewide Parent


1
Creating The Vision Transition Planning for
Students With Disabilities From High School to
Adulthood Developed 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). Revised 2007
2
What is Transition?
  • Transition happens when a person moves from one
    life stage
  • To another
  • PLAN FOR
  • THE FUTURE!

3
Transition Covers All Of Lifes Stages
  • Birth to Three
  • Early Childhood
  • Elementary School
  • Middle School
  • High School
  • Adult life in the community
  • Retirement
  • Moving into

4
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 begins with a dream! Leonard I. Sweet
5
Transition as a whole
  • There are many factors to transition, they
    include
  • The participants
  • The Vision
  • The Laws
  • The IEP
  • The Experience

6
Who Participates in Transition Planning?
  • Parents/Families
  • Student
  • School personnel
  • Adult Service agencies
  • Who is the star?

7
STUDENT
  • Needs to express his /her strengths, preferences
    and interests in whatever manner possible, to
    begin the process of self-advocacy.

8
Transition Pointer
  • Students should participate in their
    Individualized Education Program meeting as early
    and as much as possible.

9
Transition Pointer
  • Plan early! Start asking questions about your
    students needs during middle school.

10
A Vision For The Future
  • Transition Pointer
  • Help students talk about their dreams and goals

11
Vision Plans
  • Employment
  • Training and education
  • Independent Living
  • Community Participation
  • Recreation and Leisure
  • Once you have a vision for the future...
  • Prioritize the goals!

12
Individuals With Disabilities Education Act 2004
  • IDEA is the Individuals with Disabilities
    Education act. This law gives children who
    qualify for special education, the right to
    receive services until the age of 21.
  • Special education process
  • referral
  • team evaluation process
  • determination of disability and need for special
  • education services
  • placement
  • Entitlement System

13
IDEA 2004 Transition 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

14
Developing and Writing IEPs for Transition
Services
15
Transition Pointer
  • All planning is based on the students strengths,
    interests, and preferences.

16
IEP Process for Transition Services
Todays IEP Process
Present Level of Academic Achievement and
Functional Performance
Short term objectives/ benchmarks for students
taking alternative assessments
Measurable Post-secondary Goals Annual Goals
Postsecondary Goals (Vision)
Course of Study (long range education plan)
Coordinated Set of Activities (long range plan
for adult life)
Timeline Adapted from Ed O Leary
17
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.

18
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.

19
Measurable Postsecondary Goal Areas
  • Training or Education
  • Specific vocational or career field, independent
    living skills training, vocational training
    program, apprenticeship, on-the-job training, 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.

20
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)

21
Sheila a 17 year old student with a mild
learning disability
  • 1. Training/Education
  • After high school, I will enroll full time at
    UW-Eau Claire in the nursing program.
  • 2. Employment
  • After high school, upon graduation from the
    nursing program, I will work full time as a
    nurse.
  • 3. Independent Living
  • After high school, I will live in the dorm with
    a roommate.

22
Or as a combined goal
  • After high school, I will enroll full time at
  • UW-Eau Claire to prepare myself to work full
    time as a nurse, and I will live in the dorm with
    a roommate.

23
Transition Services
  • Courses of Study
  • LONG RANGE (multi-year) EDUCATION PLAN
  • Coordinated Set of Activities
  • LONG RANGE (multi-year) PLAN FOR POST SCHOOL
    ADULT LIFE
  • Coordinated Set of STRATEGIES

24
Example of Student Profile
  • Eric Smith
  • Transition Planning

25
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.

26
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. I am not always 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.

27
Measurable postsecondary goals express what the
student wants to do after they leave high school.
Students should use self determination surveys
to express their needs, preferences and
interests
Transition Pointer
28
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.

29
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.

30
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)

31
Transition Services Course of Study (multi-year
education plan )
School Year Grade Level List courses to be taken each year (subject to availability) Credits Earned





Ages 18-21
32
Eric Smiths Course of Study (long range
education plan )
School Year Grade Level List courses to be taken each year Credits Earned
2005-06 9th grade Business Basics, Math Basics, Reading Essentials, Specially Designed Physical Education, Environmental Science, Self Advocacy, English Essential, Current Events 6
2006-07 10th grade Business Basics, Consumer Math, Readings and Literature, Specially Designed Physical Education, Citizenship, Life Art, Speech and Drama, Social Skills, Employability Skills, Family Living
2007-08 11th grade English for Work, Math for the World of Work, Budgeting Money, Business Management, Specially Designed Physical Education, Music Appreciation/ Culinary Arts/Stress and Self Esteem Microsoft Word/Graphics
2008-09 12th grade Communication and Writing Skills, Functional Math for Living, Daily Living Skills, Essentials of Business Operations, Reading for Life, Specially Designed P.E., Art Applications/Computer Applications/Photography, Work Experiences
2009-11 19-21 years of age Community Based Instruction
33
Transition Pointer
  • Work on
  • job skills
  • for employment
  • to be included in
  • the students educational plan.

34
Long Range Coordinated Set of Activities (ages
14-21) (Ed OLeary, A Guide To Transition, 2000)
Transition Services Needs Activities Timeline for Activities Agency(ies) Responsibilities Provider Payer
Instruction
Community Experiences
Employment
Related Services
Adult Living Post School
Daily Living
Functional Vocational Assessment
35
Eric Smiths Coordinated Set of Activities
(Strategies)
Transition Services Needs Activities Timeline for Activities Agency(ies) Responsibilities Provider Payer
Instruction Enroll in a self advocacy class 2006-11 School, Student and Family School, Family
Community Experiences Acquire a state ID 2006-07 Student, Family Family
Employment Memorize social security number 2006-07 Student, Family Family
Related Services Complete applications for county support programs 2006-07 Student, Family Family
Adult Living Post School Learn appropriate behaviors and job skills in the workplace 2006-09 Student, School, DVR School, DVR
Daily Living Develop a personal fitness routine 2006-07 Student, School, Family School, Family
Functional Vocational Assessment Develop a vocational profile based on functional info 2006-07 Student, School School
36
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

37
Transition Pointer
  • Prepare students to know about the services and
    supports they will need after high school to help
    them with their vision.

38
Agency Connections for the IEP
  • The agencies invited to the IEP should be those
    most likely to have the services, programs and
    supports that best match the students needs and
    post-school goals.

39
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/

40
The Rehabilitation Act
  • The Rehabilitation Act is currently undergoing
    reauthorization. The Act assists eligible people
    with disabilities to prepare for and access
    meaningful employment live independently, make
    choices and be included in society.
  • It is based on an Eligibility System.
  • The language about transition is the same as in
    IDEA 2004.

41
Post High School Agency Connections
  • Agencies provide services for students AFTER high
    school as well as DURING high school.
  • Establishing relationships with agencies early
    will allow students to be more prepared when they
    leave high school and no longer have an IEP.

42
Agencies
  • DVR- Division of Vocational Rehabilitation
  • Social Services
  • Independent Living Centers
  • Supported Employment
  • Human Services
  • Social Security
  • Mental Health
  • Technical Colleges
  • Vocational Training
  • Colleges
  • Probation/Parole Officers

www.wsti.org
43
Summary
  • Remember that
  • Transition
  • planning is

The Students Vision of what he/she wants
for his/her Future!
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