Transition A Plan for Life

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TransitionA Plan for Life

• A Vision of the Future

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Transition

• Getting from here
• .. To here
• Prepare for the trip

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What is Transition?

• Bridges, 1980 That difficult process of letting
  go of an old situation, suffering the confusing
  nowhere of
• in-betweenness, and launching forth again in a
  new direction
• Parkes, 1971 The abandonment of one set of
• assumptions and the development of a
  fresh set to
• enable the individual to cope with the
  new altered life
• space.

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The transition component

• a.      Is developed first
• b.      Drives the IEP
• c.      Is student-driven
• d.      Is based on abilities
• e.      Focuses on long-term post-secondary
  goals/outcomes
• f. Focuses on communication, collaboration,
  
• coordination

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Planning

• Help families to start thinking early about the
  transition process.
• Use backward planning. Start with the transition
  goals and then go back and write the IEP goals
  because
• you cant plan a trip until
• you know where you
• want to go.

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IDEA 2004

• Definition of Transition Services
• A coordinated set of activities for a student
  with a disability that is designed to be within a
  results-oriented process that 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, including post-secondary education,
  vocational education, integrated employment
  (including supported employment), continuing and
  adult education, adult services, independent
  living, or community participation.

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5th grade transition

• Since the fifth grade is a transition year to
  middle school, it is a practical first step
  toward making long-range goals.
• Transition becomes part of the IEP process.
• Team discusses middle school course content and
  6th grade teacher attends.

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5th, 6th, and 7th grade transition

• Transition form DEC 2A page 1 becomes part of the
  IEP.
• IEP team completes Parts A, B, and C
• Part A who participates in process and how
  information is gathered
• Part B post secondary goals
• Part C Course of Study

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Section A Student Needs and Preferences

• Student Participation
• The public agency must invite a child with a
  disability to attend the childs IEP meeting if
  the purpose of the meeting will be the
  consideration of the postsecondary goals for the
  child and the transition services needed to
  assist the child in reaching those goals. If the
  student does not attend the meeting,
• the school must take other steps
• to ensure that the students
• preference and interests
• are considered.

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Preparation for students

• Take Interest and Aptitude inventories
• Complete dream sheets
• Learn to voice preferences and interests
• Understand needs and strengths
• Practice self-determination
• skills

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Section B Post-School Outcomes

• Post-School Outcome Domains
• 1.  Employment (Integrated employment including
  supported employment)
• Where is the student going to
• work or engage in
• productive activities
• after graduation?

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Employment

• Examples of goals (from general to more specific
  as older)
• Nellie will obtain a job in the field of
  Information Technology after completion of a
  4-year degree.
• Nellie will participate in productive activities
  with the assistance of a CAP-MR/DD worker.
• Nellie will work full-time as a childcare
  assistant at a daycare.

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Post School Outcome Domains

• 2.  Post-Secondary Education (continuing and
  adult education, vocational education)
• Where and how is the student going to continue
  to learn and/or develop skills after graduation?

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Post-secondary Education Examples of goals

• Nellie will attend the community college in order
  to obtain CNAI and CNA II certification.
• Nellie will receive on-the-job training through
  adult services of the Workforce Investment Act
  program as a full-time clerical assistant
  position.
• Nellie will complete a 4-year degree in social
  work from a university.
• Nellie will attend the compensatory education
  program at the community college.
• Nellie will participate in habilitative training
  related to individualized needs in the areas of
  adult living skills and communication

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Post-School Outcome Domains

• 3.  Residential (Independent living) Where is
  the student going to live after graduation?

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Post School Residential Examples of goals

• Nellie will live at home and participate in as
  many daily living and home living activities as
  possible.
• Nellie will live in an apartment with a roommate
• Nellie will live in a Developmentally Disabled
  Adult group home.
• Nellie will live at home while attending college
  and will move into an independent living
  arrangement within 2 years of completing her
  college degree.
• Nellie will live in a rented trailer with her
  husband.
•  

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Post-school Outcome Domains

• 4.  Community Participation (Adult Services)
  Where and how is the student going to access the
  community in order to meet their needs and have
  fun after graduation?

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Post School Community Participation Examples

• Nellie will participate in sports activities
  offered by the recreation department and will
  continue to be an active member of her church,
  maintain her hobby of collecting dolls, and play
  computer games.
• Nellie will join two community groups related to
  her interest in volunteerism and will participate
  in athletic programs at the YMCA.
• Nellie will participate in a variety of
  integrated community activities related to
  sports, animals, and flowers.

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Post-School Outcomes

• Written to indicate the students desired goals
• Written as a goal Johnny will.
• Reflect high but realistic expectations
• Individualized, clear and precise
• May initially be less specific, increasing in
  detail as the student moves through high school.
• May change from year to year.
• Should be the basis for all that follows in the
  process of developing IEP.

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Section C Course of Study

• College/ University
• College Tech Prep
• Career Prep
• Occupational
• For middle school students, check off at the
  bottom.

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Eighth Grade Transition

• Complete and discuss Vocational testing
• Interest and aptitude inventories
• Complete transition plan
• Develop post-secondary goals
• Discuss and choose course of study
• Plan transitional activities
• Complete high school registration
• Initiate four-year academic plan

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9th, 10th, 11th grades

• Complete DEC 2A pages 1 2 as part of the IEP
  process
• Review course of study
• Discuss course selection for coming year

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DEC 2A page 2Section D Transition Service
Needs

• The coordinated set of Activities must be
  
  - based on the
  individual students needs
  
  - take into account the students
  strengths, preferences and interests (pins)
• - include

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Transition Activities

• Instruction
• Related Services
• Community Experiences
• Employment
• Adult Living Skills
• Daily Living Skills
• Functional Vocational Evaluation

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Transition Activities

• o      Occur while the student is in school
• o      Can occur on school campus or in the
  community
• o      Are steps toward achievement of
  post-school goals.
• o    Can have a wide range of responsible
  individuals (position, not name)
• o      Are dynamic Provide, meet with, visit,
  organize, create, examine, work towards,
  conduct, observe, complete, explore, develop,
  participate in, obtain, identify, enroll
  
• in,expand, extend, study,
  receive

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Instruction

• Take curriculum assistance class
  for help in (math, reading, writing)
• Take SAT prep class
• Stay after school for Algebra tutoring 2 days a
  week
• Meet with VR counselor
• Complete a career technical education class in
  the area of___
• Enroll in Drivers Education and obtain license.

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Related Services

• Arrange for reliable transportation to college
  and to work
• Determine who will repair wheel chair
• Determine who will replace batteries for hearing
  aid
• Determine who will monitor medication
• Meet with guidance counselor to review course of
  study and classes

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Community Experiences

• Attend exercise classes at the Recreation
  Department
• Play on a basketball team through Parks and Rec.
• Take guitar lessons
• Participate in the church choir
• Become an assistant coach for
• little league sports

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Employment

• Attend job fair
• Sign up for WIA
• Complete the Construction Technologies CTE
  pathway
• Tour retail stores and obtain information about
  job opportunities
• Continue to work at ______grocery store

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Adult living skills

• Open and learn how to use a checking account
• Register to vote
• Plan a budget
• Pay bills
• Complete income tax form
• Learn how to maintain your car
• Investigate residential options
• Learn self-advocacy skills

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Daily living skills (if needed)

• Clean the house
• Shop for and prepare meals
• Learn the importance of hygiene
• Enroll in Foods and Nutrition

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Functional Vocational Evaluation (if needed)

• Attend VR conferences for testing and assessment
• Complete work portfolio
• Write a resume
• Practice job interviews
• Take the ASVAB

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Transition Activities

• Responsible person may be assigned to one or
  more persons or agencies. Some tasks may be
  assigned to parents, students, gen. ed. teachers
  or sp. ed. teachers.
• Completion date may cover more than one year,
  should be reasonable, should be specific enough
  to ensure accountability

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IDEA 2004 Annual Goals

• Present levels of Performance must include
  academic achievement and functional performance.
• The IEP should provide the specifics of
  instruction needed to accomplish the transition
  activities and ultimately the post-school goals.
• Annual goals must include both academic and
  functional goals.
• IEP objectives related to transition activities
  should be linked to the SCOS or OCS.

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Internet sites
Here you can start thinking about what you want
to do with the rest of your life. This Web site
was built to help you plan for the future. What
will you do after high school? Will you work? Go
to college? Live in a place of your own? By
using this Web site, you can plan for your future
right now!
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www.nichcy.org

• A Students Guide to the IEP
• guides students through the process of learning
  how the IEP is developed, learning about their
  own disability, listing their strengths and areas
  of need, identifying what accommodations they
  need in school, developing a list of goals and
  objectives for the year, talking with teachers
  and parents, and preparing for and participating
  in the IEP meeting

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The Art of Budgeting

• http//www.practicalmoneyskills.com/cgi-bin/englis
  h/quiz4/disp_quiz.pl?lesson01
• Shopping wisely
• Living on your own
• Banking
• Understanding credit
• Cars and loans
• Saving and investing

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The Employment Security Commission of North
Carolina

• www.ncesc.com
• Find a job, real life tips, labor market
  information
• www.carteretedc.com
• Demographics, business and industry information
  and links
• military links

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Senior Transition

• Send summer letters from transition coordinator
  and VR
• Discuss plans with students
• Gather information about schools and jobs
• Meet with vocational rehabilitation counselor

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Summary of Performance

• A student who graduates or who becomes ineligible
  because of age must receive a summary of his/her
  academic achievement and functional performance.
  The summary must include recommendations on how
  to assist the student in meeting his/her
  postsecondary goals.

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Accountability

• Exit Surveys UNCC has been employed to follow up
  with students to determine if they are
  accomplishing the goals as planned.
• Indicator 13 National Secondary Transition
  Technical Assistance Center provides a draft form
  of checklist to see if our transition plans are
  adequate.

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Transition A Plan for LifeA Vision of the
Future

• Information from NC DPI presentation by Nellie
  Aspel
• Clip art from Microsoft