Transition

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Transition

• West Clermont Schools
• Future Planning

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What is Transition?

• IDEA definition A coordinated set of activities
  for a child at age 16, or earlier, 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
  training, integrated employment, continuing and
  adult education, adult services, and independent
  living or community participation and for age 14
  or younger, if deemed appropriate by the IEP
  team, a statement of transition services that
  focuses on the students course of study.

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Transition

• Should be based on the individual students
  needs, taking into account the students
  preferences and interests

• Should tie into objectives that are included in
  the IEP

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When Does Transition Planning Start?

• At the age of 14 (PL 105-17, section 614)
• A statement of transition service needs in
  relation to components of the childs IEP updated
  annually
• this has been deleted from federal requirements,
  though Ohio is still taking the position that
  transition must be addressed at age 14

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When Does Transition Planning Start?

• At the age of 16 (PL 105-17, section 614)
• Beginning at the age of 16 (or younger, if
  determined appropriate by the IEP team), a
  statement of needed transition services for the
  child, including when appropriate, a statement of
  interagency responsibilities or any needed
  linkages

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High School to AdulthoodTransition
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Extra Special Note

• Its NEVER too early to start the transition
  planning process!!!

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How do we get started?

• During IEP / MFE planning and development the
  following issues need to be examined
• Likes, Dislikes
• Talents and Strengths
• Challenges that the student is working through
• Supports and Needs the child has

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Transition Periods for School Aged Children

• - Preschool to Elementary School
• - Elementary to Middle School
• - Middle School to High School
• - High School to Adulthood

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Elementary to Middle School Transition

• Major Issues for Students
• New school is usually bigger, more students
• Students have multiple teachers for many subjects
• Less individual attention by single classroom
  teacher
• More homework and emphasis on grades
• School work is harder
• More independence is expected
• Peers become more important
• Students have new responsibilities (lockers,
  books to class, etc.)

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What can we as teachers do to make the transition
from elementary to middle school a smooth one?

• note there are no formal requirements
  mandated by law!!!!
• Work on organizational skills
• -color coded binders or folders for each subject
• -use of a daily planner

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Other Suggestions

• Take time to teach new routines
• Go over a mock class schedule
• Change hall routines to prepare students for
  change
• Opening a locker, bringing materials to class

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More suggestions

• Collaboration with the middle school
• Participation in the IEP by middle school teacher
• Review of students who are making the transition
  and discussion of needs
• Set up a tour
• School shadowing with a responsible, older peer

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Middle to High School Transition

• Major Issues for Students
• New, strange environment
• Peer pressure from older students
• Bullying
• Content getting more challenging
• Independence is expected
• Priorities are often not school related
• Confidence issues

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What can we as teachers do to make the transition
from middle school to high school a smooth one?

• note there are no formal requirements
  mandated by law!!!!
• Work on organizational skills
• Work on independence
• Tour of the high school
• Shadowing an older peer
• Visiting a Fall Orientation program
• Exploration of the High Schools web site
• Discussing rules and regulations of the high
  school
• Attending an assembly
• Big Brother / Big Sister program (begin with
  letters in 8th grade)

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Middle to High school How can teachers help
each other help their students?

• Develop Middle and High School transition
  committee among educators
• Involve responsible students in this process
• Teacher Observations

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High School to Adulthood

• Transition Plan to be worked through using the
  Transition Services page in the IEP
• Teachers need to be aware of agencies that can
  assist them throughout this transition process

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4 Main Focus Points

• Employment
• Post-Secondary Education
• Residential Options
• Community Participation

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Employment

• What skills do students need to begin thinking
  about in regards to employment?
• Interests need to be discussed
• Strengths and weaknesses examined
• Is there training available through a school age
  program to prepare this student to do the type of
  work they are interested in?
• Post secondary options
• Is job coaching needed?

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Vocational and Post-Secondary Education

• Is training available in the students area of
  interest through Great Oaks Career Development
  Center?
• Does the student have the ability to be
  successful in this training program?
• Is the possibility of college or other post
  secondary options practical? If so, how will
  this training be paid for?

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Residential Options

• Students need to begin thinking about where they
  want to live when they graduate
• How will they afford this living arrangement?
• What SKILLS do we, as teachers, need to be
  focusing on to assure that a student can live as
  independently as possible?

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Community Participation

• What does the student do in his / her spare time?
  
• Is the student leading a happy and healthy life
  that is conducive to being a productive member of
  society?
• Discuss hobbies, friends, etc.
• Access to services transportation

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TransitionPrograms and Agencies

• Families Connected of Clermont County
• West Clermont Work Study Program
• Great Oaks Career Development Center
• BVR (Bureau of Vocational Rehabilitation)
• Clermont County Board of MRDD (Mental Retardation
  Developmental Disabilities)

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Families Connected

• Agency comprised of parents of children with
  disabilities
• Assists and supports families through training
  workshops, group meetings, resource publications,
  and other information
• Their goal is to educate families about
  appropriate services that are available to them

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West Clermont Work Study

• Designed to assist students with special needs
  participate in practical and realistic work
  experiences as a part of their curriculum
• Students must be 16 years old or older to
  participate
• Services include job coaching, job shadowing,
  occupational training, job search training, and
  social skills training

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BVR

• One of 3 bureaus of the Ohio Rehabilitation
  Services Commission
• Helps individuals with disabilities find jobs and
  live independently
• Services include vocational evaluation, training
  in daily living skills, community based
  assessment, job placement, vocational counseling,
  and job coaching

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MRDD

• Work in partnership with eligible individuals and
  their families to identify and support the
  choices they make about available services
• Services include residential options, family
  support, behavior support, community employment
  opportunities, sheltered workshops, adult
  individual budget programs, and work enclaves