Effective%20Transition%20Planning,%20Implementation,%20and%20Advocacy

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Effective Transition Planning, Implementation,
and Advocacy

• Claudia Lowe, B.S.L., J.D.

Interest-based Technical Assistance
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Introduction

• Claudia Lowe, J.D.
• Related history
• IBTA
• Educational Strategist Consultant
• Transition Coach Specialist
• Conflict Mediation Coach
• Speaker and writer

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Agenda

• IDEA
• Section 504
• Transition under the New IDEA
• Key Transition areas
• Transition touch points
• Effective Advocacy

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When to begin Transition planning?

• !!! NOW !!!

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IDEAs purpose (1997)

• special education law, is
• to ensure that all children with disabilities
  have
• available to them a free appropriate public
  education
• that emphasizes special education and related
• services designed to meet their unique needs and
• prepare them for employment and independent
• living, and to ensure the rights of children with
  
• disabilities and parents of such children are
  protected.

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IDEAs Purpose (2004)

• special education law, is to ensure that all
  children have available to them a free
  appropriate public education that emphasizes
  special education and related services designed
  to meet their unique needs and prepare them for
  further education, employment, and independent
  living to ensure that the rights of children
  with disabilities and parents of such children
  are protected

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Section 504s purpose

• is to empower individuals with
• disabilities to maximize
• employment, economic self-sufficiency,
  independence, and
• inclusion and integration into
• society through comprehensive
• and coordinated state-of-the-art
• programs of vocational
• rehabilitation, independent
• living centers and services,
• research, training, demonstration
• projects, and the guarantee
• of equal opportunity.

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IDEA 2004 Section 602 Definitions

• (34) Transition services The term transition
  services means a coordinated set of activities
  for a child with a disability that
• (A) 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,

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IDEA 2004 Section 602 Definitions (cont)

• Vocational education, integrated employment
  (including supported employment), continuing and
  adult education, adult services, independent
  living, or community participation
• (B) is based on the individual childs needs,
  taking into account the childs strengths,
  preferences, and interests and

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IDEA 2004 Section 602 Definitions (cont)

• (C) includes instruction, related services,
  community experiences, the development of
  employment and other post-school adult living
  objectives, and, when appropriate, acquisition of
  daily living skills and functional vocational
  evaluation.

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IDEA 2004 Section 614

• (6) Failure to meet Transition objectives If a
  participating agency, other then the local
  educational agency, fails to provide the
  transition services described in the IEP in
  accordance with paragraph (1)(A)(i)(VIII), the
  local educational agency shall reconvene the IEP
  Team to identify alternative strategies to meet
  the transition objectives for the child set out
  in the IEP.

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Transition under the New IDEA

• services beginning at age 16
• 3 year education plan focused on post-secondary
  goals
• more involved vocational rehabilitation
• disabled students leaving school will receive a
  summary of their accomplishments and transition
  needs along with their report card
• appropriate measurable postsecondary goals based
  upon age appropriate transition assessments

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Transition Touchpoints

• Activity to Activity
• Classroom to Classroom
• Grade to Grade
• Home to School to Community
• Secondary to Postsecondary Education
• Secondary to Postsecondary Employment
• Independent Living

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Key Transition Areas

• Instruction
• Community Experiences
• Employment
• Related Services
• Adult Living and Post School
• Daily Living
• Functional Vocational Assessment

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IEP Process for Transition

• Post-school goals (vision)
• Present levels of educational performance
• Statement of Transition service needs
• Statement of needed Transition services
• Annual goals
• Short-term objectives and benchmarks

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Advocacy

• If you dont teach me the way I learn,
  you are not teaching me.
• Alabama Department of Rehabilitation Services

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Advocacy

• SCANS
• CAMS
• Other acts and regulations
• Transition Guide
• IDEA
• Section 504
• Age of Majority
• Self-Advocacy and Self-determination

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Coach or Mentor or Partner Advocate

• Coach- a private tutor employed to prepare a
  student for examination to tutor or train
• Mentor- a wise and trusted counselor or teacher
  advisor
• Parent advocate to partner advocate

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Co-advocate

• advocate- one that pleads the cause of another
• Co-advocate- works in tandem with the students to
  facilitate self-advocacy communication and
  dialogue on the students behalf (such as in a
  post-IEP/504 meeting)

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Websites

• www.ClaudiaLoweJD.com
• www.section504online.com
• www.talconline.net
• www.myleadgroup.com
• www.ldcan.com
• http//cactechassistance.tripod. com
• www.findingcommonground.teach-nology.com

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Educational Strategist Consultant

• Counsels students and their families on
  educational strategies and provisions for an
  appropriate IEP or 504 plan and Transition plan
  based on the students unique needs, individual
  learning and work styles, strengths, abilities,
  talents, and potential.

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Favorite Quotes

• If you wouldnt do it to an adult, dont do it
  to a child. Rick LaVoie
• Children do well if they can. Ross
  Greene
• I am not your response.
• Claudia Lowe

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Workshops

• K-12 CAMS for Students
• A one-day workshop that can be presented to
  students, teachers, or parents on how to
  effectively use K-12 CAMS for school work, home
  work, and to make educational progress.
• Presenters Claudia Lowe, B.S.L., J.D. and
  Cathy Manus, E.S.
• "If You Don't Teach Me the Way I Learn, You Are
  Not Teaching Me" A one-day workshop with
  facilitated discussion and simulations to acquire
  skills and strategies to educate and engage
  students with disabilities that impact learning.
• Presenters Claudia Lowe, B.S.L., J.D. and
  Cathy Manus, E.S.

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K-12 CAMS

• K-12 CAMS Fact Sheets
• Attention/Concentration
• Reasoning/Processing
• Memory
• Executive Function
• Interpersonal Skills
• Emotional Maturity
• Coordination/Motor Function
• Communication
• Reading
• Writing/Spelling
• Math Calculation/Application