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Be Your Own ChampionResearch findings: Transitional Planning for Students With Special Needs

+Rationale

I researched the topic of transitional planning to share with special education teachers in secondary education. I believe it is imperative to provide a successful transition plan for students with special needs. I did research on the process of transition planning for students with special needs. When researching, it became evident that teachers need to educate themselves on how to help initiate the transition planning process for students that will enable them to become a self-advocate that creates their own goals. . Successful transition planning will help students successfully transfer from school to independent living. During the transitional process, students with special needs should learn about their own strengths, needs, aspirations, goals, and interests I have created a power point presentation to share my findings on successful transition planning and a unit- plan for teachers to implement during students’ transitional phases.

+Students’ Rights and Teachers’ Responsibilities According to federal laws, students with disabilities are provided certain rights and

teachers are mandated certain responsibilities.

The Individuals with Disabilities Education Act (IDEA), defines transition services as: A coordinated set of activities for a student, designed within a results oriented process, which promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. The coordinated set of activities shall be based upon the individual student's needs, taking into account the student's strengths, preferences and interests, and shall include instruction, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and a functional vocational evaluation. IDEA requires that a student's IEP includes a transition plan by the time the student turns 16 years old. In Wisconsin, the requirement for a transition plan to be included in student's IEP is age 14.

Complete IDEA

+Students’ Rights and Teachers’ Responsibilities

The Rehabilitation Act states that: "Disability is a natural part of human experience and in no way diminishes the right of individuals to live independently, enjoy self-determination, make choices, contribute to society, pursue meaningful careers, and enjoy full inclusion and integration in the economic, political, social, cultural, and educational mainstream of American society.” (Section 2(a)(3) of the Rehabilitation Act)

Complete Rehabilitiation Act document

+Students’ Rights and Teachers’ Responsibilities

“The Americans with Disabilities Act (ADA) of 1990 further promotes aspects of inclusion, integration, and accessibility in community employment, programs, and services across the life span. ADA specifically prohibits discrimination on the basis of disability in employment, state and local government, public accommodations, commercial facilities, transportation, and telecommunications.” (Family- Directed Transition Planning Guide, 2001)

Complete ADA document

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Transitional Services Definition“A coordinated set of Activities for a student with a disability,

designed within an outcome oriented process, that promotes movement from school to post- school activities, including, but not limited to:

Post-secondary education;

Vocational training;

Integrated competitive employment (including supported employment);

Continuing and adult education

Adult services;

Independent living; and

Community participation.”

(Family-Directed Transition Planning, 2001)

+Transition Program:Student Advocacy Team

A successful transition program is made

possible by a network of people including:

Students;

Parent/Guardian;

DVR;

Case Worker;

Teachers and School Members;

+Student’s Role During Transition Planning

“Obtain their contact information from my teacher.

Invite them to my IEP meeting, with the help of my teacher, and parent/guardian.

Think about what I want to do for a job when I am done with school and why.•

Talk to my teacher, and parents/guardian, about my interests and possible post-school goals.•

Help run my meetings.

Ask questions as needed, to make sure I understand my obligations.

Share my thoughts and be part of all discussions about me.

Work with my transition team to develop my goals for working and living after I leave school

Determine what I can do now, and in the future, to achieve those goals.•

Complete activities that we agree will help me achieve my goals.

Help my team decide who else may be able to help me reach my goals.

Give permission for agencies/people to help me work towards my goals.

Apply for programs, services, and/or supports that will help me achieve my goals.

Work with these programs to help me achieve my goals.

Review progress with my transition team, at least annually

Attend all my IEP meetings.

Talk to my teachers about who should attend the IEP meeting and why.” (Transition Action Guide, 2010).

Interview with Laura Owens on Self- Determination (FACETS, 2010). This interview addresses self-determination and self-

advocacy for children with disabilities.  Self determination is defined as knowing who you are, what are your strengths, what are your interests, how your disability affects you and what you want to do to become goal oriented

+Parent’s role in Transition Planning “Roles a parent can take during the

transition process

Help the student explore their interests related to living and working when they are finished with school.

Give permission for agencies/people, who may help my student achieve his/ her goals, to work with my student.

Become familiar with these agencies/people and help invite them to the IEP meetings.

Ask questions as needed, to stay informed and remain knowledgeable about the progress my student is making, in regards to transitioning

Share my thoughts and be part of discussions.

Help my student develop his/her working and living goals for after school, beginning at 14, or earlier if appropriate.

Help the student determine what can be done now, and in the future, to achieve their goals.

Help my student complete activities that will

help him/her achieve their goals.

Help my student understand their choices and apply for programs that will help him/her achieve their goals.

Work with these programs to help determine my student’s eligibility, and help them achieve the goals of my student.

Be an active member of my student’s interdisciplinary team.

Ensure that post school goals and services are coordinated between their IEP, IPE, and other plans.

Help ensure my student is making progress towards his/her goals and plans are reviewed annually.” (Transition Action Guide 2010).

How To Prepare Your Child Life After High School (FACETS, 2010). Interview with Sharon Rybacki, from WI

FACETS, gives important and practical information on the planning and preparation that is necessary for parents, and students to learn

+Department of Vocation Rehab’s Role in Transition Planning “Provide outreach to students.

Respond to IEP meeting requests.

Attend IEP meetings when invited and available (at least two years prior to graduation).

If not able to attend, provide information on DVR services and eligibility criteria to students, their parents, and other stakeholders as appropriate.

Establish and maintain channels of communication with school personnel.

Provide information on DVR services and eligibility criteria to students, parents/guardians, and other stakeholders as appropriate through various means (presentations, brochures, IEP meetings, and Employment Planning Consultation

Share thoughts and be part of the discussion occurring.

When requested provide an application for

services and determine eligibility for services.

Help the student develop his/her work and living goals for after school.

For students found eligible, develop the IPE at the meeting to ensure aligns with IEP.

Help determine what the student can do now and in the future to help him/her achieve their goals.•

Coordinate services with the school and other stakeholders as appropriate for students found eligible for DVR services.

Provide services agreed to and listed in the IPE.

Provide consultation services as needed and appropriate.

Help ensure the student is making progress towards his/her goals and review the IPE with appropriate stakeholders annually.”

(Transition Action Guide, 2010).

+Case Worker’s Role in Transition Planning “Provide information on program

and eligibility criteria to students, their parents, and other stakeholders, as appropriate.

Share thoughts and be part of the discussion occurring.•

When requested provide an application for services and determine eligibility.

Provide information about resources, services and supports available in the county, now and into the future.•

Help determine what the student can do now and in the future to help him/her achieve their goals.

Stay informed about the student’s progress towards achieving post

school goals

For students found eligible, work with other stakeholders to align services

For students found eligible, provide long term funding and services.

Participate in service planning and coordinate with other stakeholders as appropriate.

Coordinate supports and services provided by County’s Family Support Program, Children’s waivers, and/or Mental Health services with other LTC stakeholders, as appropriate.”

(Transition Action Guide, 2010).

+Teachers’ and or School Team Members’ Roles and Responsibilities “Become familiar with various program

representatives and their programs.

Help the student identify who should be invited to the IEP meeting.

•Obtain consent to invite these identified participants.

Help the student invite the identified participants.

Help the student explore their goals for work and living after high school.

Share my thoughts and be part of the discussion occurring.

Help the student identify his/her IEP goals for work and living after finishing school (starting at age 14 or earlier if needed).

Help determine what can be done now or in the future to help him/her achieve those goals.

Help the student complete activities that will help him/her achieve their goals.

Help the student review their choices and apply for appropriate programs such as DVR and DHS that will help him/her achieve their goals (with consent) (at least two years prior to graduation).

Provide necessary and appropriate information to other agency personnel regarding the student to assist with referrals and coordinating plans (with consent).

Maintain familiarity with current resources available to students and their guardian/family members, in order to include them in on-going planning efforts and encourage contact by student/family.

Work with these programs to coordinate plans and services.

Evaluate the student’s progress towards achieving post school goals and update IEP annually.

Provide the student and parent with a summary of the student’s performance their last year of school.”

(Transition Action Guide, 2010)

+Curriculum Goalscreated by: National Center on Secondary Education and Transition

There are four curriculum goals that teachers should use when developing curriculum for students with special needs during their curriculum planning

1. “Goal-setting and Action-planning teaches participants how to set clear and attainable goals

2. Help-recruitment- focuses on accessing resources available to participants and identifying mentors in their community. These skills range from how to prepare for a job interview and make a positive impression on a potential employer to how to negotiate for services and accommodations

3. Knowledge of Rights and Services- informs participants about legislation (the Americans with Disabilities Act, the Individuals with Disabilities Education Act, etc.) and services (vocational rehabilitation, college disability services offices, etc.). Learning this information is fundamental to participants’ ability to engage in the final component of the curriculum.

4. Self-advocacy and Self-awareness- provides information and activities to enable students to learn about self-advocacy and practice their ability to advocate for their needs and rights.”

(Information Addressing Trends and Developments in Secondary Education Brief, 2001).

+School -to -Work Program Criterion “Access to all: All school to work apprenticeships should be accessible to all youth 16

years (in WI, 14) and older, regardless of goals for college or non-college opportunity and presence or absence of conditions of disability

Individualization: School- to work apprenticeships should be individualized according to the needs, interests, and abilities of each student

Generic Problem-Solving: Instructional content in school-to-work apprenticeships should prepare all students to meet the generic problem solving demands of college or work.

Community Settings: A combination of classroom, community, and work environments will work best to produce high school graduates who are more mature, more responsible, and better motivated

Guaranteed Benefits: Successful completion of school-to-work apprenticeships should lead to: Recognized and accepted credentials authorizing entry into career opportunities or

postsecondary education programs; Placement or acceptance in postsecondary vocational and educational programs; Placement in competitive supported employment; Participation in continuing, and adult education, adult services, and independent

living in community settings.”

(Equity and Excellence in School to-Work Transitions of Special Population, 1994)

+Work-Based Learning Programscreated by Steve Gilles, Special Education Consultant- Transition Programs

Nonpaid Options:

Student Worklike Activities:

A student may perform worklike activities in his/her elementary or secondary school without compensation if the primary purpose is educational and the activity is primarily for the benefit of the student, the students performs these activities for time periods of one hour or less per day, the student is supervised by an adult., and the students does not displace a regular employee or reduce existing employment opportunities of regular employees.

Service Learning Programs:

Service learning is a method of teaching and learning that combines work with volunteer service to the community. Students learn and develop through active, unpaid, participation in academic and practicial activities designed to meet the needs of their community. Service learning is a short-term learning experience which links activities in the school curriculum that promote criticial thinking, communication skills, teamwork, community involvement, citizenship, and vocational skills that provide real-world context to their academic skills. Students are involved in the planning of the projects. There is no employer/employee relationship, and the service must meet the definition of volunteer work.

+Work-Based Learning Programscreated by Steve Gilles, Special Education Consultant- Transition Programs

Nonpaid Options Continued:

Job Shadowing:

Job shadowing is typically a part of career exploration activities in late middle and early high school. A student follows an employee at a firm for one or more days to learn about a particular occupation or industry. Job shadowing can help students explore a range of career objectives and select a career major for the latter part of high school. Students do not perform productive work and are not paid for the experience. There is no employer/employee relationship. This is a short-term, school supervised workplace learning opportunity, with an emphasis on exploration, not work.

Volunteer Service:

A volunteer service is given freely without consideration or anticipation of monetary payment. The work is typically performed for charitable non-profit organizations, government agencies, hospitals and nursing homes, with the written consent of the minor’s parents and under the supervision of a responsible adult. There is no employer/employee relationship. Commercial businesses may not every legally utilize unpaid volunteers.

+Work-Based Learning Programscreated by Steve Gilles, Special Education Consultant- Transition Programs

Nonpaid Options Continued:

Internship/Trainee:

Certain work activities performed by students are simply an extension of their academic programs. Where an educational or training program is designed to provide a student with professional experience in the furtherance of his/her education, and the training is academically orientated for the benefit of the students, and no employer-employee relationship exists for purposes of the Fair Labor Standards Act (FSLA), the student will not be considered an employee of the firm to which they are assigned.

+Work-Based Learning Programscreated by Steve Gilles, Special Education Consultant- Transition Programs

Paid Options:

Employability Skills Certificate Program:

This is a school-supervised, paid work experience in which high school students master employability skills developed by the U.S. Departments of Labor’s Secretary’s Commission on Achieving Necessary Skills (SCANS) in career areas approved by the Department of Public Instruction (DPI). Students are issued an Employability Skills Certificate upon successful completion of the program. Students are hired by the company and must be paid for their Standards Act. Students may be considered student learners if the program meets criteria listed in the child labor laws, and the student does not displace a regular employee or reduce existing employee opportunities of regular employees.

Wisconsin Cooperative Education Skill Standards Certificate Program:

This certificate program is a school-supervised, one-year, paid work experience for students studying in one of the traditional career and technical education content areas in which the students has a career goal: marketing, business, agriculture, family and consumer education, technology education, and health occupations. Students work toward mastering industry-endorsed competencies and are awarded a state skill certificate by the DPI upon successful completion. Students are hired by the company and must be paid for their experience. Employers must comply with all state and federal child labor laws and the Fair Labor Standards Act. Students may be considered student learners if the program meets criteria listed in the child labor laws, and the student does not displace a regular employee or reduce existing employment opportunities of regular employees.

+Work-Based Learning Programscreated by Steve Gilles, Special Education Consultant- Transition ProgramsPaid Options Continued:

Employability Skills Certificate Program:

The Youth Apprenticeship model is a one- or two year, school-supervised, paid work experience for high school juniors and/or seniors requiring paid work-based learning and related classroom instruction based on industry-developed skills standards and a state-issued competency checklist. Students who successfully complete the program are issued a Certificate of Occupational Proficiency by the Governor’s Work-Based Learning Board (GWBLB). Local youth apprenticeship partnerships must be approved by the GWBLB to operate a youth apprenticeship program. Students are hired by the company and must be paid for their experience. Employers must comply with all state and federal child labor laws, and Fair Labor Standards Act, and the students must not displace a regular employee or reduce existing employment opportunities of regular employees. Youth apprentices are considered student learners under child labor laws and are allowed to work in some hazardous occupations for limited periods of time.

Work Experience:

In a paid work experience students perform productive work for a commercial or non-profit employer to learn good work habits. There is an employer/employee relationship. In a school-supervised work experience, work hours may occur during the school day, and the student must receive school credit for the work and must be enrolled in related instruction. The student must be paid, unless the student meet the criteria for trainee. The employer must comply with all the state and federal child labor laws and the Fair Labor Standards Act.

+Examples of Successful Transition Programs

Video Clip about Chautaugua Charter School.

“This school uses the “Life Centered Career Education (LCCE), a transition model and a process-oriented approach that relates the curriculum directly to the outside world.”

Chautaugua Charter School website

Video Clip about Montegomery School

This story highlights ” Montgomery County Public Schools’ services and support offered to students with various levels of learning disabilities within the school system and beyond. “

Montgomery School website

+Be Your Own Champion Unit Plan

I created a unit plan for special education teachers to use during the students transitional phase. The curriculum can be used anywhere from 7th grade to 12th grade. This unit plan introduces students to the process of transitioning from adolescence to adulthood. These lessons do not cover the use of work-based learning programs. Rather these lessons should be used along with a successful transition program.

Be Your Own Champion Unit plan

+Reflection on Research Project

Reflection paper

+Work cited

Work cited document