1 Creating The Vision Creating The Vision Transition Planning for Transition Planning for Students With Students With Disabilities From High Disabilities From High School to Adulthood School to Adulthood Developed in collaboration with: Wisconsin Statewide Parent –Educator Initiative Developed in collaboration with: Wisconsin Statewide Parent –Educator Initiative (WSPEI) (WSPEI) Wisconsin Family Assistance Center for Education, Training and Support (WI Wisconsin Family Assistance Center for Education, Training and Support (WI FACETS), FACETS), and the Wisconsin Statewide Transition Initiative (WSTI). Revised 2007 and the Wisconsin Statewide Transition Initiative (WSTI). Revised 2007
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Creating The VisionCreating The Vision
Transition Planning for Transition Planning for Students With Disabilities Students With Disabilities
From High School to From High School to AdulthoodAdulthood
Developed in collaboration with: Wisconsin Statewide Parent –Educator Initiative (WSPEI)Developed in collaboration with: Wisconsin Statewide Parent –Educator Initiative (WSPEI)Wisconsin Family Assistance Center for Education, Training and Support (WI FACETS),Wisconsin Family Assistance Center for Education, Training and Support (WI FACETS),
and the Wisconsin Statewide Transition Initiative (WSTI). Revised 2007and the Wisconsin Statewide Transition Initiative (WSTI). Revised 2007
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What is Transition?What is Transition?
Transition Transition happens when a happens when a person moves person moves from one life from one life stage… stage…
To another…To another…
PLAN FOR PLAN FOR
THE FUTURE!THE FUTURE!
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Transition Covers All Transition Covers All Of Life’s Stages:Of Life’s Stages:
Birth to ThreeBirth to Three Early ChildhoodEarly Childhood Elementary SchoolElementary School Middle SchoolMiddle School High SchoolHigh School Adult life in the Adult life in the
communitycommunity RetirementRetirement
Moving into:Moving into:
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The future is not The future is not something something
we enter. The future is we enter. The future is something we create. And something we create. And
creating that future creating that future requires us to make requires us to make
choices and decisions… choices and decisions… That all begins with a That all begins with a
dream!dream!Leonard I. SweetLeonard I. Sweet
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Transition as a wholeTransition as a whole
There are many There are many factors to transition, factors to transition, they include:they include: The participantsThe participants
The VisionThe Vision The LawsThe Laws The IEPThe IEP
The ExperienceThe Experience
experience
IEP Laws
vision
participants
Transition
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Who Participates in Who Participates in Transition Planning?Transition Planning?
Parents/FamiliesParents/Families StudentStudent School personnelSchool personnel Adult Service Adult Service
agenciesagencies
Who is the star?Who is the star?
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STUDENTSTUDENT
Needs to express his /her strengths, Needs to express his /her strengths, preferences and interests in preferences and interests in whatever manner possible, to begin whatever manner possible, to begin the process of self-advocacy.the process of self-advocacy.
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Transition Pointer:Transition Pointer:
Students should Students should participate in their participate in their Individualized Individualized Education Education Program meeting Program meeting as early and as as early and as much as possible.much as possible.
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Transition Pointer:Transition Pointer:
Plan early! Start Plan early! Start asking questions asking questions about your about your student’s needs student’s needs during middle during middle school.school.
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A Vision For A Vision For The FutureThe Future
Transition Pointer:Transition Pointer: Help students talk about Help students talk about their dreams and goals…their dreams and goals…
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Vision PlansVision Plans EmploymentEmployment Training and educationTraining and education Independent LivingIndependent Living Community ParticipationCommunity Participation Recreation and LeisureRecreation and Leisure
Once you have a vision for the Once you have a vision for the future...future...Prioritize the goals!Prioritize the goals!
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Individuals With Disabilities Individuals With Disabilities Education Act 2004Education Act 2004
IDEA is the Individuals with Disabilities IDEA is the Individuals with Disabilities Education act. This law gives children who Education act. This law gives children who qualify for special education, the right to qualify for special education, the right to receive services until the age of 21.receive services until the age of 21.
Special education processSpecial education process referralreferral
team evaluation processteam evaluation process
determination of disability and need for specialdetermination of disability and need for special
education serviceseducation services
placementplacement
Entitlement SystemEntitlement System
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IDEA 2004IDEA 2004Transition ServicesTransition Services
By By 14 years of age14 years of age (in Wisconsin State Law) (in Wisconsin State Law) the IEP must contain a statement of the IEP must contain a statement of Transition Services. Every student’s IEP Transition Services. Every student’s IEP must include:must include:
Measurable Post Secondary Goals Measurable Post Secondary Goals Course of StudyCourse of Study Coordinated Set of ActivitiesCoordinated Set of Activities
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Developing and Developing and Writing IEPs for Writing IEPs for
Transition ServicesTransition Services
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Transition Pointer:Transition Pointer:
All All planningplanning is is based on the based on the student’s student’s strengths, strengths, interests, and interests, and preferences.preferences.
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IEPIEP Process for Transition Process for Transition ServicesServices
Today’s IEP Process Today’s 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’ Timeline Adapted from Ed O’ LearyLeary
A statement based on A statement based on age appropriate age appropriate transition assessmenttransition assessment that articulates what the that articulates what the student would like to student would like to achieve after high school achieve after high school taking into account the taking into account the student’s strengths, student’s strengths, preferences and preferences and interests.interests.
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Who needs a measurable Who needs a measurable postsecondary goal?postsecondary goal?
Any student who will turn 14 during the Any student who will turn 14 during the timeframe of their IEP, or younger, if timeframe of their IEP, or younger, if determined appropriate by the IEP team as determined appropriate by the IEP team as required under IDEA 2004.required under IDEA 2004.
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Training or EducationTraining or EducationSpecific vocational or career field, independent living Specific vocational or career field, independent living skills training, vocational training program, skills training, vocational training program, apprenticeship, on-the-job training, job corps, apprenticeship, on-the-job training, job corps, 4 year college or university, technical college, 2 year 4 year college or university, technical college, 2 year college, etc.college, etc.
EmploymentEmploymentPaid (competitive, supported, sheltered); unpaid Paid (competitive, supported, sheltered); unpaid employment (volunteer, in a training capacity); employment (volunteer, in a training capacity); military; etc.military; etc.
Independent Living, where appropriateIndependent Living, where appropriateAdult living, daily living, independent living, financial, Adult living, daily living, independent living, financial, transportation, etc.transportation, etc.
Can be a separate goal or combined with the Can be a separate goal or combined with the above goal(s) above goal(s)
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Sheila – a 17 year old student Sheila – a 17 year old student with a mild learning disability with a mild learning disability
1. Training/Education1. Training/Education
After high schoolAfter high school, I will , I will enroll full timeenroll full time at at UW-Eau Claire in the nursing program. UW-Eau Claire in the nursing program.
2. Employment2. Employment
After high schoolAfter high school, upon graduation from , upon graduation from the nursing program, I will the nursing program, I will work full work full timetime as a nurse. as a nurse.
3. Independent Living3. Independent Living
After high school,After high school, I will I will livelive in the dorm in the dorm with a roommate. with a roommate.
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Or as a combined goalOr as a combined goal
After high schoolAfter high school, I will , I will enroll full time enroll full time at at
UW-Eau Claire to prepare myself to UW-Eau Claire to prepare myself to work work full timefull time as a nurse, and I will as a nurse, and I will livelive in the in the dorm with a roommate. dorm with a roommate.
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Transition ServicesTransition Services
Courses of StudyCourses of Study LONG RANGE (multi-year) LONG RANGE (multi-year)
EDUCATION PLANEDUCATION PLAN
Coordinated Set of ActivitiesCoordinated Set of Activities LONG RANGE (multi-year) PLAN FOR LONG RANGE (multi-year) PLAN FOR
POST SCHOOL ADULT LIFEPOST SCHOOL ADULT LIFE Coordinated Set ofCoordinated Set of STRATEGIESSTRATEGIES
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Example of Student ProfileExample of Student Profile
Eric Smith Eric Smith
Transition PlanningTransition Planning
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Eric Smith – Transition PlanningEric Smith – Transition Planning(Information shared by Eric at his IEP Meeting, 2006)(Information shared by Eric at his IEP Meeting, 2006)
I am 15 years old. My birthday is April 16, 1990.I am 15 years old. My birthday is April 16, 1990.
I am good at shooting “hoops” (basketball), baseball, air hockey, I am good at shooting “hoops” (basketball), baseball, air hockey, playing catch with a football, making grocery lists and going playing catch with a football, making grocery lists and going shopping. I am good at setting the table, raking leaves, and shopping. I am good at setting the table, raking leaves, and picking up sticks in our yard. picking up sticks in our yard.
I spend my free time playing air hockey and other sports with my I spend my free time playing air hockey and other sports with my brothers, looking through grocery store ads and cookbooks, brothers, looking through grocery store ads and cookbooks, writing lists, watching Food Network; play TOPS soccer in the writing lists, watching Food Network; play TOPS soccer in the fall and spring, and baseball in the summer. I like sports the fall and spring, and baseball in the summer. I like sports the most. I like to play sports and watch games.most. I like to play sports and watch games.
My grade point average is 3.429.My grade point average is 3.429.
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Eric Smith – Transition Planning Eric Smith – Transition Planning (cont’d)(cont’d)
My strengths are when I learn to do something, I learn to do it the same 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 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. at helping to cook and make food in our kitchen.
My weaknesses are sometimes I don’t listen very well. Sometimes I My weaknesses are sometimes I don’t listen very well. Sometimes I get mad and then I have an attitude. I am not always patient when 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.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 My favorite classes are gym, current events, science, and speech. My least favorite class is English.least favorite class is English.
After high school, I want to have a job. I want to work at Pick N Save. 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 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; dances, the YMCA or gym; play games like air hockey and ping pong; go to baseball, football, and basketball games; play soccer, basketball, go to baseball, football, and basketball games; play soccer, basketball, football, and baseball. I want to help at church too.football, and baseball. I want to help at church too.
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Measurable postsecondary goals Measurable postsecondary goals express what the student wants to do express what the student wants to do afterafterthey leave high school.they leave high school.
Students should use self determinationStudents should use self determinationsurveys to express their needs, preferencessurveys to express their needs, preferencesand interestsand interests
Training/Education:Training/Education: After high school,After high school, I will get on the job I will get on the job training at a grocery store.training at a grocery store.
Employment:Employment: After high school,After high school, I will work part-time in a I will work part-time in a grocery store.grocery store.
Independent LivingIndependent Living After high school,After high school, I will live in a group I will live in a group home with 24 hour assistance/supervision.home with 24 hour assistance/supervision.
**written as a combined goal:written as a combined goal:
After high school, I will work part After high school, I will work part time in a grocery store where I will time in a grocery store where I will receive on-the-job training, and I will receive on-the-job training, and I will live in a group home.live in a group home.
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Transition Pointer:Transition Pointer:
Plan, Develop and Write Plan, Develop and Write ((beginning at age 14 beginning at age 14 in WI Law,in WI Law,
or sooner if appropriate) …or sooner if appropriate) … classes, educational and classes, educational and
community experiences that community experiences that relate to what the student wants relate to what the student wants
to do after high school.to do after high school.(Course of Study)(Course of Study)
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Transition ServicesTransition Services Course of StudyCourse of Study
(multi-year education plan )(multi-year education plan )SchoolSchool
YearYearGrade Grade LevelLevel
List courses to be taken each List courses to be taken each year year
(subject to availability)(subject to availability)
Credits Credits
EarnedEarned
Ages Ages 18-2118-21
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Eric Smith’s Course of StudyEric Smith’s Course of Study(long range education plan )(long range education plan )
SchoolSchool
YearYearGrade Grade LevelLevel
List courses to be taken each yearList courses to be taken each year CreditCredits s
EarneEarnedd
2005-062005-06 99thth grade grade Business Basics, Math Basics, Reading Essentials, Specially Business Basics, Math Basics, Reading Essentials, Specially Designed Physical Education, Environmental Science, Self Designed Physical Education, Environmental Science, Self Advocacy, English Essential, Current EventsAdvocacy, English Essential, Current Events
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2006-072006-07 1010thth grade grade Business Basics, Consumer Math, Readings and Literature, Business Basics, Consumer Math, Readings and Literature, Specially Designed Physical Education, Citizenship, Life Specially Designed Physical Education, Citizenship, Life Art, Speech and Drama, Social Skills, Employability Skills, Art, Speech and Drama, Social Skills, Employability Skills, Family LivingFamily Living
2007-082007-08 1111thth grade grade English for Work, Math for the World of Work, Budgeting English for Work, Math for the World of Work, Budgeting Money, Business Management, Specially Designed Physical Money, Business Management, Specially Designed Physical Education, Music Appreciation/ Culinary Arts/Stress and Education, Music Appreciation/ Culinary Arts/Stress and Self Esteem; Microsoft Word/GraphicsSelf Esteem; Microsoft Word/Graphics
2008-092008-09 1212thth grade grade Communication and Writing Skills, Functional MathCommunication and Writing Skills, Functional Math
for Living, Daily Living Skills, Essentials of Business for Living, Daily Living Skills, Essentials of Business
Operations, Reading for Life, Specially Designed Operations, Reading for Life, Specially Designed
P.E., Art Applications/Computer Applications/Photography, P.E., Art Applications/Computer Applications/Photography, Work ExperiencesWork Experiences
2009-112009-11 19-21 years 19-21 years of ageof age
Community Based InstructionCommunity Based Instruction
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Transition PointerTransition Pointer Work on Work on
job skillsjob skills
for employment for employment
to be included in to be included in
the student’s the student’s educational educational plan.plan.
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Long Range Coordinated Set of Long Range Coordinated Set of ActivitiesActivities(ages 14-21)(ages 14-21)
(Ed O’Leary, A Guide To Transition, 2000)(Ed O’Leary, A Guide To Transition, 2000)Transition Transition ServicesServices
Develop a Develop a vocational profile vocational profile based on based on functional infofunctional info
2006-072006-07 Student, SchoolStudent, School SchoolSchool
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SUMMARY OF SUMMARY OF PERFORMANCEPERFORMANCE
A summary of academic achievement A summary of academic achievement completed the last year the student is completed the last year the student is in high school and goes with the student in high school and goes with the student when they leave.when they leave.
Summary of functional performance as it Summary of functional performance as it relates to measurable postsecondary goalsrelates to measurable postsecondary goals
Recommendations on how to assist the Recommendations on how to assist the student in meeting the student’s student in meeting the student’s measurable postsecondary goalsmeasurable postsecondary goals
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Transition Transition PointerPointer
Prepare students Prepare students to know about to know about the services and the services and supports they supports they will need after will need after high school to high school to help them with help them with their vision.their vision.
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Agency Connections for the Agency Connections for the IEPIEP
The agencies invited The agencies invited to the IEP should be to the IEP should be those most likely to those most likely to have the services, have the services, programs and programs and supports that best supports that best match the student’s match the student’s needs and post-needs and post-school goals.school goals.
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Division of Vocational Division of Vocational Rehabilitation (DVR)Rehabilitation (DVR)
At least 2 years before student exits At least 2 years before student exits high school, a DVR counselor should high school, a DVR counselor should be be invitedinvited to the IEP meeting to to the IEP meeting to provide information and support provide information and support regarding employment, regarding employment, postsecondary education and postsecondary education and trainingtraining..
The Rehabilitation Act is currently undergoing The Rehabilitation Act is currently undergoing reauthorization. The Act assists eligible people with reauthorization. The Act assists eligible people with disabilities to prepare for and access meaningful disabilities to prepare for and access meaningful employment; live independently, make choices and be employment; live independently, make choices and be included in society.included in society.
It is based on an Eligibility System. System.
The language about transition is the same as in IDEA 2004.The language about transition is the same as in IDEA 2004.
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Post High School Agency Post High School Agency ConnectionsConnections
Agencies provide services for Agencies provide services for students AFTER high school as well students AFTER high school as well as DURING high school.as DURING high school.
Establishing relationships with Establishing relationships with agencies early will allow students to agencies early will allow students to be more prepared when they leave be more prepared when they leave high school and no longer have an high school and no longer have an IEP.IEP.
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AgenciesAgencies
DVR- Division of DVR- Division of Vocational Vocational RehabilitationRehabilitation
Social ServicesSocial Services Independent Living Independent Living
CentersCenters Supported Supported
EmploymentEmployment
Human ServicesHuman Services Social SecuritySocial Security Mental HealthMental Health Technical CollegesTechnical Colleges Vocational TrainingVocational Training CollegesColleges Probation/Parole Probation/Parole
OfficersOfficers
www.wsti.org
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SummarySummary
Remember that Remember that
Transition Transition
planning is:planning is:
““The Student’s Vision” The Student’s Vision” of what he/she wants of what he/she wants for for his/her Future!his/her Future!
