Innovative Practices in School to Adult Life Transition

1. Innovative Practices in School to Adult Life Transition Pat Rogan Indiana University School of Education, IUPUI progan@iupui.edu September 13, 2012

2. AGENDA • A Vision of a Desirable Future • Current Status & Outcomes • Promising Practices • National Study of Transition Services • Recommendations

4. What is YOUR Vision of a Desirable Future? • Self-determination & Advocacy • Typical Living Options • Integrated Employment • Lifelong Learning • Satisfying Relationships • Community Membership

5. VISION & VALUES O’Brien’s 5 Accomplishments • Community Presence • Community Participation • Choice • Competence • Respect

6. TRADITIONAL Focus on deficits Group orientation; fit to program Professional control Service segmentation BEST PRACTICE Capacity search Integration; individualization Self determination; natural supports Holistic, seamless SHIFTS HAPPEN!

7. Post-school Outcomes for Youth with Disabilities • High drop out rates • Increasing placement in segregated facilities • Low rates of post-secondary ed. • Living at home • Social isolation

8. State Annual Performance ReportIDEIA Indicator 13 • Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet post-secondary goals. • Issue is QUALITY of plans.

9. Promising Practices:LONGITUDINAL PREPARATION • ELEMENTARY SCHOOL • MIDDLE SCHOOL • HIGH SCHOOL • POST-SCHOOL

10. ELEMENTARY SCHOOL • Pre-school to elementary transition • Apply for a Medicaid Waiver • Include students in general education • Develop a work ethic (responsibilities, task completion). Involve students in chores, etc. • Increase independence (self-care skills, etc.) • Build student choice and voice • Continue to involve & empower parents • Develop a transition plan to middle school

11. MIDDLE SCHOOL • Inclusive education • Extracurricular activities • Career exploration • Involvement in IEP conferences • Work tasks with peers, as appropriate • Independent living skills • Transition planning for high school

12. HIGH SCHOOL Grades 9-12 • Inclusive education • Career exploration in inclusive settings • Age-appropriate work experiences • Extracurricular activities • Self-determination & advocacy • Student led Transition IEP meetings • Exploration of/linkages with adult services

13. Promising Practices:STUDENT-CENTERED PLANNING • “Discovery”: Who is this person? • Profile: Compile information • Planning Meeting: • PATH • Personal Futures Planning • MAPS, etc. • Portfolio: For Employer Contact

14. Start with the END in Mind:PERSON-CENTERED PLANNING

16. Use the Self-determined Learning Model of Instruction My Voice Revise Goals and plans Know Yourself Tell people what you want Take Action Make Goals Student Voice

17. Example

18. Rationale for “Off-Campus” (Non-School) Transition Services for Youth Ages 18-21 • Peers without disabilities exit high school at 18. • By age 18, schools lose their relevance. • Poor transition outcomes: Students & parents need to be better prepared.

19. Model Transition Programs in Ohio • Project SEARCH (http://projectsearch.us/ • OSU’s TOPS Program (Transition Options in Postsecondary Settings)- www.thinkcollege.net/ And http://nisonger.osu.edu/specialed-transition

20. Develop Daily Routines

21. WRITTEN INFORMATION SHARED WITH FAMILIES • Person Centered Planning Driving • Medicaid Waiver SSI/SSDI • Guardianship Work Incentives • Mental Health Services Transportation • Voc Rehab Record Keeping • Wills and Trusts • Respite Care • Adult Continuing Education • Adult Service Employment Providers

22. PLAN FOR ACHIEVING SELF SUPPORT (PASS) • SSA Work Incentive to encourage SSI recipients to work • Youth and adults are eligible • Excludes resources &/or income from being counted by SSA. • Resources are “set aside” to fund vocational goal

23. PASS Can Fund: • Equipment • Services such as job development, job coaching, personal care, transportation • School • Vehicle • Other work-related supports

24. Factors That Promote Good Outcomes • Positive Attitudes & a Sense of URGENCY • Person-centered Planning • Community-based Work Experiences • Longitudinal Preparation • Family Education & Support • Staff Expertise

25. Factors That Promote Good Outcomes (cont.) • Access to Quality Adult Services • Long-term Funding • Self-determination/Advocacy • Reliable/Affordable Transportation • Business Partnerships • Attention to Health & Wellness

26. YOUR TURN! • Promising Practices in place in your area? • Questions? • Concerns?

27. Contact Me: Pat Rogan – Indiana University, IUPUI 317/274-6861 progan@iupui.edu Thank You! 