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slide1

Creating The VisionTransition Planning for Students With Disabilities From High School to AdulthoodDeveloped in collaboration with: Wisconsin Statewide Parent –Educator Initiative (WSPEI)Wisconsin Family Assistance Center for Education, Training and Support (WI FACETS),and the Wisconsin Statewide Transition Initiative (WSTI). Revised 2007

what is transition
What is Transition?

Transition happens when a person moves from one life stage…

To another…

PLAN FOR

THE FUTURE!

transition covers all of life s stages
Transition Covers All Of Life’s Stages:
  • Birth to Three
  • Early Childhood
  • Elementary School
  • Middle School
  • High School
  • Adult life in the community
  • Retirement
  • Moving into:
slide4

The future is not something we enter. The future is something we create. And creating that future requires us to make choices and decisions… That all begins with a dream!Leonard I. Sweet

transition as a whole
Transition as a whole
  • There are many factors to transition, they include:
  • The participants
  • The Vision
  • The Laws
  • The IEP
  • The Experience
who participates in transition planning
Who Participates in Transition Planning?
  • Parents/Families
  • Student
  • School personnel
  • Adult Service agencies

Who is the star?

student
STUDENT

Needs to express his /her strengths, preferences and interests in whatever manner possible, to begin the process of self-advocacy.

transition pointer
Transition Pointer:
  • Students should participate in their Individualized Education Program meeting as early and as much as possible.
transition pointer1
Transition Pointer:
  • Plan early! Start asking questions about your student’s needs during middle school.
a vision for the future

A Vision For The Future

Transition Pointer:

Help students talk about their dreams and goals…

vision plans
Vision Plans
  • Employment
  • Training and education
  • Independent Living
  • Community Participation
  • Recreation and Leisure

Once you have a vision for the future...

Prioritize the goals!

individuals with disabilities education act 2004
Individuals With Disabilities Education Act 2004
  • IDEA is the Individuals with Disabilities Education act. This law gives children who qualify for special education, the right to receive services until the age of 21.
  • Special education process
      • referral
      • team evaluation process
      • determination of disability and need for special
      • education services
      • placement
  • Entitlement System
idea 2004 transition services
IDEA 2004Transition Services

By 14 years of age (in Wisconsin State Law) the IEP must contain a statement of Transition Services. Every student’s IEP must include:

  • Measurable Post Secondary Goals
  • Course of Study
  • Coordinated Set of Activities
transition pointer2
Transition Pointer:
  • All planning is based on the student’s strengths, interests, and preferences.
iep process for transition services
IEPProcess for Transition Services

Today’s IEP Process

Postsecondary

Goals

(Vision)

Present Level of Academic Achievement and Functional Performance

Measurable Post-secondary Goals

Annual Goals

Course of Study

(long range education plan)

Coordinated Set of Activities

(long range plan for adult life)

Short term objectives/ benchmarks

for students taking alternative assessments

Timeline Adapted from Ed O’ Leary

measurable postsecondary goal
Measurable Postsecondary Goal

A statement based on age appropriate transition assessment that articulates what the student would like to achieve after high school taking into account the student’s strengths, preferences and interests.

who needs a measurable postsecondary goal
Who needs a measurable postsecondary goal?

Any student who will turn 14 during the timeframe of their IEP, or younger, if determined appropriate by the IEP team as required under IDEA 2004.

slide19

Measurable Postsecondary Goal Areas

Training or Education

Specific vocational or career field, independent living skills training, vocational training program, apprenticeship, on-the-job training, job corps,

4 year college or university, technical college, 2 year college, etc.

Employment

Paid (competitive, supported, sheltered); unpaid employment (volunteer, in a training capacity); military; etc.

Independent Living, where appropriate

Adult living, daily living, independent living, financial, transportation, etc.

must there be a measurable postsecondary goal in each area
Must there be a measurable postsecondary goal in each area?

YES

Education/Training and Employment

Can be combined into one all-inclusive goal or two or three separate goals

OPTIONAL – (Where appropriate)

Independent living

Can be a separate goal or combined with the above goal(s)

sheila a 17 year old student with a mild learning disability
Sheila – a 17 year old student with a mild learning disability

1. Training/Education

After high school, I will enroll full time at UW-Eau Claire in the nursing program.

2. Employment

After high school, upon graduation from the nursing program, I will work full time as a nurse.

3. Independent Living

After high school, I will live in the dorm with a roommate.

or as a combined goal
Or as a combined goal

After high school, I will enroll full time at

UW-Eau Claire to prepare myself to work full time as a nurse, and I will live in the dorm with a roommate.

transition services
Transition Services

Courses of Study

  • LONG RANGE (multi-year) EDUCATION PLAN

Coordinated Set of Activities

  • LONG RANGE (multi-year) PLAN FOR POST SCHOOL ADULT LIFE
  • Coordinated Set ofSTRATEGIES
example of student profile
Example of Student Profile

Eric Smith

Transition Planning

eric smith transition planning information shared by eric at his iep meeting 2006
Eric Smith – Transition Planning(Information shared by Eric at his IEP Meeting, 2006)
  • I am 15 years old. My birthday is April 16, 1990.
  • I am good at shooting “hoops” (basketball), baseball, air hockey, playing catch with a football, making grocery lists and going shopping. I am good at setting the table, raking leaves, and picking up sticks in our yard.
  • I spend my free time playing air hockey and other sports with my brothers, looking through grocery store ads and cookbooks, writing lists, watching Food Network; play TOPS soccer in the fall and spring, and baseball in the summer. I like sports the most. I like to play sports and watch games.
  • My grade point average is 3.429.
eric smith transition planning cont d
Eric Smith – Transition Planning (cont’d)
  • 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 at helping to cook and make food in our kitchen.
  • 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 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 least favorite class is English.
  • 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 dances, the YMCA or gym; play games like air hockey and ping pong; go to baseball, football, and basketball games; play soccer, basketball, football, and baseball. I want to help at church too.
slide27

Measurable postsecondary goals express what the student wants to do afterthey leave high school.Students should use self determinationsurveys to express their needs, preferencesand interests

Transition Pointer

eric s measurable postsecondary goals
Eric’s Measurable Postsecondary Goals

Training/Education:

After high school,I will get on the job training at a grocery store.

Employment:

After high school,I will work part-time in a grocery store.

Independent Living

After high school,I will live in a group home with 24 hour assistance/supervision.

eric s measurable postsecondary goals1
Eric’s Measurable Postsecondary Goals

*written as a combined goal:

After high school, I will work part time in a grocery store where I will receive on-the-job training, and I will live in a group home.

transition pointer3
Transition Pointer:

Plan, Develop and Write

(beginning at age 14 in WI Law,

or sooner if appropriate) …

classes, educational and community experiences that relate to what the student wants to do after high school.

(Course of Study)

transition pointer4
Transition Pointer
  • Work on

job skills

for employment

to be included in

the student’s educational plan.

long range coordinated set of activities ages 14 21 ed o leary a guide to transition 2000
Long Range Coordinated Set of Activities(ages 14-21)(Ed O’Leary, A Guide To Transition, 2000)
summary of performance
SUMMARY OF PERFORMANCE
  • A summary of academic achievement

completed the last year the student is

in high school and goes with the student

when they leave.

  • Summary of functional performance as it relates to measurable postsecondary goals
  • Recommendations on how to assist the student in meeting the student’s measurable postsecondary goals
transition pointer5
Transition Pointer
  • Prepare students to know about the services and supports they will need after high school to help them with their vision.
agency connections for the iep
Agency Connections for the IEP

The agencies invited to the IEP should be those most likely to have the services, programs and supports that best match the student’s needs and post-school goals.

division of vocational rehabilitation dvr
Division of Vocational Rehabilitation (DVR)

At least 2 years before student exits high school, a DVR counselor should be invited to the IEP meeting to provide information and support regarding employment, postsecondary education and training.

http://www.dwd.state.wi.us/dvr/

the rehabilitation act
The Rehabilitation Act
  • The Rehabilitation Act is currently undergoing reauthorization. The Act assists eligible people with disabilities to prepare for and access meaningful employment; live independently, make choices and be included in society.
  • It is based on an Eligibility System.
  • The language about transition is the same as in IDEA 2004.
post high school agency connections
Post High School Agency Connections
  • Agencies provide services for students AFTER high school as well as DURING high school.
  • Establishing relationships with agencies early will allow students to be more prepared when they leave high school and no longer have an IEP.
agencies
DVR- Division of Vocational Rehabilitation

Social Services

Independent Living Centers

Supported Employment

Human Services

Social Security

Mental Health

Technical Colleges

Vocational Training

Colleges

Probation/Parole Officers

Agencies

www.wsti.org

summary
Summary

Remember that

Transition

planning is:

“The Student’s Vision”

of what he/she wants for

his/her Future!