TRANSITION BASICS

It Begins In Elementary School

THE PARENT RESOURCE CENTER CONROE INDEPENDENT SCHOOL DISTRICT

The Walter P.JETT Continuing Education Center 601 W. Lewis Street, Room 104 Conroe, Texas 77301 936 709-8210

PARENT LIAISONS

Judie Hunter Barbara Grogan

What does Transition mean?

What does transition mean to parents?

 What happens when the bus stops coming?

 Where are my supports?

THE ANSWER IS

:



Be prepared



Knowledge is power

Do your homework starting now.

What does transition mean to educators?

Transition is results-oriented All About Community Participation

Post-secondary Education Employment Independent Living Social/Recreational/Leisure Agency Supports for Adult Services

Success requires intentional supports

ADVOCACY ROLE

 Students must have permission to dream and permission to fail to learn from their mistakes  Students must learn to become self advocates  Parent’s role changes to be an active case manager

ADVOCACY ROLE

 As a team, parents/students must be consistent, persistent, and follow through  Keep Transition Notebook  Don’t ever Give Up!

PURPOSE TODAY

Help you connect the dots between school and community as your child transitions to adulthood Education/ARD Process Changes IDEA 2004 Agency maze Medicaid waiver programs Urgency of planning

“

Raising your expectation level ”

FEDERAL LAW IDEA 2004 FAPE

TEXAS REGULATIONS FOR TRANSITION

All youth with disabilities, beginning at age 16 or younger, when appropriate, receive individualized, coordinated transition services, with an outcome oriented process

WHAT’S NEW?

    Annual goals in general curriculum are no longer the focus Transition services must have appropriate, measurable post-secondary goals based on age appropriate transition assessment related to training, education, employment, and independent living skills Students must be invited to their ARD Appropriate agencies are invited to the ARD

TRANSITION PLANNING

Begins with the “End” in Mind

 Regulations require interests and strengths be included in the IEP  ARD committee must document transition planning by data collection

CORE AREAS

     

ADDRESSED

 Employment  Further Education/Training Daily Living Skills Leisure activities Community Participation Health Self-Determination Social Skills

ARD COMMITTEE



REVIEWS DATA

Develop a “a coordinated set of activities” to meet the interests and needs of the student



Facilitate movement from school

 

post school Improve academic-functional achievement Includes instruction, related services, community experiences , employment

,

and post school living objectives

WHAT IS A POST SECONDARY GOAL?

The answer is an outcome occurring “after” school Examples

:   

I will attend a 4 year college I will enroll in a certificate program I will participate in on-the-job training

WHAT IS “AGE-APPROPRIATE”?

Goals are broad for a younger student and become more specific as graduation approaches

LIFE AFTER HIGH SCHOOL

    

Graduation is end of entitlement Protection of IDEA 2004 no longer applies No ARDS ……. No IEPS Identification of disability needs is no longer through FAPE and the assessment process Self-determination PREVAILS!

    

ADULT SERVICES THE DIFFERENCE Office of Civil Rights (OCR) enforces Section 504 and American Disability Act (ADA). Services are dependent on Self Advocacy Persons must disclose disability to receive accommodations Persons must know their rights and responsibilities Assume case management role

   

EDUCATION’S ROLE

Prior to TRANSITION ARD

Begin data collection with parent and student input Informal assessments identify competencies, preferences, and areas of need Agency invited and documented Letter of invitation sent to student to sign and return

IN THE NEAR FUTURE

Districts will be required to submit follow up reports on students’ post graduation success Can these questions be answered YES or NO?

1. Were post-secondary goals achieved?

2. Were the goals measurable?

AGENCY MAZE

STATE AGENCIES Department of Human Services ( Offices for Medicaid, Food Stamps, Temporary Assistance for Needy Families, Children’s Health Insurance Program )

 Department of Assistive and Rehabilitative Services (DARS)    Services for the Blind/Visually Impaired Services for Deaf and Hard of Hearing Early Childhood Intervention  Department of Aging and Disabilities Services (DADS)  Department of State Health Services (DSHS)  Department of Family & Protective Services

FEDERAL AGENCIES

 Social Security Administration

DADS – Funds through MHMR Services for Mental Retardation

    

Service Coordination Vocational Assistance Residential Supports Specialized Therapies Day Habilitation

    

Respite In-home/Family Support Behavioral Supports Community Supports Nursing

DSHS –

Funds through MHMR

       Services for Mental Health Psychiatric Consults Medication Counseling Limited Residential Supports Hospitalization Vocational Assistance Service Coordination

DARS – Job Training and Supports Rehabilitation

         Vocational Assessment Psychological Assessment Continuing Education/Job Skills Job Acquirement Job Coaches Equipment Job Appearance Counseling Medication Resources

SOCIAL SECURITY

All about WORK and permanent status of CAPABILITY to produce income.

 Eligibility and Age (18) Supplemental Security Income, Social Security Disability Insurance, Survivor Benefits  Must have less than $2,000 in assets

MEDICAID WAIVER PROGRAMS

(Parents income is not an inhibitor)

6 Basic Programs

      HCS – Home and Community Based Supports TxHmL – Texas Home Living Interest List through MHMR Centers MR or Autism (75 or below IQ) Eligibility MDCP – Medically Dependent Children’s Program CLASS – Community Living Assistance and Support Services CBA – Community Based Assistance DBMD – Deaf Blind/Multiple Disabilities

HCS – GOLDEN LIST

 Residential Assistance  Foster/Companion Care   Supported Home Living Supervised Living  Residential Support  Adaptive Aids  Nursing

HCS SERVICES

 Dental Treatment  Minor Home Modifications  Counseling and Therapies  Respite  Day Habilitation  Supported Employment

URGENCY OF PLANNING

 Interests lists for support services are years long (CLASS, HCS, MDCP)  Day programs have waiting lists and are sparse  Consider needs for transportation  Be informed of pros and cons of guardianship at 18 years  Develop and expand support circles

URGENCY OF PLANNING

    Visit colleges

/

certificate programs Attend conferences, workshops, transition/resource fairs Educate yourself on estate and financial planning – special needs trusts and wills Join appropriate support and advocacy organizations

EMPOWERMENT

WEBSITES

 TRANSITION www.tea.state.tx.us/special.ed

.

http://.pacer.org/tatra/list/signup.asp

http://www.ncset.org

 WAIVER GUIDE AND TOOL KIT www.imagineenterprises.com

 STATE AGENCIES www.mhmr.state.tx.us

www.dads.state.tx.us

www.dars.state.tx.us