Transcript Transition in Illinois - RESNA Catalyst Project

State Transition Teams Webinar
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Transition in Illinois
Susy Woods, Public Policy and
Education Liaison I.A.T.P.
217-321-0925 or [email protected]
Learning objective:
This presentation will show
how the Illinois Assistive
Technology Program is
involved in transition for
Illinois students and the
importance of A.T. for
many of these students, no
matter where their
transition journey takes
them.
WHEN TRANSITION STARTS
In I.D.E.A., transition is
mandated to start at age
16.
In Illinois transition is
mandated to start at age
14 and a half in order for
students to have an extra
year and a half of
transition services.
Two documents important
to transition
In Illinois there are two
documents used that are
crucial to mapping out
good transition.
Both help in the planning
of good transition services.
Document 1: transition
pages in the IEP
There are two pages
specific to transition
contained in the I.E.P.
Transition assessments are
suggested in the following
areas:
employment
education
training
independent
living skills
Contained in these:
There are five parts to
each of these:
assessment type
Responsible
agency/person
Date conducted
Report Attached
Goal for each
Outcomes for each:
Employment:
competitive, sheltered,
non-paid as a volunteer or
training, military
Education/post-secondary:
community college, 4year university,
technical/vocational
Outcomes (continued)
Training/post-secondary
training:
vocational or career field,
independent living skills
training, apprenticeship,
on the job training
Independent Living:
Independent living,
health/safety, selfadvocacy, future planning,
transportation, mobility,
social relationships,
recreation/leisure,
financial/income needs
Also included:
A course of study that
maps out what educational
program and courses will
be taken. This includes:
Year 1: Ages 14/15
Year 2: Ages 15/16
Year 3: Ages 16/17
Year 4: Ages 17/18
Extended: Ages 18/21
Page 2
Page 2 of transition includes
needed linkages to outside
agencies. There are six
areas of importance:
Instruction, including
tutoring, skills training, prep
for college entrance exam,
accommodations needed,
adult basic ed
Related services, including
transportation, social
services, medical services,
technology, support
services.
Areas, including:
Community experiences,
including job shadowing,
work experiences, banking,
shopping, transportation,
tours of post-secondary
settings.
Development of
Employment and other
post-school adult living
objectives including career
planning, guidance
counseling, job try out,
register to vote, benefits
planning
Areas (continued):
Appropriate Acquisition of
daily living skills and/or
functional vocational
evaluation, including selfcare, home repair, home
health, money,
independent living, job and
career interests, aptitudes
and skills.
Linkages to After
Graduation including DRS,
DMH, DSCC, PAS, SASS, SSI,
WIC, DHCFS, CILs, IATP
Transition form ends:
With an explanation of the
home-based support
services program and who
qualifies.
Document 2: Summary of
Performance
This is a form filled out at
the last IEP that supports
students’ post-school
success.
This is required for two
groups of students:
Those graduating with a
regular diploma
Those aging out of
special education
What should be included?
1.
2.
3.
4.
5.
6.
Student information
Post secondary goals
Summary of academic
achievement and
functional
performance
Recommendations for
post-school
Student perspective
Student demographic
profile for the postschool data collection
survey
What should this look
like?
Academic area and need
area.
Academic area should
include:
Reading and math, including
basic skills, reading
comprehension, decoding,
math, calculator skills,
problem solving
Functional Performance
should include:
General ability and problem
solving, attention,
organization, social
skills/behaviors, self
advocacy
Academic area
(continued)
Independent living
including self-care,
transportation, life skills,
personal safety.
Communication Status,
written and oral including
speech/language, writing
ability,
expressive/receptive
language
Vocational and career,
including job training,
career explorations
Need Area
This is divided into 4
sections and includes
recommended
accommodations and
modifications and the
interagency, linkage, and
comments about the need.
The four areas are post
secondary or vocational
training, employment,
independent living,
community participation
Important questions
4 important questions should be
answered by the student with or
without assistance from an adult:
1.
How does your disability
effect you in the work
environment? What
strengths do you have in this
environment?
2. What strengths and needs
should professionals know
about you as you enter
either post secondary work
or school?
3.
How does your disability
affect your schoolwork and
school activities?
4.
Please list the
accommodations and
supports that have been
tried in the past and
whether they were
successful.
Where does At fit in?
At fits in here in three areas:
The first area is educational. Will the
student need AT to be successful if
they go on to school? What will that
AT look like? Who will fund it (if the
school is presently funding it)?
The second area is employment. Will
the student need AT to be successful in
a job? What will that AT look like?
Who will fund it?
The third area is independent living.
Will the student need AT to be able to
live independently? What will that AT
look like? How will that be funded?
Programs Illinois has had
success with in transition:
Transition Planning
Committee (TPC):
This is a consortium of
local members of schools,
agencies, and not for profit
organizations, parents of
students with disabilities
and adults with disabilities
who meet monthly or bi
monthly to ensure that the
transition from high school
to adult life is smooth.
TPC: continued
Benefits of TPC’s include:
•Information is exchanged
about local, regional and
statewide agencies,
services and organizations.
•Gaps, duplication and
overlap of services are
hopefully avoided.
•Broad community
participation increases
awareness of needs and
potential of all students.
•Clarification of varying
agency roles and
responsibilities.
TPC (continued):
Action goals around TPC’s:
•Facilitating exchange of
information
•Assessing transition
activities
•Identifying transition
needs
•Recommending needed
changes
•Developing user friendly
tools
•Providing networking
opportunities
Illinois
Statewide Transition
Conference
•This conference is in its 8th
year and the tech program
has been involved since the
beginning.
•It is held in different places
in the state to ensure its
availability to families as
well as professionals.
•It is a collaboration of the
State Board of Education,
the Department of Rehab
Services, the Illinois Assistive
Technology program ,
Specialized Care for
Children, Higher Education,
Centers for Independent
Living and other
organizations and agencies.
Illinois Statewide
Transition Conference
(cont)
•The intended audience is parents,
students, professionals including
teachers, administrators, therapists,
nurses, lawyers, advocates, Rehab staff
and anyone else working with
transition aged students.
•National speakers keynote at the
conference but many sessions are
offered over the course of three days.
•The sessions are divided into four
tracts: education, employment, health
(including mental health),
community/independent living.
•Continuing education credits are
offered to those who attend.
•Numbers for the conference range
from 500-900 depending on where in
the state the conference is held.
•The theme for this year’s conference
is: “Stepping Stones of Transition.”
Step Program
Step Program is a work
program that some of the
high schools have.
It is funded through Rehab
Services.
Students work in a variety of
jobs to learn both hard and
soft skills to help them in
the workplace.
A.T. is essential for some
students in the workplace
and our program has a grant
from rehab services to
evaluate people going into
the workplace to help see
what would be the most
useful to them and help
them be successful.
Next Step
Next Step is geared at
those aged 18 to 22 who
do not have a diploma and
who have significant
transition needs.
This program emphasis
general transition skills,
self advocacy, social skills,
and communication.
AT is a crucial part of this
program, especially for
those students with
significant communication
or social skills challenges.
Illinois Transition Planning
Institute
This is invitation only with
20-25 teams invited each
year.
Audience is school and/or
district teams, educators
and agency personnel
This combines conference
learning with institute
format
The purpose is to focus on
team-based strategic
planning with targeted
content.
Microboards and
Cooperatives
This is the route many
parents are taking for
students with significant
developmental disabilities.
There are three
components to this:
•Focus on the identity,
needs and express wishes
of the person who is
supported.
•Development and
maintenance of an active
circle of support.
•Retaining all elements of
control.
Microboards (continued)
Microboard is an independent and
incorporated non profit service that
receives funds and manages supports
around one person.
The State funds the Microboard
directly.
The Microboard is the employer of
record and has complete freedom as
to where and from whom goods and
services are purchased.
AT is often part of the support for
those individuals who have chosen to
receive their services in this matter.
Great Destinies
Great Destinies is an example of one
way many families who have children
with significant developmental
disabilities have chosen to go.
This non profit is located in Southern
Illinois and the families who belong
have children between 12 and 24.
There are 61 members.
Their mission is to allow individuals
with disabilities to lead lives of self
determination and self empowerment.
Their vision is independence for their
children with disabilities by being an
integral part of the community in
which they live. This includes housing,
employment, recreation, etc.
AT is a big part of this for many people.
In Conclusion
Bob Dylan said it best, “The times they
are a-changing.”
As this happens in Illinois I.A.T.P. is a
crucial part of making this happen for
young adults as they transition from
high school into the adult world.
We continue to be involved in this
from all aspects including:
Education
Employment
Recreation
Community Living
Independent Living
Idaho’s Secondary Transition
Partnerships
The future belongs to those who believe
in the beauty of their dreams.
Eleanor Roosevelt
Presentation Objectives
• Provide an understanding of Idaho Code
• Introduce Idaho’s
– Regional-Interagency Groups
• Activities
– State Level-Idaho Interagency Council on
Secondary Transition (IICST)
• IICST Activities
Idaho Code
Idaho follows IDEA requirements for a transition
plan to be in place before a student turns 16,
or earlier if the IEP teams feels it is necessary.
Regional Interagency Groups
Southern Idaho
• Idaho Falls
• Twin Falls
Central Idaho
• Boise
Northern Idaho
• Moscow
~~Transition Fairs ~~Disability Mentoring
Days~~
~~High School Transition Classes~~College
Days~~
Idaho Interagency Council on
Secondary Transition (IICST)
Members
• Idaho Division of VR
• Commission for the Blind
• Idaho State Department of
Education
• Idaho AT Project
• University Disability Staff
• Local Education Agencies
• Disability Rights Idaho
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DD Council
Idaho Parents Unlimited
Community Representatives
Idaho Corrections
Medicaid
University Professors
Transition Binder
Tools for Life
Assistive Technology and Secondary Transition
Conference
Moves regionally over a 3 year period to:
–
–
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Southeast-Idaho Falls
Central-Boise
North-Coeur d’Alene
Education Coordinator
Oversight & Facilitation
• Monthly planning calls start in August
• Weekly calls being in February
• Conference is always in the first of March
Attendance & Travel
• Varies between 300 to 450 plus
• Students, Parents, Self-Advocates, Educators,
Vendors, Professionals, Pre-service Teachers,
etc.
• Busing from one end of the State to the other
• Stipends to support students and families
attend
• We write small grants to groups like Lions,
Local Banks, etc.
Tools for Life
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124 students
52 family members
33 educators
79 professionals
11 vendors
13 college mentors
8 self-advocate adults
Five Strands
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Employment
Independent living
Self-Determination/Self-Advocacy
Post Secondary
Assistive Technology
Employment
– Visual Resumes: A Tool to Help you Get a Job, Ellen Condon, University of
Montana Rural Institute
– How Do We Prepare Youth for Work Through Work Experiences – Especially in
Rural Areas, Ellen Condon
– Your Job Your Way: Self Employment via the Internet, Disability Action Center
– Life After School, Disability Rights Idaho
– Why IDVR?, IESDB
– Transitioning SSI Benefits, SSA
– Solving the Employment Puzzle, Idaho Parents Unlimited (IPUL)
– Getting and Keeping the First Job, IPUL
– Social Security Benefits and a Job…You Can Have Both, Disability Rights Idaho
– Project SEARCH at Kootenai Health – A High School Transition Program,
Coeur d’ Alene School District
Community Living
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Be a Transition Video Star, Boise State University
Planning for Healthy Transitions, IPUL
Next Chapter Book Club, Boise State University
Working for Change, IPUL
PSR, Service Coordination and Life Coaching, ACES
Buddy Club, Moscow School District
S.A.I.L. Accessible Sailing and Recreation, SAIL
Post Secondary Education
• College Services, SSS/DSS, What’s the Difference?
U of I Student/Disability Support Services
• SPARC: An Idaho Secondary Transition Program,
Lewiston School District
• Wallace High School Students in Transition
Program, Wallace HS Transition Program
• Parents: Your Child is Going to College, SelfAdvocate
• Hard and Soft Skills at Work and in College, IESDB
Assistive Technology
• Memory Aids for Independent Living, ATP
• Using Assistive Technology to Aid Vocational Rehabilitation, Idaho
Assistive Technology Project
• Capture and Conquer College Lectures with C-Print Captioning and
the Pulse Smartpen!, UI Disability Student Supports
• A Smorgasbord of Assistive technology software and Resources,
IATP and Wallace School District
• Video Modeling, Moscow School District
• Apps for Transition, Idaho Assistive Technology Project
• Introducing WYNN 6, Freedom Scientific
• Telecommunications Technology for Students with Hearing Loss,
Idaho Relay
Self-Advocacy/Self-Determination
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Your Rights and Transitioning to Life After 18!
Hip-Hop(e) Education Workshop, Fulfill the Dream Program
You’re at Tools for Life! Now What?, Idaho Falls Community Transition Team
Your Voice, Your Story & Your Legislator, Disability Rights Idaho
My Documentary Film: Days with Marley, Self-Advocate
Successes and Failures: Redo, Miss Deaf Idaho
You! Me? , Self-Advocate
Legal Planning for Life After 18!, PLLC
Skills for Effective Parent Advocacy, IPUL
A Kind of Minds: What it is Like to Experience the Label of Learning Disability, UI Extension
Live your Prosperity Quest, UI Extension
Go Vote!, Mel Leviton, Disability Rights Idaho
Self and Systems Change - Advocacy and YOU!, Disability Action Center NW
Returning to My Scandinavian Roots: Rug Weaving in Mullan, ID, Self-Advocate, Johansen Textiles,
LLC
Sexuality – Enabling Communication for Parents and Caregivers, UI Child Youth Study Center
Learning to Paint, Self-Advocate
Sexuality and Sexual Boundaries for Youth, UI Child and Youth Study Center
Social
Making new friends and realizing that you are
not alone is a big part of the Tools for Life Fair.
The pizza social and dance are always a huge
hit, and this year was no exception.
Pre and Post Self-Report Data
Change is in the air… for the 9th Annual
Tools for Life--March 2013
• Employment-DD Council
• Self-Advocacy-Self-Advocates Leadership
Network (SALN)
• Assistive Technology-Idaho AT Project
• Community Living-
Thank You
Janice Carson
Director
Idaho Assistive Technology Project
[email protected]
Questions for Presenters?
Susy Woods, Public Policy and Education Liaison
I.A.T.P.
[email protected]
Janice Carson, Director
Idaho Assistive Technology Project
[email protected]
Thank you for participating!
Soon, you will receive a brief survey. Please take
a moment to complete, and help us help you!