Transcript Transition 101: Work-Based Activities

Transition 101: Connecting Activities
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Center for Change In Transition Services
improving post-school outcomes for students with disabilities in Washington state
Seattle University
OSPI State Needs Project
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Center for Change In Transition Services
improving post-school outcomes for students with disabilities in Washington state
Seattle University
OSPI State Needs Project
Website: www.seattleu.edu/ccts
Email: [email protected]
Phone: 206.296.6494
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Quality Indicator Secondary Transition (QuIST)
Click on red
triangle
The QuIST is a multi-dimensional program evaluation
process designed for district/Local Educational Agencies
(LEA) teams to:
 Facilitate communication and sharing within and
among the district and its interagency partners;
 Identify areas of strength and opportunities for
improvement;
 Promote planning and improvement;
 Evaluate and measure progress.
1.School-based Activities
2.Work-based Activities
3.System Support
4.Family Involvement
5.Connecting Activities
1.School-based Activities
2.Work-based Activities
3.System Support
4.Family Involvement
5.Connecting Activities
Essential Question
How can the connecting activities
quality indicators be incorporated
while balancing the needs of
each school or district?
What are Connecting Activities?
Connecting activities are an integral
component of transition planning that serve
to bring families, schools, and agencies
together in order to provide a seamless
transition to post-school education,
employment and independent living.
Agency Resource Information
Agency Participation and Parental Consent
Memorandum of Understanding
Transition Planning for Employment
34 CFR 300.320(b) - WAC 392-172A-03090(1)(j)(i)
Transition assessment
The ongoing process of collecting data on the individual’s
needs, strengths, preferences, and interests as they relate to
the demands of current and future working environments
educational, living, personal and social environments.
Transition Planning for Employment
1) Strengths: What strengths does the student have in
meeting some of life’s demands as they relate to
education/training, employment, and independent living?
2) Needs: What are the main barriers to the student
reaching postsecondary endeavors (e.g., college/training
program, a job/career, accessing the community, or living
independently)?
3) Interests: What are the student’s interests, currently
and in the future? What activities/experiences promote
curiosity and catch their attention?
4) Preferences: Given the opportunity to choose from
available options in the areas of education/training,
employment, and independent living, what options,
according to the student, will motivate the student and
make him/her happiest?
Agency Resource Information
Agency Resource Information
Why Focus on Agency Resources?
• Youth with disabilities have complex support needs
• Inability of different systems to work together
• 88% of all states have failed to establish
interagency linkages under IDEA
• No agency has all that is needed to plan & provide
comprehensive transition services
Agency Resource Information
Quality Indicators
• Parents are provided information
related to entitlement and
eligibility and how enrollment and
connection with agencies is
achieved by age 16, or earlier.
• Students and parents are
informed about post-school
service linkages and how, when
and where to connect to those
agencies.
Agency Resource Information
Tips
• Tip 107: Children with Special Health Care Needs
Transition Planning – Medical
– http://cshcn.org/teens
• Tip 108: Host Social Security Workshop
• Tip 111: Develop & Distribute a Community Resource
Guide
– http://www.arcofkingcounty.org/guide/index.html
– http://www.resourcehouse.com/WIN211/default.aspx?se=none
Agency Resource Information
Quality Indicators
• Students participate in
transition activities such as
transition fairs, agency
seminars & workshops, as
appropriate.
• Students and parents are
informed of external resources
for postsecondary education,
training, or employment
opportunities.
Agency Resource Information
Tips
• Tip 105: Summer Camps
– http://cshcn.org/resources-contacts/summer-camp-directory
• Tip 106: Transition Fair
– King County Annual Transition Fair
http://www.kingcounty.gov/healthservices/DDD/training.aspx
Agency Resource Information
Tips
• Tip 109 & 112: Organize District or Community-based
Transition Team
– http://nichcy.org/wp-content/uploads/docs/ts10.pdf
– http://www.ncset.org/publications/essentialtools/teams/tool1.asp
• Tip 110: Involve your School Counselors
– http://iris.peabody.vanderbilt.edu/cou2/chalcycle.htm
Agency Resource Information
Tips
• Tip 113: Utilize State Vocational Rehabilitation Counselors
– http://www1.dshs.wa.gov/dvr/
• Tip 114: Organize a Peer Mentoring Group
– http://www.usm.edu/news/article/area-high-school-studentsparticipate-disability-mentoring-day
– http://www.aapd.com/what-we-do/employment/disability-mentoringday/
• Tip 116: Partner with Mental Health
– http://www.dshs.wa.gov/dbhr/mh_information.shtml
Agency Resource Information
Quality Indicator
There is a process
in place for students to
provide information about
services, accommodations,
& supports received in their
post-school environment.
Agency Resource Information
Post-school Survey
Did you
know…?
• 36% of survey respondents are Not Engaged in
education or employment (n=1,711)
• 68% of these students have a high school diploma
• 40% of the Not Engaged students have a Specific
Learning Disability
• 29% called an agency such as DVR or DDD for
assistance
Agency Resource Information
Practical Application
• How can agency resource information be included while
balancing the needs of each school or district?
Agency Participation and Parental
Consent
Agency Participation and Parental Consent
Quality Indicators
• Postsecondary education/training
and/or adult service providers are
invited to participate in the
IEP/transition planning with
parental consent beginning at age
16, earlier when appropriate.
• There is a process in place that
documents parental consent for
adult service agencies to
participate in transition planning
and IEP meetings.
Agency Participation and Parental Consent
Quality Indicators
An interagency team
process is used with
students and families
to link students to services,
accommodations &
supports after high school.
Agency Participation and Parental Consent
Community Summit
Agency Participation and Parental Consent
ESD 121 Transition Networking
Agency Participation and Parental Consent
DVR
Memorandum of Understanding
Agency Participation and Parental Consent
Practical Application
• How can agency participation and parental consent be
incorporated while balancing the needs of each school or
district?
Memorandum of Understanding
Quality Indicators
The district and agencies have
implemented an agreed-upon
process to coordinate
eligibility and service provision
requirements, helping
students to participate in the
post-school options of their
choice (Memorandum of
Understanding—MOU)
Memorandum of Understanding
Community Resources
• Coordinating services with neighboring school districts,
agencies, and area businesses
 Chamber of Commerce
Memorandum of Understanding
Quality Indicators
The district and agencies
have missions, policies, and
resources that support
seamless linkage and provide
students with access to
needed services and
accommodations.
Memorandum of Understanding
Missions, Policies & Resources: Oh, My!
• Mission
− Does the district mission include postschool outcomes for all students?
• Policies
− What are the district policies for job
placement, access to transportation,
and alternative paths to graduation?
• Resources
− What resources have been identified
to assist students in meeting their
postsecondary goal?
Memorandum of Understanding
Quality Indicators
Students potentially eligible
for adult services are
referred to the
appropriate adult agency
at age 16,
or an agreed-upon timeline.
Memorandum of Understanding
Agency Referrals
• ONE TIME IS NOT ENOUGH!
− Parents and students may need to receive this information
multiple times – the transition from school to post-school life can
be traumatic and scary
• DVR – Division of Vocational Rehabilitation
− If applicable, DVR should be invited to meet the student at the
beginning of the final year of school in order to begin the
assessment and paperwork process.
• DSB – Department of Services for the Blind
− Can attend meetings & provide assessments starting at age 14
Memorandum of Understanding
Practical Application
• How can the memorandum of understanding be
incorporated while balancing the needs of each school or
district?
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www.seattleu.edu/ccts
Email: [email protected]
Phone: (206) 296-6494