Transcript TRANSITION PLANNING - SESI Specialized Education Services

TRANSITION PLANNING
An Overview
High Road Academy
What is transition planning?
 The goal of transition planning is to assist
students with disabilities as they prepare to
leave school and move to:
post-secondary education
vocational training
integrated employment
(including supported
employment)
Transition Planning
continuing and adult education
adult services
independent living
community participation
Participants
Transition planning involves the participation of:
students
parents/guardians
teachers
transition service coordinators
related service personnel
administrators
counselors
adult service providers
employers
post-secondary personnel
Transition Planning
 Transition planning includes:
– Helping students identify interests, preferences, and
needs.
– Identifying possible post-school outcomes for each
student.
– Developing a coordinated set of activities that will
help each student reach outcomes.
– Preparing the student and parent to assume
responsibility for accessing services and requesting
needed accommodations in the community (selfadvocacy).
Transition Planning
– Linking students and parents with
opportunities and experiences in the
employment/business community.
– Linking students and parents with further
education and training options.
– Linking students and parents with adult
support service providers.
When Does Transition Planning
Begin?
 According to The Individuals With Disabilities Education
Improvement Act of 2004:
-beginning not later than the first
IEP to be in effect when a child
is 16, and updated annually
thereafter—
-appropriate measurable postsecondary
goals based upon age appropriate
transition assessments related to
training, education, employment, and,
where appropriate, independent living
skills;
Regulations According to IDEIA
• The transition services (including courses of
study) needed to assist the child in reaching those
goals; and
-beginning not later than 1 year before the child
reaches the age of majority under State law, a
statement that the child has been informed of
the child’s rights under this title, if any, that
will transfer to the child on reaching the age
of majority.
Steps Involved In
Transition Planning
 At the school level:
– Career discussion & exploration through
course and content area classes
– Identification of strengths and needs through
the IEP process
– Development of a “Transition Plan” as part of
the IEP
– Completion of credit requirements for a high
school diploma
Steps In Planning
 School level planning:
– Encouragement in areas of interests and talents
– Annual “Career Day”
– Field trips: DORS, Community Colleges, Businesses
– Interest Inventories
– Exploration of courses available at technology centers
and home schools
– Partial/Full transitions to home schools
Steps In Planning
 School System Level:
– Case management
– Local Transition Coordinator
(www.msde.state.md.us)
– Parent Information & Training Centers
– School System “Transition Planning
Evenings”
– Announcements regarding special events for
transition planning
Entitlement vs. Eligibility
 In Maryland, a student with a disability is
ENTITLED to educational services through the
end of the school year in which the student turns
21 years of age OR has met the requirements for
a high school diploma.
 Once a student exits the school system, he/she
must meet ELIGIBILITY CRITERIA to receive
services from adult agencies.
DIVISION OF REHABILITATION
SERVICES (DORS)
 Division of the Maryland State Department
of Education:
– Referral-year prior to exiting
– Services:
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Assessment and evaluation
Vocational rehabilitation counseling & guidance
Job search, placement assistance and follow-up services
Medical rehabilitation
Vocational and other training services
Rehabilitation technology services
Support services
DORS
 Tours available (HRA once per year)
 www.dors.state.md.us
 Workforce & Technology Center
– Division of Rehabilitation Services
– Maryland State Department of Education
– 2301 Argonne Drive
– Baltimore, Md. 21218-1696
– (410) 554-9100
College Preparation
 Continuum of supports:
– Minimal
– Moderate
– Comprehensive
– Developmental
– Open Houses
– Visits
– Exploration of services available
– MAST Program (through DORS)
– Project Access (Howard Community College)
Work Experience Program
 Participation in the “In-School” Business
 Out of building work experience:
– Typically two afternoons per week
– Local businesses
• Savage Mill
• Mobern Electric
• Howard County Employee Day Care Program
Other Resources For Career
Planning
 Mapping Your Future: www.mapping-
your-future.org
 Maryland Higher Education Commission:
www.mhec.state.md.us
 Prepare for My Future:
www.ed.gov/students/prep/college
 My Future-Beyond High School
(www.myfuture.com)
Career Planning Resources
 Maryland CareerNet Career Planning Process:
www.careernet.state.md.us/careerplanprocess.ht
m
 Apprenticeships: www.jcacde.org
 Career Colleges and Technical Schools:
www.ed.gov/students/prep/college/consumerinfo/i
ndex.html
 Community College Finder: www.aacc.nche.edu
Role Of Family In Transition
Planning
 Activities:
– Familiarize themselves with terms, questions, and
procedures
– Work with the school to develop self-determination
skills in son/daughter
– Investigate programs and services available through
local school system and community adult service
organizations
– Discuss student’s strengths, talents, career interests
and preferences with school professionals and other
significant adults in the student’s life
Role of Family
– Maintain a transition home file (IEP with
transition plan; copies of all assessments and
evaluations, employment history-paid and
volunteer; resume; letters of reference;
medical information; etc.)
– Foster and support the student’s dreams for
the future
– Encourage and assist the student to express
views at the transition planning meeting
Final Thoughts
 Avoid feeling “overwhelmed!” Process is no different (in
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many ways) than that of “typical” peers.
Attend open houses
Ask questions
Investigate possibilities within the school system
Encourage talents and skills through employment and
volunteerism!
Participate in the IEP process!
Focus: For what are we preparing this student?
Transition planning is a PROCESS not a one-time
activity: YOU WILL HAVE SUPPORT!!!