©DRWilkes consulting

Age Appropriate Transition Programs

It’s Not a Cookie Cutter ModelPresented by Debbie Wilkes

(c) DRWilkes consulting

All parts must work together

Post second

ary Educati

on

Employment

Interagency

Linkage

Social Opportuni

ties

Self Determinatio

n

Independent Living

Peer Relationships

Community Mobility

Recreation and

Leisure

©DRWilkes consulting

Stakeholders

Students Parents Special Education

Teachers Elementary and

Secondary Central Administration Principals Guidance Counselors School Board Members Agency

Representatives

©DRWilkes consulting

Stakeholders

Students Parents Special Education

Teachers Elementary and

Secondary Central Administration Principals Guidance Counselors School Board Members Agency

Representatives

COMMUNICATE!!!

©DRWilkes consulting

Programming Considerations

Transition Programs ARE Age appropriate

settings Individualized

coordinated with adult services

For students who need support to become more interdependent

Transition Programs ARE

NOT CBI/CBVI High School classes

Cookie cutter and school dependent

Work enclaves, sheltered workshops or day activity centers

©DRWilkes consulting

Lifelong Support and Planning

The last day of school should be the same as the first day of the rest of the

student’s life Person directed planning Parental/family involvement Agency involvement

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Logistical Planning

Considerations

Activity of Graduation: (Scooter’s Law)

Average Daily AttendanceGradingCoursesVAC versus CBVINumber of hours of support lessen

closer to ending services

©DRWilkes consulting

Logistical Planning

For whom are you planning?Zero reject?Is it a choice to attend?What happens if parents don’t

choose to send their student?

©DRWilkes consulting

Graduation Student has earned academic credits and

requirements of IEP and one of the following conditions outlined in the IEP (Transitional outcome) Full time employment and self help skills and

does not require support from the LEA OR

Demonstration of specific employment and self help skills that does not require support from the LEA

OR access to services that are not within the legal

responsibility of public education or to employment or educational options for which the student has been prepared by the academic program.

©DRWilkes consulting

Graduation

Finally, a student receiving special education services may also graduate and receive a regular high school diploma upon the ARD committee’s determining that the student no longer meets age eligibility requirements and has completed the requirements specified in the IEP. 19 TAC § 89.1070(d).

©Debbie Wilkes

Transitional Outcomes

Post secondary

goal

Where should

instruction occur?

What skills are

needed?

©Debbie Wilkes

Transitional Outcomes

Post secondary goal:

employment in the community

Where should

instruction occur?

What skills are

needed?

©Debbie Wilkes

Transitional Outcomes

Post secondary goal: sheltered

workshop

Where should

instruction occur?

What skills are

needed?

©Debbie Wilkes

Transitional Outcomes

Post secondary goal: day

activity center

Where should

instruction occur?

What skills are

needed?

(c) DRWilkes consulting

Evaluation Procedures

Systematic evaluation of program

Consistent follow-up of student outcomes

Fluidity of programming

©DRWilkes consulting

Staff Training

Job coaching

Self-determination

Interagency collaboration

Community based learning

New staff training is in place

©DRWilkes consulting

Transition Programming: Quality Indicators

Excellent: “We don’t want to change a thing”

Good: “There are a few areas needing improvement”

Acceptable: “No one is complaining but we know that we could do better”

Needs Improvement: “People have been complaining and we need to do something”

Poor: “We haven’t even considered or implement this”