EEX 6759 Transition EEX 6759 Transition Planning and Planning and

Interdisciplinary Teaming for Interdisciplinary Teaming for Students with Disabilities – Students with Disabilities –

Summer 2011Summer 2011Saturday, June 11, 2011Saturday, June 11, 2011

IDEA – Part C Program for Infants Program for Infants and Toddlers – ages and Toddlers – ages birth to 36 monthsbirth to 36 months

Each State – Each State – designated “lead” designated “lead” Agency (Florida - Agency (Florida - Early Early Steps/Children’s Steps/Children’s Medical ServicesMedical Services

In place to address In place to address developmental developmental delays – proactive delays – proactive stancestance

IDEA – Part B 36 months to 22 years 36 months to 22 years – children and youth – children and youth special (Florida – special (Florida – usually, this begins usually, this begins with a DD label)with a DD label)

All educational All educational services (per IDEA) services (per IDEA) for students 2 – 22 for students 2 – 22 years of ageyears of age

Pre-K in Florida – 3 Pre-K in Florida – 3 to 5 or 6 years of ageto 5 or 6 years of age

Issues related to C to Issues related to C to B transition include: B transition include: diagnostics, treatment diagnostics, treatment determinations, determinations, eligible eligible determinationsdeterminations

US Department of Education – IDEA Part B & US Department of Education – IDEA Part B & Part C Part C

http://idea.ed.gov/http://idea.ed.gov/

Early Steps/Children’s Medical Early Steps/Children’s Medical ServicesServices

http://www.cms-kids.com/http://www.cms-kids.com/

National Center on Secondary Transition National Center on Secondary Transition (NCSET) (NCSET)

http://www.ncset.org/http://www.ncset.org/

National Dissemination Center for Children National Dissemination Center for Children with Disabilities (NICHCY) with Disabilities (NICHCY)

http://www.nichcy.org/http://www.nichcy.org/

Moving from Part C to Moving from Part C to Part BPart B

Differences between Differences between IFSP and IEPIFSP and IEP

Labeling in the Labeling in the school system v/s school system v/s diagnosis = diagnosis = eligibility issueseligibility issues

Which, where, how, Which, where, how, who of service who of service provision – lots of provision – lots of changes for changes for familiesfamilies

Transition from Pre-K – Facts:

Roll-upsRoll-ups School-based label School-based label changechange

Environmental Environmental changeschanges

Therapeutic and Therapeutic and intervention changesintervention changes

Trauma for parent Trauma for parent and studentand student

Intense preparation Intense preparation necessarynecessary

Transition to Kindergarten

Helpful Website:http://www.fmhi.usf.edu/http://www.fmhi.usf.edu/institute/pubs/pdf/cfs/institute/pubs/pdf/cfs/

fcpi/transition.htmfcpi/transition.htm

Pre-K to K Transition Planning

Student-Centered Student-Centered Communication (Portfolio, Communication (Portfolio, Transition Book, CD/DVD)Transition Book, CD/DVD)

Teacher to Teacher Teacher to Teacher InformationInformation

Assessment, Assessment, Identification, Identification, Intervention preparationIntervention preparation

Family-based communicationFamily-based communication Appropriate agency Appropriate agency

referrals and/or referrals and/or collaborationcollaboration

Florida’s Transition Florida’s Transition Project for Infants, Project for Infants, Young Children and Young Children and Their FamiliesTheir Families

http://http://www.floridatransitionprojewww.floridatransitionproject.ucf.edu/ct.ucf.edu/

Continuity in Early Continuity in Early Childhood: A Framework for Childhood: A Framework for

Home, School, and Home, School, and Community LinkagesCommunity Linkages

Developed by the Regional Educational Developed by the Regional Educational Laboratories’ Early Childhood Collaboration Laboratories’ Early Childhood Collaboration NetworkNetwork

Sponsored by: the Administration on Children, Sponsored by: the Administration on Children, Youth, and Families, the US Dept. of Health & Youth, and Families, the US Dept. of Health & Human Services, and the Office of Educational Human Services, and the Office of Educational Research and Improvement – US Dept. of Research and Improvement – US Dept. of EducationEducation

http://www.terrifictransitions.org/Continuityhttp://www.terrifictransitions.org/Continuity%20in%20Early.pdf%20in%20Early.pdf

Continuity from Birth to 8 Continuity from Birth to 8 years – Key Elements:years – Key Elements:

Families as Families as PartnersPartners

Shared Shared Leadership Leadership (school, family, (school, family, community)community)

Comprehensive & Comprehensive & Responsive Responsive ServicesServices

Culture and Home Culture and Home LanguageLanguage

CommunicationCommunication Knowledge and Knowledge and Skill Skill DevelopmentDevelopment

Appropriate Care Appropriate Care & Education& Education

Evaluation of Evaluation of Partnership Partnership SuccessSuccess

Elementary Elementary ConsiderationsConsiderations

Specific needs of the Specific needs of the individual (IEP)individual (IEP)

Disability specific Disability specific issuesissues

Long-Term Projections Long-Term Projections (Communication, Self (Communication, Self Determination, Skills Determination, Skills of Independence, etc.)of Independence, etc.)

Student preferencesStudent preferences General Education General Education CurriculaCurricula

LRE LRE

Elementary to Middle Elementary to Middle SchoolSchool

Environmental Environmental differencesdifferences

Expectations changeExpectations change Continuum of care Continuum of care changeschanges

Social needsSocial needs Organizational needsOrganizational needs Potential Safety Potential Safety issuesissues

Middle School to High Middle School to High SchoolSchool

Many of the same Many of the same issues in issues in Elementary to Elementary to Middle – just a Middle – just a more intense more intense experienceexperience

Students should be Students should be on a TIEPon a TIEP

Students will have Students will have made a special v/s made a special v/s standard diploma standard diploma choicechoice

Helpful Teacher Helpful Teacher Resource:Resource:

http://www.ihdi.uky.edu/ktcp/materials/http://www.ihdi.uky.edu/ktcp/materials/

Kentucky Transition CollaborativeKentucky Transition Collaborative

School to Work ProgramsSchool to Work Programs

*Are programs designed to assist *Are programs designed to assist students with disabilities in students with disabilities in transitioning from school to transitioning from school to work/higher education. work/higher education.

- (Adapted from FL.-DOE, 2007)- (Adapted from FL.-DOE, 2007)

EMPLOYMENTEMPLOYMENT TransportationTransportation Living ArrangementsLiving Arrangements Daily Living SkillsDaily Living Skills Socialization/Leisure ActivitiesSocialization/Leisure Activities

What do my student(s) need to learn?What do my student(s) need to learn? What should I teach in regard to What should I teach in regard to transition?transition?

How can I tie in transition outcomes How can I tie in transition outcomes to educational standards?to educational standards?

How can I best work with outside How can I best work with outside agencies to provide more transition-agencies to provide more transition-based opportunities for my student(s)?based opportunities for my student(s)?

Who can I contact for assistance with Who can I contact for assistance with the transition process?the transition process?

- (Adapted from Wehmen & Thoma, 2006)- (Adapted from Wehmen & Thoma, 2006)

School to Work - - Questions to Ask

School to Work -Support Systems

Classroom TeachersClassroom Teachers Vocationally-based TeachersVocationally-based Teachers School Administrators (Counselors)School Administrators (Counselors) Employments SpecialistsEmployments Specialists Outside Service ProvidersOutside Service Providers Job CoachesJob Coaches Families of the individualFamilies of the individual

Vocational Rehabilitation Vocational Rehabilitation - Florida- Florida

http://www.rehabworks.org/http://www.rehabworks.org/

School to WorkSchool to Work Basic Checklist (14-15)Basic Checklist (14-15)

Learn more about your disabilityLearn more about your disability Participate in Transition PlanningParticipate in Transition Planning Learn to set goals for your futureLearn to set goals for your future Learn what transition planning means for youLearn what transition planning means for you Discuss high school diploma optionsDiscuss high school diploma options Begin researching career choices/opportunitiesBegin researching career choices/opportunities Try out volunteer or part-time work Try out volunteer or part-time work experiencesexperiences

Check on school employment-based programsCheck on school employment-based programs

- (- (V.R.-FL. DOE, 2007)V.R.-FL. DOE, 2007)

School to Work School to Work Basic Checklist (16-17)Basic Checklist (16-17)

Invite outside agencies to IEP MeetingsInvite outside agencies to IEP Meetings Discuss transportation needs/optionsDiscuss transportation needs/options Discuss medical/psychological care Discuss medical/psychological care resources (if necessary)resources (if necessary)

Discuss post-high school living Discuss post-high school living arrangementsarrangements

Discuss post-high school training optionsDiscuss post-high school training options Apply for additional outside agency Apply for additional outside agency assistance (as needed)assistance (as needed)

- (- (V.R.-FL. DOE, 2007)V.R.-FL. DOE, 2007)

School to WorkSchool to Work Basic Checklist (18-22)Basic Checklist (18-22)

Consider applying for SSI/SSDI benefits, Consider applying for SSI/SSDI benefits, if appropriateif appropriate

Address guardianship issues/needsAddress guardianship issues/needs (Males) Register for Selective Services(Males) Register for Selective Services Work with outside agencies to help Work with outside agencies to help explore/find community explore/find community employment/educational opportunities employment/educational opportunities (post-high school)(post-high school)

- (- (V.R.-FL. DOE, 2007)V.R.-FL. DOE, 2007)

School to Work School to Work PreparationPreparation

Teach Occupational, Teach Occupational, Life, and Social Skill Life, and Social Skill sets, along with sets, along with academic-related contentacademic-related content

Inquire about Inquire about appropriate contacts (at appropriate contacts (at your school)your school)

Make referrals to Make referrals to appropriate outside appropriate outside agencies, if applicableagencies, if applicable

Integrate families into Integrate families into process/planprocess/plan

Allocate duties as Allocate duties as applicable– don’t try to applicable– don’t try to do it all!do it all!

School to Work Follow School to Work Follow AlongAlong

Assess, assess, assess Assess, assess, assess (data driven), per the (data driven), per the individual’s IEP individual’s IEP plan/goalsplan/goals

Schedule time to meet Schedule time to meet with individual students with individual students (possibly families)(possibly families)

Work closely with the Work closely with the team (families, school-team (families, school-based staff, and/or based staff, and/or outside agencies, if outside agencies, if applicable)applicable)

* * REMEMBERREMEMBER: Success of the : Success of the individual is the bottom individual is the bottom lineline

School to Work or School to Work or Postsecondary Education?Postsecondary Education?

Increased numbers of students Increased numbers of students w/disabilities are entering w/disabilities are entering postsecondary education to postsecondary education to obtain further skills and obtain further skills and knowledge as a result of a knowledge as a result of a combination of legislative, combination of legislative, academic, and social changesacademic, and social changes

- (- (Gilson, 1996Gilson, 1996))

What do students need to What do students need to know how to do to prepare know how to do to prepare

for postsecondary for postsecondary education:education:

Have documentation of Have documentation of DisabilityDisability

Have assessment informationHave assessment information ProgrammingProgramming AdvocacyAdvocacy Decision MakingDecision Making Transition Planning SkillsTransition Planning Skills

Teachers Can…..Teachers Can…..

Help set career goalsHelp set career goals Learn about supports Learn about supports and services at and services at collegecollege

Use of assistive Use of assistive technology, if technology, if necessarynecessary

Self-Management SkillsSelf-Management Skills How to build a network How to build a network of supportof support

-(Gretzel & Briel, -(Gretzel & Briel, 2006)2006)

School to Work ProgramSchool to Work Program

“School-to-work is allabout finding somethingin life you love so muchyou’d do it for free, butyou learn to do it sowell you get paid for it”—STW studentThe Public Forum Institute,(2000).

Critical Domains of Critical Domains of Transition Instruction:Transition Instruction:

Community participationCommunity participation Daily livingDaily living EmploymentEmployment FinancialFinancial HealthHealth Independent livingIndependent living Leisure/recreationLeisure/recreation Post-secondary Post-secondary educationeducation

Relationship/social Relationship/social skillsskills

Transportation/mobilityTransportation/mobility Vocational trainingVocational training

Writing a sound Objective:Writing a sound Objective:

Need to specify relevant and necessary dimensions of Need to specify relevant and necessary dimensions of behavior:behavior:

Identify the TopographyIdentify the Topography = observable, measurable = observable, measurable description of behavior (what does the behavior look description of behavior (what does the behavior look like)like)

Identify the Context/Assistance LevelIdentify the Context/Assistance Level = what type of = what type of cue (environment, materials, persons) will be provided cue (environment, materials, persons) will be provided to encourage the behavior and what level of to encourage the behavior and what level of independence must be achievedindependence must be achieved

Set Criterion Rate (rate and accuracy) =Set Criterion Rate (rate and accuracy) = How often will the behavior occur (rate)How often will the behavior occur (rate) How precise or correct must the behavior be How precise or correct must the behavior be

(accuracy)(accuracy)