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Transitioning to Adulthood. Robin Miller, BCS EC Curriculum Manager Gary Barton, ACS Transition Coordinator Joel Murray, Vocational Rehabilitation . What is Transition. Defined as a “Coordinated set of activities that is… Designed to be within a results oriented process - PowerPoint PPT Presentation

Text of Transitioning to Adulthood

  • Transitioning to Adulthood

    Robin Miller, BCS EC Curriculum ManagerGary Barton, ACS Transition CoordinatorJoel Murray, Vocational Rehabilitation

  • What is TransitionDefined as a Coordinated set of activities that isDesigned to be within a results oriented processFocused on improving the academic and functional achievement of the child with a disability to facilitate the childs movement from school to post-school activities

    IncludingPostsecondary educationIntegrated employmentContinuing and Adult educationAdult servicesIndependent living or community participation

  • The Transition PlanDrives the IEPMust be done BEFORE the IEP so that outcome goals and activities will be reflected in the IEPConsists of:Choosing an Appropriate Course of StudyOutcome goals (for AFTER graduation) Transition Activities- Steps to take to reach outcome goalsIEP goals to address skills that the student needs to learn

  • Courses of StudyFor 9th Graders Entering 2009/2010 and laterFuture - Ready Core

    For 9th Graders with IEPs entering 2000 and laterOccupational Course of Study

    For 9th Graders Entering Between 2000/2001-2008/2009College/University PrepCareerCollege Tech Prep

  • Graduation Requirementshttp://www.ncpublicschools.org/docs/curriculum/home/graduationrequirements.pdfIEP teams can not alter Graduation requirements and have the student obtain a diplomaLocal Education Agencies (LEAs) can add additional local graduation requirements (Example: Buncombe County and Asheville City require 28 credits for graduation)

  • Student Involvement is CriticalStudents need to be able to communicate their interests and preferences.IDEA requires them to attend issued their own invitation.Students who have greater involvement in setting transition goals are more successful in achieving their goals.Actually, when possible, the student should be leading / direct their meeting. Nothing about me without me

  • Parent Involvement is CriticalParents have insight & information unavailable to school personnel.Are a valuable source of information about the students strengths and needs.Parent Buy-in is essential to successful transition plans and accomplishment of student goals as goals focus on both in and out of school activities that lead to post-school success.Should have parents complete their own Transition Assessment

  • Where do we begin?Student interests (Interest Inventories)Transition Assessment for parentsOther Transition Assessments (Ability assessments, Personality styles, learning styles, etc..)Information from other agencies involved with the student

  • Backward PlanningStart with post school outcomes GOALS Think BACKWARDS as to what you would need to know or do (steps you would take) What steps would I need to take in order to reach my goals?Each STEP becomes an ACTIVITY that must be completed to reach the GOAL

  • The STUDENT The PARENT(S)Sp. Ed. TeacherLocal Education Agency representative (LEA)Regular Education TeacherRelated service providers (if there are any)School Guidance CounselorCommunity Agency representative(s) esp. (Vocational Rehabilitation, Child and Family Team, Mental Health Support, Developmental Disabilities case manager/care coordinator etc..)Who should attend the Transition Meeting?

  • Post-School Outcome DomainsEmployment Where is the student going to WORK after graduation? How many hours?Post-School Education/Training Where & how is the student going to continue to LEARN & develop skills after graduation? What are the options?Independent Living How will the student LIVE and ACCESS the community as independently as possible

  • Determining Goals (Outcomes)Must be STUDENT drivenBased on students:PreferencesPInterestsINeedsNStrengthsS

  • Post-School Outcomes GOALSGoals that are written to express what they want to do AFTER high school.Goals that are based upon age appropriate transition assessments related to education, training, employment, and, when appropriate, independent living skills.All Goals MUST BE MEASURABLE ones you can visually see have been accomplished

  • Examples of Outcome/GoalsAfter high school, Nellie will attend community college in order to obtain CNA I & CNA II certification.After high school, Sam will live at home while attending college & move into his own apartment upon completion.Early: After high school, Bill will work full-time in an area related to human services Later: After high school, Bill will work in a supported employment mobile work crew in the area of custodial cleaning.

  • Transition ActivitiesAre the STEPS that need to be taken to ensure attainment of Outcome GoalsOccur while student is in schoolAddress something that the student, parent, school or agency does Usually cover only one year but can cover more than one.Address up to 7 areasInstruction- Related ServicesCommunity Experiences- EmploymentAdult Living Skills- Daily Living SkillsFunctional Vocational Evaluation

  • Activity Areas to be addressedInstruction (formal strategies to teach a skill)Related Services (in-school + projected adult)Community Experiences (services & leisure act.)Employment (training & education needed for job)Adult Living Skills (skills used as needed)Daily Living Skills (required for day-to-day functioning)Functional Vocational Evaluation

  • Examples of ActivitiesInstruction - Take required college admission test. Learn to use a communication device.*Related Services Identify company to repair wheelchairs.Community Experience Identify community transportation optionsEmployment Learn interviewing skills* Adult Living Skills Set up a savings accountDaily Living Skills Learn basic budgeting skills*

  • From Transition Goals to IEP Goals 2013Learn InterviewSkills 2014Learn JobApp.Skills 2015Job Shad. &ApplyActivities2016Get job AtLowes PLP +Goals & ObjectivesPLP +Goals & ObjectivesNo goals for ShadowPLP + Goals for applicationsIEP Annual GoalsEmployment Outcome

  • Additional InformationNC State Acronymshttp://www.ncpublicschools.org/docs/academicservices/updates/asis-acronym.pdfVocational Rehabilitation (VR) links and serviceshttp://dvr.dhhs.state.nc.us/DVR/links/links.htm Local Management Entity (LME)http://www.westernhighlands.org/

  • Questions???

  • For more information please contactRobin Miller: Buncombe County Schools EC Curriculum Manager (828) 255-5978 [email protected]

    Gary Barton: Asheville City Schools Transition Coordinator (828) 337-4363 [email protected]

    Myra Hill: Vocational RehabilitationRegion

    *Be sure to differentiate between 14 years old and 16 years old.*Example of out come goals*Pull up Easy IEP and show examples in Tony Test

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