Transitioning to AdulthoodTransitioning to Adulthood
Robin Miller, BCS EC Curriculum ManagerRobin Miller, BCS EC Curriculum ManagerGary Barton, ACS Transition CoordinatorGary Barton, ACS Transition CoordinatorJoel Murray, Vocational Rehabilitation Joel Murray, Vocational Rehabilitation
What is TransitionWhat is Transition Defined as a “Coordinated set of activities that is…Defined as a “Coordinated set of activities that is…
Designed to be within a results oriented processDesigned to be within a results oriented process Focused on improving the academic and functional Focused on improving the academic and functional
achievement of the child with a disability to facilitate the achievement of the child with a disability to facilitate the child’s movement from school to post-school activitieschild’s movement from school to post-school activities
IncludingIncluding Postsecondary educationPostsecondary education Integrated employmentIntegrated employment Continuing and Adult educationContinuing and Adult education Adult servicesAdult services Independent living or community participationIndependent living or community participation
The Transition PlanThe Transition Plan Drives the IEPDrives the IEP Must be done BEFORE the IEP so that Must be done BEFORE the IEP so that
outcome goals and activities will be reflected outcome goals and activities will be reflected in the IEPin the IEP
Consists of:Consists of: Choosing an Appropriate Course of StudyChoosing an Appropriate Course of Study Outcome goals (for AFTER graduation)Outcome goals (for AFTER graduation) Transition Activities- Steps to take to reach Transition Activities- Steps to take to reach
outcome goalsoutcome goals IEP goals to address skills that the student needs to IEP goals to address skills that the student needs to
learnlearn
Courses of StudyCourses of Study
For 9th Graders Entering 2009/2010 and later•Future - Ready Core
For 9th Graders with IEPs entering 2000 and later•Occupational Course of Study
For 9th Graders Entering Between 2000/2001-2008/2009
•College/University Prep
•Career
•College Tech Prep
Graduation RequirementsGraduation Requirements
http://www.ncpublicschools.org/docs/http://www.ncpublicschools.org/docs/curriculum/home/graduationrequirements.pdfcurriculum/home/graduationrequirements.pdf
IEP teams can not alter Graduation IEP teams can not alter Graduation requirements and have the student obtain a requirements and have the student obtain a diplomadiploma
Local Education Agencies (LEAs) can add Local Education Agencies (LEAs) can add additional local graduation requirements additional local graduation requirements (Example: Buncombe County and Asheville City require 28 (Example: Buncombe County and Asheville City require 28 credits for graduation)credits for graduation)
Student Involvement is CriticalStudent Involvement is Critical Students need to be able to communicate their Students need to be able to communicate their
interests and preferences.interests and preferences. IDEA requires them to attend – issued their own IDEA requires them to attend – issued their own
invitation.invitation. Students who have greater involvement in setting Students who have greater involvement in setting
transition goals are more successful in achieving transition goals are more successful in achieving their goals.their goals.
Actually, when possible, the student should be Actually, when possible, the student should be leading / direct their meeting.leading / direct their meeting.
“ “Nothing about me without me”Nothing about me without me”
Parent Involvement is CriticalParent Involvement is Critical
Parents have insight & information unavailable to Parents have insight & information unavailable to school personnel.school personnel.
Are a valuable source of information about the Are a valuable source of information about the students students strengths and needs.strengths and needs.
Parent “Buy-in” is essential to successful Parent “Buy-in” is essential to successful transition plans and accomplishment of student transition plans and accomplishment of student goals as goals focus on both in and out of school goals as goals focus on both in and out of school activities that lead to post-school success.activities that lead to post-school success.
Should have parents complete their own Should have parents complete their own Transition AssessmentTransition Assessment
Where do we begin?Where do we begin? Student interests (Interest Inventories)Student interests (Interest Inventories) Transition Assessment for parentsTransition Assessment for parents Other Transition Assessments (Ability Other Transition Assessments (Ability
assessments, Personality styles, learning assessments, Personality styles, learning styles, etc..)styles, etc..)
Information from other agencies involved with Information from other agencies involved with the studentthe student
Backward PlanningBackward Planning
Start with post school outcomes GOALS Start with post school outcomes GOALS Think Think BACKWARDSBACKWARDS as to what you would as to what you would need to know or do (steps you would take) need to know or do (steps you would take)
What steps would I need to take in order to What steps would I need to take in order to reach my goals?reach my goals?
Each Each “STEP”“STEP” becomes an becomes an ACTIVITYACTIVITY that that must be completed to reach the must be completed to reach the GOALGOAL
1)1) The STUDENT The STUDENT 2)2) The PARENT(S)The PARENT(S)3)3) Sp. Ed. TeacherSp. Ed. Teacher4)4) Local Education Agency representative (LEA)Local Education Agency representative (LEA)5)5) Regular Education TeacherRegular Education Teacher6)6) Related service providers (if there are any)Related service providers (if there are any)7)7) School Guidance CounselorSchool Guidance Counselor8)8) Community Agency representative(s) esp. Community Agency representative(s) esp.
(Vocational Rehabilitation, Child and Family (Vocational Rehabilitation, Child and Family Team, Mental Health Support, Developmental Team, Mental Health Support, Developmental Disabilities case manager/care coordinator etc..)Disabilities case manager/care coordinator etc..)
Who should attend the Transition Meeting?
Post-School Outcome DomainsPost-School Outcome Domains Employment – Where is the student going to Employment – Where is the student going to WORKWORK
after graduationafter graduation? How many hours?? How many hours? Post-School Education/Training – Where & how is Post-School Education/Training – Where & how is
the student going to continue to the student going to continue to LEARNLEARN & develop & develop skills skills after graduationafter graduation? What are the options?? What are the options?
Independent Living – How will the student Independent Living – How will the student LIVELIVE and and ACCESSACCESS the community as independently as the community as independently as possiblepossible
Determining Goals (Outcomes)Determining Goals (Outcomes) Must be STUDENT drivenMust be STUDENT driven Based on student’s:Based on student’s:
PPreferencesreferences PP IInterestsnterests II NNeedseeds NN SStrengthstrengths SS
Post-School Outcomes GOALSPost-School Outcomes GOALS
Goals that are written to express what they Goals that are written to express what they want to do want to do AFTERAFTER high school. high school.
Goals that are based upon age appropriate Goals that are based upon age appropriate transition assessmentstransition assessments related to education, related to education, training, employment, and, when training, employment, and, when appropriate, independent living skills.appropriate, independent living skills.
All Goals MUST BE MEASURABLEAll Goals MUST BE MEASURABLE – – ones you can visually see have been ones you can visually see have been accomplishedaccomplished
Examples of Outcome/GoalsExamples of Outcome/Goals After high school, Nellie After high school, Nellie will attendwill attend community community
college in order to obtain CNA I & CNA II college in order to obtain CNA I & CNA II certification.certification.
After high school, Sam After high school, Sam will livewill live at home while at home while attending college & move into his own apartment attending college & move into his own apartment upon completion.upon completion.
Early: After high school, Bill Early: After high school, Bill will workwill work full-time in full-time in an area related to human services – Later: After high an area related to human services – Later: After high school, Bill will work in a supported employment school, Bill will work in a supported employment mobile work crew in the area of custodial cleaning.mobile work crew in the area of custodial cleaning.
Transition ActivitiesTransition Activities Are the STEPS that need to be taken to ensure Are the STEPS that need to be taken to ensure
attainment of Outcome Goalsattainment of Outcome Goals Occur while student is in schoolOccur while student is in school Address something that the student, parent, school Address something that the student, parent, school
or agency does or agency does Usually cover only one year but can cover more Usually cover only one year but can cover more
than one.than one. Address up to 7 areasAddress up to 7 areas
InstructionInstruction - Related Services- Related Services Community ExperiencesCommunity Experiences - Employment- Employment Adult Living SkillsAdult Living Skills - Daily Living Skills- Daily Living Skills Functional Vocational EvaluationFunctional Vocational Evaluation
Activity Areas to be addressedActivity Areas to be addressed
1)1) Instruction (Instruction (formal strategies to teach a skillformal strategies to teach a skill))2)2) Related Services (Related Services (in-school + projected adultin-school + projected adult))3)3) Community Experiences (Community Experiences (services & leisure act.services & leisure act.))4)4) Employment (Employment (training & education needed for jobtraining & education needed for job))5)5) Adult Living Skills (Adult Living Skills (skills used “as needed”)skills used “as needed”)6)6) Daily Living Skills (Daily Living Skills (required for day-to-day required for day-to-day
functioning)functioning)7)7) Functional Vocational EvaluationFunctional Vocational Evaluation
Examples of ActivitiesExamples of Activities InstructionInstruction - Take required college admission test. - Take required college admission test.
Learn to use a communication device.*Learn to use a communication device.* Related ServicesRelated Services – Identify company to repair – Identify company to repair
wheelchairs.wheelchairs. Community ExperienceCommunity Experience – Identify community – Identify community
transportation optionstransportation options EmploymentEmployment – Learn interviewing skills* – Learn interviewing skills* Adult Living SkillsAdult Living Skills – Set up a savings account – Set up a savings account Daily Living SkillsDaily Living Skills – Learn basic budgeting skills* – Learn basic budgeting skills*
From Transition Goals From Transition Goals to IEP Goalsto IEP Goals
2013Learn
InterviewSkills
2014Learn
JobApp.
Skills
2015Job
Shad. &
Apply
Activities
2016
Get job
At
Lowes
PLP +Goals & Objectives
PLP +Goals & Objectives
No goals for ShadowPLP + Goals for applications
IEP Annual Goals
Employment Outcome
Additional InformationAdditional Information NC State AcronymsNC State Acronyms
http://www.ncpublicschools.org/docs/http://www.ncpublicschools.org/docs/academicservices/updates/asis-acronym.pdfacademicservices/updates/asis-acronym.pdf
Vocational Rehabilitation (VR) links and Vocational Rehabilitation (VR) links and servicesservices http://dvr.dhhs.state.nc.us/DVR/links/links.htm http://dvr.dhhs.state.nc.us/DVR/links/links.htm
Local Management Entity (LME)Local Management Entity (LME) http://www.westernhighlands.org/http://www.westernhighlands.org/
Questions???Questions???
For more information please For more information please contactcontact
Robin Miller: Buncombe County Schools EC Robin Miller: Buncombe County Schools EC Curriculum Manager (828) 255-5978 Curriculum Manager (828) 255-5978
[email protected]@bcsemail.org
Gary Barton: Asheville City Schools Transition Gary Barton: Asheville City Schools Transition Coordinator (828) 337-4363 Coordinator (828) 337-4363
[email protected]@ashevillecityschools.net
Myra Hill: Vocational RehabilitationMyra Hill: Vocational RehabilitationRegionRegion
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