Transition 101:Preparing Before ‘TRANSITION’ Hits!

Developed by:Transition Services Liaison Project

(TSLP)1-800-224-5336

www.tslp.org

Purpose of the Transition Services Liaison

Project(TSLP)

Provide technical assistance and training to transition age students with disabilities and families, special educators, and adult service agencies across the state.

What do we do?

Services that we provide:

Linkages with schools, families, service agencies Technical assistance and training Identify local resources Post-secondary linkages Teacher Trainings Youth Leadership Forum “Catch the Wave” activities Website (www.tslp.org) Regional transition forums Serve on Interagency transition councils Project Skills & Project SEARCH programs

Federal Transition Requirements

Based on IDEA 2004, transition must be addressed beginning no later than the first IEP to be in effect when the child turns 16, or earlier if appropriate, and then updated annually thereafter.

Also required is ‘a statement of interagency responsibilities or any needed linkages’.

Why are you here?

From the moment our children are born, we wonder about their future!

Who, what & where will they be when they grow up?

Why worry about Transition before IT hits???

No brochure or book was ever published to help us deal with all we deal with as parents!

Let alone this thing called Transition!!!!

Even if there was a book, none can prepare for the realities of life!

Why is transition planning important?

It helps you to start thinking long-term (instead of year-to-year)

It identifies and links students to needed post-school supports, services and programs BEFORE they exit high school.

And most importantly…The process of moving from entitlement (while in high school) allows everyone time to get to an understanding of eligibility (adult world).

Transition

QUESTIONS, QUESTIONS, QUESTIONS…..Will My Child------

Go directly into the job market?? Go on to post-secondary education?? Get training to live as independent as

possible? Be able to handle his health needs? Drive or use public transportation? Be able to handle his finances?

By age 16, EVERY IEP should: Be future-directed Be goal-oriented Be based on student’s preferences,

interests and needs Include interagency linkages AND include MORE than academics!

It is IMPERATIVE that the student be present at IEP meetings to discuss transition!!

How can the team know his/her dreams??

ANDHow can the team know his/her

preferences and interests??

IT IS THEIR MEETING, THEIR FUTURE & THEIR LIFE!

Who should be on the team? The Student Their family At least one special education teacher At least one general education teacher Administrator (or LEA Rep.) Any related service provider Expanded team members (some examples):

VR counselor CSP rep. Employer Independent Living Center reps Post Secondary Disability Service coordinators

Teams must write long range measurable post-secondary goals in the areas of:

EmploymentEducation or Training

Independent Living, where appropriate

Word of Caution---These are the student’s goals for his/her future and should be what the students wants in his/her future!

There should be a direct relationship between:

The student’s desired goals, The classes (course of study) and

services the student will take/receive in school, and

The long range plan for adult life.

Challenges for you as parents:

To help your child “find their dreams”. To provide opportunities for your son/daughter to discover for

themselves what they can and cannot do, or COULD possibly do with further education or training.

Help your son or daughter to plan and prepare for the challenges and complexities of the adult world.

Keep your child in school and ensure he is engaged in meaningful educational experiences so they will be prepared for life after high school.

Let go, have faith and confidence that your child will be able to adapt and participate in the community with the supports needed.

Not to be intimidated by school staff and/or service providers! Speak up for what you believe in!

Why start planning early? Some schools require students/families to

determine a graduation “path” or “track” by the time they enter 9th grade.

If the team/teachers don’t know that a student wants to pursue post-secondary school early, they may not have the required credits by graduation time.

For students with significant challenges, some adult services have years’ waiting lists.

Ways to begin early …..

Encourage your child to attend their IEP’s early, at least by middle school

Share transition information/resources with your child’s teacher at any level, especially starting at middle school

Become knowledgable about transition issues & the law

AND……MOST IMPORTANTLY………

Teach your child to be a SELF-ADVOCATEby doing the following:

Talk to them about their disability at an early age and have them learn about it.

Talk to them about what they can do, what they enjoy and how they can become a productive member of society in the future.

Give them a voice! From the dining room table to the IEP meeting, encourage your child to speak up!

Backing up and letting others provide support for your child!

Let them make mistakes & learn from others!

Get engaged in their community, whatever this community may be!

Do Remember -- As a parent you need to speak up for what you feel is

truly needed for your child to make the transition from high school to postsecondary options with as little of the ‘unexpected’ as possible!

You are the parent and will generally know your child’s strengths, interests, preferences & needs the most.

You are the key expert on your child! However…. The transition IEP is all about your child’s life so

listen to your child & keep conversation open as to what his/her dreams & wishes for the future are!

Regional Transition Liaisons

Coordinator & Central RegionDan Rounds

Pierre, SD

Western Region

Dave Halverson

Sturgis, SD

South Eastern Region

Bev Petersen

Sioux Falls, SD

North Central Region

Cindy Kirschman

Aberdeen, SD

South Central Region

Mary Livermont

Pierre, SD

www.tslp.org