Mindy MillerKalamazoo RESA

This presentation will outline the transition

planning process as well as:

▪ Explain how families can provide input and be involved in planning.

▪ Describe the value of community resources and collaboration.

▪ Provide a means to obtain additional information about transition.

Transition is the process and preparation of students with disabilities to move from school to adult life.

It focuses on a student’s strengths, preferences, and interests.

A well-written transition IEP will answer the following questions:

▪ Where does the student want to go?Where does the student want to go?▪ Where is the student currently Where is the student currently functioning?functioning?

▪ How will the student get to where they How will the student get to where they want to go?want to go?

“The primary aim of education is not to

enable students to do well in school, but to help them do well in the lives they lead outside of school.”

-Ray McNulty International Center for Educational

Leadership

Transition planning STARTS with the student’s desired post-secondary outcomes:

With the day after the end of school in mind, what will be on a student’s agenda for

that day’s activities?

Name: John   Week of: April 10-17  

  Monday Tuesday Wednesday Thursday Friday Saturday Sunday

8:00 AM - 9:00 AM              

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12:00 PM - 1:00 PM              

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2:00 PM - 3:00 PM              

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8:00 PM - 9:00 PM              

9:00 PM - `10:00 PM              

Color code the following activities: Description of activities  School program   Works at pet store  

Work     Yearbook club after school on M  

Social with Peers   Powerhouse gym 3 days per week with peer support

Volunteer     Volunteers at local humane society  

College campus/Tech school   Goes to football game with peer support

Recreation in community        

HOW will an individual contribute to their community after they are done with school?

“Work” can be defined in many ways.

Some students will have ongoing support needs in order to participate…transition planning and assessment help describe these needs for our community partners.

IDEA 2004 states that IEP transition planning must:

Begin not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate

by the IEP team, and updated annually thereafter.

The transition process works to facilitate successful post-secondary outcomes developing a student’s vision for their life in the areas of:

▪Career and EmploymentCareer and Employment▪Post-Secondary Education and Post-Secondary Education and TrainingTraining

▪Adult LivingAdult Living▪Community ParticipationCommunity Participation

Answers the question, “As a young adult, what do I want my life to look like?”

A student’s vision is based upon their strengths, preferences, and interests and is updated annually.

The obtainment of a student’s vision will occur AFTER they leave school.

The vision is a starting point for helping to determine present levels of functional information about a student.

The student’s post-secondary vision can be developed using the questions provided in

the IEP:

Career/Employment:As an adult, what kind of work do you want to do?

Postsecondary Education/Training:After leaving school, what additional education and training do you want?

Adult Living:As an adult, what kind of living arrangements would you like to have?

Community Participation:As an adult, how do you want to be involved in your community?

Some students may have difficulty knowing or communicating their ideas about life after school.

Teachers can use can use information based on observations, parent interviews, and general knowledge about the student’s strengths, preferences, and interests to help develop an appropriate post-secondary vision.

A “none” or “I don’t know” response from a student must be follow-up by appropriate transition activities/annual goals to help the student clarify/explore their options.

Activities and/or skills necessary todevelop work related behaviors/abilitiesneeded to obtain/keep a job, find a job,

or learn about a job.

Examples: career exploration, work experiences, vocational education, job

applications, interview skills, resume building, job search, employability skills, volunteer

experiences, work place visits

As an adult, what kind of work do you As an adult, what kind of work do you want to do?want to do?

Activities and/or skills related to instruction or learning situations either in high school or preparing

for post graduation.

Examples: YAP/college visits, MCTI tours, financial aid information, classes/ training, apprenticeships, connections with college disability support services

After leaving school, what additional After leaving school, what additional education and training do you want?education and training do you want?

Activities and/or skills related to actions done occasionally or on a regular basis in

an adult’s life.

Examples: obtainment of state id or dr. license, learning about buying/renting a home or insurance, registering to vote, budgeting, preparing meals, taking care of a home, making/keeping appointments, decision

making

As an adult, what kind of living As an adult, what kind of living arrangements would you like to have?arrangements would you like to have?

Activities and/or skills related to developing interests outside of the

school that prepare a student to be a part of the community.

Examples: leisure activities/recreation, transportation/ mobility training, grocery

shopping, ordering at a restaurant, telephone skills, safety, asking for assistance,

communication

As an adult, how do you want to be As an adult, how do you want to be involved in your community?involved in your community?

Transition planning combines a Transition planning combines a student’s vision for their life after school student’s vision for their life after school with current school/community with current school/community experiences and activities.experiences and activities.

▪ Transition activities “fill in the gap” between what a student can do and what they need to do in order to work towards the vision for their life .

▪ If skill building is necessary, annual goals and objectives are another way a student’s transition needs can be addressed.

Successful post-secondary outcomes are a result of the involvement of many individuals:

▪ The student!▪ Family members ▪ Teachers and school staff▪ Community resources

Any of the individuals listed above can be responsible for the implementation of transition services…transition happens everywheretransition happens everywhere…not just at school!

Functional skills are the “non-academic” skills that can be described as routine activities of daily living.

▪ Examples: communication, mobility, safety, behavior, social skills, grooming/hygiene, employability

Accurate functional information about a student requires input from individuals who view the student in a variety of settings, not just at school.

Thus, parents can provide invaluableinvaluable information on the functional performance of their child.

Participate actively in planning meetings with school staff and community resources

Share information with school staff through structured interview(s)

Collaborate with teachers to complete transition assessment(s)

Provide outside reports and details of your child’s history

Discuss self-awareness:

▪ What are your strengths and successes?

▪ What would you like to do in the future that builds upon your strengths and successes?

▪ What is your disability?

▪ How can your strengths be used to improve areas of difficulty?

Discuss a post-secondary vision that reflect strengths:

▪ As an adult, what kind of work do you want to do?▪ After leaving school, what additional education and

training do you want?▪ As an adult, what kind of living arrangements would you

like to have?▪ As an adult, how do you want to be involved in your

community?

Discuss possible limitations:▪ What is difficult for you at school? At home? At work?▪ What accommodations or supports help you to be

successful?▪ What barriers might you face in reaching your goals?

EMPLOYMENT EDUCATION/TRAINING

Career Awareness/Exploration

Employability Skills In-School Work Experience Community Work Experience Vocational Education and/or

EFE Functional Vocational

Evaluation Supported Employment Competitive Employment Volunteering

Determine HS Course of Study(Educational Development Plan)

Explore Personal Curriculum Need

Explore Colleges/Trade Schools

Explore Post-Secondary Programs

Investigate Financial Aid

ADULT LIVING COMMUNITY PARTICIPATION

Self-care Household Management Cooking/Grocery Shopping Budgeting/Financial Literacy Health Management Personal Shopping Locate Documentation (state

id/dr license, birth certificate, ss card)

Investigate Guardianship Options

Investigate/Apply for SSI

Communication Skills Drivers Education Metro Transit/Street Mobility Leisure/Recreation Social/Relationships Safety

Community agencies provide valuable resources and information to the transition planning process.

These resources are an integral part of helping students work towards their post-secondary vision.

It is important to invite community agencies to be involved at the IEP, specifically if they may be in position to provide or pay for services after a student leaves school.

If the overall goal of transition is to prepare students to actively participate in their communities, then the need for community agency involvement must be evaluated during each transition IEP.

Teachers/students/families should have a general understanding of at least these 3 agencies when doing transition planning:

Community Mental Health (CMH)Michigan Rehabilitation Services (MRS)

Support Services (at the college level)

CMH serves children with severe emotional disturbances, adults with mental illness, children and adults with developmental disabilities, and adults and youth with substance abuse disorders.

Individuals eligible for services through CMH can benefit from:

▪ supports coordination ▪ professional therapies/services▪ community living services▪ vocational related services

The supports and services provided by CMH assist individuals in achieving as much independence as possible within the community.

More information is available at http://www.kazoocmh.org/.

MRS is a state agency within Michigan’s Department of Energy, Labor and Economic Growth.

MRS partners with individuals and employers to achieve quality employment outcomes and independence for persons with disabilities.

MRS helps people to prepare for, find, and keep jobs.

More information is located at www.michigan.gov/mrs.

Colleges and universities provide support services to students with disabilities in an effort to remove barriers to their success at the college level.

Examples of services include:

 Adaptive equipment   Advising

 Advocacy  Assistance with registration/scheduling

 Assistance w/organizational/study skills

 Counseling and referrals  Interpreter services   Liaisons with outside

agencies   Modified test administration  

Note taking assistance   Taped textbooks

 Tutoring

www.kvcc.edu/specialservices

www.wmich.edu/disabilityservices

KVCC SPECIAL SERVICES

OFFICE

WMU DISABILITY SERVICES FOR

STUDENTS

A quality transition IEP’s goal:Positive post-school outcomes!Positive post-school outcomes!

When teachers, community partners, families, and students work together to generate ideas, share their dreams and visions, explore options, and develop

plans, successful outcomes will be possible for students with disabilities as

they transition to adult life.

www.kresa.org/transition

Mindy MillerKalamazoo RESA(269) 250-9337

mmiller@kresa.org