Effective Advocacy for IEP Transition Planning for Post High School Steve Oill, Parent Advocate Home and Community Based Services Waiver (HCBSW) Parsons Child and Family Center 108 Erie Blvd. 2 nd Floor Schenectady N.Y (518)

Why transition plan and why advocate? Because students identified as special education students need a plan for after high school too Because too many kids “fall through the cracks” Because young people need support and especially guidance, regardless of disabilities or “typical” development

Definition(s) Postsecondary means after high school Secondary means high school CSE means COMMITTEE on Special Education CSE Chair means the person who chairs the committee on special education. Suggestion—do not use the term “CSE” to refer to the chairperson, for example: “I talked with the CSE and she said we could bring snacks to the meeting.”

Measurable Postsecondary Goals & Transition Needs For students age 15 and up Updated at least annually Based upon students’ interests and preferences, from high school to post school activities Related to three areas: employment; post secondary education and training; independent living skills

Measurable Postsecondary Goals identify the student’s long term goals for living, working and learning as an adult provide direction for the student and the student’s team should provide incremental preparation of the student to achieve these goals should be recorded in student’s IEP includes student and student’s parents

Measurable Postsecondary Goals (p.2) info to develop these goals may come from vocational assessments, assessments of postsecondary educational skills, strength based assessments, teacher observations, and interviews with student and student’s parents can be written in student’s own words can be general or specific since they will be reviewed and revised at least annually (the general idea is that the goals will become more specific based upon the student’s interest)

Measurable Postsecondary Goals (p.3) Examples (Education/Training): Tina will take a course in dog grooming Julie will participate in on-the-job training as a painter and decorator Robin will attend a two year community college course and gain a qualification in culinary arts Liz will enroll in the general Associates Degree Programed Schenectady Community College in September 2014

Measurable Postsecondary Goals (p.4) Examples (Employment): Tara will become employed as an apprentice carpenter Ann will work for at least one year as a trainee veterinary technician

Measurable Postsecondary Goals (p.5) Examples (Independent Living): Ruth will shop for groceries independently using a list Jennifer will obtain her driving license after graduation from high school. Steve will live in an apartment with friends.

Measurable Postsecondary Goals (p.6) the IEP should identify high school curriculum that will prepare the student for their postsecondary goals The IEP should identify other needs of the student, such as…. Needing adult assistance to travel in community; developing self advocacy skills; learning to use public transportation

Quality Indicators Measurable Postsecondary Goals and Transition need statements that: reflect the dreams, aspirations & hopes of the student reflect the student’s strengths, preferences & interests as they relate to Transition from high school to post high school are written in the student’s own words, to the maximum extent possible

Quality Indicators (p.2) are reviewed and updated at least annually become more specific as the student becomes closer to the time he or she will be leaving school are developed with direct student involvement are written to guide development of annual goals and recommendations for transition services, linkages, and activities are based on age appropriate transition assessments relating to training, education, employment & independent living skills

Definition (Parent Perspective) Transition: the process by which a student with a disability (identified as a special education student) moves from their high school education to meaningful life activities that come after high school, including college, employment, day programs, supported residential living, and any other necessary planning for meaningful living.

Definition (NYS Education Dept.) Transition (Services): means a coordinated set of activities for a student with a disability, designed within a results-oriented process, that is focused on improving the academic and functional achievement of the student with a disability to facilitate the student’s movement from school to post-school activities, including, but not limited to…

Transition (Services) (NYSED) … Postsecondary education Vocational training Integrated employment Continuing and adult education Adult services Independent living or community participation

Coordinated Set of Activities..…must be based on the individual student’s needs, taking into account the student’s strengths, preferences and interests, and includes: Instruction Related services Community experiences

Coordinated Set of Activities (p.2) The development of employment and other post school adult living objectives And when appropriate, acquisition of daily living skills and provision of a functional vocational evaluation

Transition Planning Focuses attention on how the student’s educational program can be planned to help the student make a successful transition to his or her goals for life after high school, including: Providing instruction and courses of study that are meaningful to the student’s future and will motivate the student to complete his or her education

Transition Planning (p.2) Teaching students the skills and knowledge needed in adult life (including career development and occupational skills); and Providing contacts (linkages) with adult agencies to provide a smooth transition

Transition Services (purpose) Transition Services should address identified transition needs of the student and prepare the student to achieve annual goals relating to transition to reach his or her projected postsecondary goals. The CSE identifies the transition needs by considering most recent evaluation information including vocational assessments, teacher recommendations, annual reviews, student strengths, preferences, interests & goals and parent concerns.

Transition Services “Package” Instruction Related Services Community Experiences Employment, Other Post School Adult Living Objectives Activities of Daily Living Functional Vocation Assessment

Quality Indicators The recommended coordinated set of transition activities: are based on needs and post secondary goals of the individual student are reasonably calculated to help student reach career & other post secondary goals in areas of employment, education & community living

Quality Indicators (p.2) are focused on improving academic & functional achievement of student to facilitate transition to post secondary life are based on assessment information, including vocational assessment focus on student’s strengths, interests, & abilities reflect involvement/connections w/general, career & tech programs & post school supports and programs

Quality Indicators (p.3) are developed with students and parent as active participants clearly identify the responsibilities of the school district and other agencies

Effective Advocacy 1.Gather information about your student/child: strengths, needs, their desires, dreams, goals and put it in one place (notebook, document(s) on flash drive, etc.) 2.Make an outline of information you gathered, using a format you are comfortable with (e.g. bullets, numbering, etc…) 3.Gather necessary assessments too 4.List strengths at end of outline 5.List needs/weaknesses too. 6.On separate paper/document, write down your feelings about the upcoming meeting or situation you are in with your child at school.

Effective Advocacy 7.) Write down a goal(s) for this meeting/process: what do wish to accomplish? 8.) Prioritize if more than one goal 9.) Share with the school district before the meeting, some of the things you plan on discussing. Ask if they have anything else they were planning on discussing. 10.) Don’t be secretive, be open. 11.) Write down phrases that you might have to use, and keep them in front of you at meeting.

Effective Advocacy 12.) Ask questions rather than react to unwanted information. Examples—”Can you explain why we can’t do that?” “Can you give me a copy of that policy?” “Where would I find that information written down?” 13.) Have a plan before you go into the meeting. Know your options, and predict the two or three possible outcomes of the meeting so you can plan for each of them. 14.) Be familiar with the requirements and language used by the governing entity (NY State Ed Dept.) regarding your particular situation (Transition in this example).

Effective Advocacy 15.) Be aware of due process rights: mediation, impartial hearing, state complaint 16.) Don’t threaten, don’t bluff 17.) Talk about the student/child’s needs; have conversation(s) about this with the team; the more discussion about the student’s needs, the more likely the team will come together about a plan.

Effective Advocacy Effective advocacy comes from knowledge and information. Effective advocacy comes from preparation. Effective advocacy comes from anticipating possible outcomes of a meeting. Effective advocacy comes from having passion, but not letting that passion overtake objective decision making and planning.

Steve Oill, Parent Advocate Home and Community Based Services Waiver (HCBSW) Parsons Child and Family Center 108 Erie Blvd. 2 nd Floor Schenectady N.Y (518)