IEP & Transition Planning Linda Lowery & Naomi McCool Whittier Union HS District February 15, 2012

Postsecondary Goal Chase Education Full-inclusion student with speech services/ABA Graduate from HS with diploma Be prepared for Community College Employment Develop work skills in HS Volunteer experience Take computer course Explore careers in computer science Community Involvement Continue in social skills group Participate on HS swim team Clubs on campus Independent Living Explore public transportation/Access Time management & Organizational skills Prepare for living independently in future

Overview Understanding the transition plan Aspects of a successful transition plan ▫Education ▫Employment ▫Independent Living Skills Supporting your child to participate in the process

Transition Planning—What is it? A coordinated set of activities for a student, designed within an outcome-oriented process, that promotes movement from school to postschool activities, including postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. The coordinated set of activities… must – ▫(1) Be based upon the individual student’s needs, taking into account the student’s preference and interests; and ▫(2) Include needed activities in the areas of –  (i) Instruction;  (ii) Community experiences;  (iii) The development of employment and other postschool adult living objectives; and  (iv) If appropriate, the acquisition of daily living skills and functional vocational evaluation [emphasis added] (34 CFR § ).

Transition Planning—What is it? An individual transition plan (ITP) is mandated by IDEA legislation ▫Must be part of the IEP before a student turns 16 ▫Must have measurable postsecondary and annual goals ▫Must be individualized! All members of the IEP team are important to creating a good transition plan ▫STUDENT! Parents, teachers, school staff, outside agencies

ITP: Education Education ▫High school graduation options:  University Requirements—meet requirements to enroll at a 4- year college after graduation  2 years foreign language, higher level math and science courses, C’s or better in academic courses  Diploma—meet district graduation requirements & take CAHSEE exam  Certificate—complete IEP specified courses  Should include vocational and independent living skills curriculum  Student eligible for district services through age of 22

ITP: Education Postsecondary educational options ▫University ▫Community College ▫Vocational/Technical Schools ▫ROP Programs ▫Adult School Encourage your child to explore training options! ▫Talk with college/career staff on campus ▫Attend college tours and college fairs ▫Research programs online

ITP: Education What services are available to students in college? ▫The IEP ends when a student graduates from high school or reaches the age of 22 ▫At college, can apply for Disabled Student Programs and Services (DSP&S)  Accommodations in classes  Priority registration for classes  Academic counseling  Students are expected to be self-advocates in college!

ITP: Employment Employment ▫Career Planning should reflect:  Dreams  Personality/preferences  Interests  Results of interest inventories  O*net and California Career Zone are great online exploration tools!

ITP: Employment Employment preparation ▫While in high school, students can prepare themselves for employment by:  Completing practice applications (esp. online!) and reviewing interview questions  Build resume through…  Involvement in extracurricular activities  Volunteer experience  Part-time work experience  Students under the age of 18 must qualify for a work permit to have a job while in high school

ITP: Employment Employment related support services ▫Workability  Placement in paid try-out employment while student is in high school ▫Department of Rehabilitation  Job development and placement  Can apply while in high school but also eligible into adulthood

ITP: Employment Employment related support services ▫Regional Center  Supported employment services ▫Social Security (SSI)  It pays to work!  Earned income exclusion—can still receive portion of benefits while working

ITP: Independent Living Skills Important to prepare your child to develop skills to become more independent as a young adult Community involvement ▫Exploring opportunities on campus and in the community  Sports, clubs, volunteering, social groups Daily living skills ▫What chores and responsibilities are completed at home? ▫What do they need to learn to prepare for independent living or responsibility as an adult?

ITP: Independent Living Skills Transportation ▫Public transportation ▫Driver’s license  Practice tests and information available at dmv.ca.gov ▫Access Future living plans ▫Find out what is important for your child! Conservatorship

Preparing for Success Families play an important role in this process! ▫Encourage self-advocacy and your child’s involvement in the IEP process ▫Help your child develop disability awareness ▫Be part of your child’s career and college exploration process ▫Respect your child’s interests ▫Talk about the future…starting NOW!