Round Rock ISD Transition: The What and the Why

Transition is Planning for Life Academic and non-academic courses and learning experiences Employment and training experiences

Where to live What to do for fun

Helping students understand their disability and have choices to decide their future Making connections – teachers, support services and experiences to help them reach their goals

Based on family values; focused on the student’s interests, preferences and needs

Why is Transition Needed? Improve outcomes Engage in the general ed. curriculum Assess for interest, preference and needs Build self-awareness, self- identity, self-esteem and self- determination skills Use the community for supports Improve socialization / long- term relationships Take part in activities, (school and community) Engage in leadership and involvement in the transition planning process

Transition in IDEA 2004: –TRANSITION SERVICES - The term `transition services' means a coordinated set of activities for a child with a disability that-- (A) is designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; (B) is based on the individual child’s needs, taking into account the child's strengths, preferences, and interests... " - See more at: Transition IDEA 2004 from Wrights Law

Texas State Law Says: In accordance with TEC, § and § , not later than when a student reaches 14 years of age, the ARD committee must consider, and if appropriate, address the following issues in the IEP: (1) appropriate student involvement in the student's transition to life outside the public school system; (2) if the student is younger than 18 years of age, appropriate parental involvement in the student's transition; (3) if the student is at least 18 years of age, appropriate parental involvement in the student's transition, if the parent is invited to participate by the student or the school district in which the student is enrolled; (4) any postsecondary education options; (5) a functional vocational evaluation; (6) employment goals and objectives; (7) if the student is at least 18 years of age, the availability of age-appropriate instructional environments; (8) independent living goals and objectives; and (9) appropriate circumstances for referring a student or the student's parents to a governmental agency for services.

Self-Determination The drive to determine our own thoughts, feelings, behaviors and choices over life events. Includes self-awareness to set personal goals based on our interests, preferences, values and needs. As youth mature, they will experience different levels of skill and ability with regard to self- determination

Why is Self-determination Important? Life has more meaning if we have control over our daily activities, are respected for our choices about how we think and feel. What may be seen as negative behavior, may be frustration and anger of not being heard. Without self-determination, youth with disabilities have a higher risk of falling victim to abuse, neglect and discrimination.

How early can teachers, parents and other adults start teaching self-determination? Does a person need certain abilities to become self-determined? How can teachers and parents give youth with significant disabilities opportunities to develop self-determination skills? Does self-determination mean a youth no longer receives support from parents?

Key indicator of quality of life: Opportunities for youth to make decisions and learn from the choices they make.

Transition in RRISD

In Elementary: Meet with elementary parents in various forums to explain the transition process Students begin to understand the ARD process and attend ARDs. Agency referrals will be made.

In Middle School: Students will attend and begin to take part in their ARDs, using the student ARD Agenda, if possible. Prior to the student’s 14 th birthday, a transition plan will be developed and discussed in the ARD.

In 8 th Grade: Every 8th grader takes the Ansell-Casey Life Skills Assessment (ACLSA) prior to their Visual Transition Planning Meeting and this assessment is attached to the ARD document. Case Mgrs. will facilitate a Visual Transition Planning meeting at least one month prior to the Level Change ARD and this plan will be discussed in the ARD and attached to the ARD document. Using information from the Visual Transition Plan, 9th grade goals and objectives will be developed, along with a course of study. Students will attend and begin to take part in their ARDs.

In High School Students taking resource and general ed. classes will understand their graduation plan, academic achievement record and credits. Case Mgrs. facilitate a Transition Planning meeting at least one month prior to the student’s annual ARD. A Visual Transition Plan will be facilitated for students in functional life skills classes and the summary of this meeting will be included in the ARD. A Written Transition Plan will be developed for students taking all general ed. courses and those taking modified courses. This plan will be included in the ARD. Information from the transition plan will be used to develop measurable post-secondary and annual goals. Students will attend and participate in their ARD meetings.

Functional Life Skills Students Taking STAAR-ALT These students will take the Alternative Assessment for Functional Life Skills Students. Send home for parents to take, either electronically or on paper Teacher fills out a copy at school If parent takes on paper, it must be entered electronically Both copies are included in the ARD file and used when preparing draft IEPs to bring to the ARD.

Annual Timeline for Transition Planning Transition Meeting: Takes place at least 1 month prior to annual ARD Case manager facilitates Parents/Guardians invited to attend in person or to participate via phone Using assessment information, a transition plan is developed Measurable post-secondary goals are developed Draft annual IEP goals developed, to move student from school to adulthood Transition Plan included in the ARD document Reviewed in ARD

Types of Transition Planning TheVisualTransitionPlan (for all middle school and high school life skills students) life skills students) TheWrittenTransitionPlan (for high school students taking modified classes or general education classes)

Review and Bring Info. to the Transition Meeting Info. from the student’s most recent F.I.E. Student’s disability (primary and others) Present level of academic/functional performance Student’s method of graduation Written or Visual Transition Plan/Assessment

Setting Up the Transition Planning Meeting Student must attend Parents should attend, even if by phone Case Mgr. facilitates Invite agencies, if appropriate Invite related service providers Others the student would like to invite

The Visual Transition Plan Collaborative Recorded on chart paper with colorful markers Each unit is posted on the wall while the plan is being developed Often makes the difference between students and parents focusing, understanding and participating

The Written Transition Plan Used for students in grades 9 to 12 who are taking general ed. Classes. At least one-month prior to annual ARD Student should lead self-evaluation during Transition Planning Meeting, reviewing assessment results, as well as discussing STAAR, grades and college entrance tests Case Mgr. should review graduation method, 4 year plan, credits earned, and relevant items from students file (FIE, PLAFP, etc.) Case Mgr. brings copy of Written Transition Plan to ARD Case Mgr. includes a copy in the ARD document

Cover with Resource/Gen. Ed. Students and Parents: Only 1 type of diploma Method of graduation Academic Achievement Record Four-Year Graduation Plan Credits needed; credits earned Update information at each year’s Transition Meeting

Writing Post-Secondary Goals

Student Participation in the ARD Process

Elementary Students attend their ARDS K to 3, students will introduce themselves Grades 4 to 5, students will introduce themselves and ask others to introduce themselves Elementary students will participate as appropriate and individual level of comfort Students sign signature page and time they leave, if they leave before ARD is completed.

Middle School/High School Case Mgr. will go over ARD expectations with student prior to the ARD Students attend their ARDs Students follow Agenda/Script as appropriate or at least explain their post-secondary goals when it is the appropriate time. ARD Committee members address the student and ask student to participate, following ARD Agenda. Students sign signature page and time they leave, if they leave before the ARD is completed.

Middle School Agenda/Script Welcome: Welcome, everyone to my ARD. My name is……… Would everyone please introduce themselves ? Present Levels of Perf.: I feel my strengths are……… My favorite classes are……. Transition: My goals for the future are…… Schedule of Services: Classes I will take next year: ………………… I would like to thank everyone for coming.

High School Agenda/Script Welcome: Welcome, everyone to my ARD. My name is……… Would everyone please introduce themselves? (or student introduces) Present Levels of Perf.: I feel my strengths are……… My favorite classes are……. ……..will report on how I am doing in my classes. Accommodations: These are accommodations I used last year: These are accommodations I feel I need for this year: Transition: My goals for the future are…… Schedule of Services: (Refer to 4 year plan) Classes I will take next year and why I will take them: ………………… I would like to thank everyone for coming.

Transition Monitoring From the ARD: Attachment of the Visual Transition Plan Summary or the Written Transition Plan Measurable post-secondary goals are on these attachments Appropriate measurable annual goals show movement toward the student’s post-secondary goals Evidence that the student’s strengths, preferences and needs were taken into account when planning for a coordinated set of activities for the student

Interagency Collaboration Why is it so important?

Entitlement vs. Eligibility School/Entitlement: All eligible students must be served. Waiting lists not allowed. Broad eligibility criteria. Services based on individual needs. One provider: SCHOOL Agencies/Eligibility: Even though individual may have disability, they may not meet criteria. Waiting lists may be long. Narrow eligibility criteria. Some services may not exist. Agencies must be sought out.

Texas State Agencies Providing Services for People with Disabilities: (For more information about agencies, check the Wiki Transition Resources) Texas Health and Human Services Commission (HHSC) Dept. of Aging and Disability Services (DADS) Dept. of Assistive and Rehabilitative Services (DARS) Dept. of State Health Services (DSHS) Dept. of Family and Protective Services (DFPS)

Financial Independence (For more information, check the Wiki Transition Resources) SSI (Supplemental Security Income) SSDI (Social Security Disability Insurance) Medicaid

Transition to Postsecondary Education Method of graduation and course selection should correlate with the student’s goal of postsecondary education. Many LD or ADHD students have trouble focusing on long-range goals. Comprehensive transition planning is essential. Must be a collaborative effort (student, parents, school personnel)

Important Points to Remember for Students Planning Postsecondary Education Understand your disability and learning style Plan the most challenging course work possible Avoid retreating to non-college track courses Use support and proper accommodations Focus on learning strategies, rather than just getting content help Learn about adaptive technology Develop self-advocacy skills Meet with your school counselor to refine college preparatory needs

To make a difference for students, every teacher must understand the transition process and help students create a plan to reach their vision