Road to Discovery: Transition to Adult Living, Learning and Working 1 Funded by the Iowa Department of Education Developed by PACER Center®

Agenda You will learn: What the transition process is and why it’s important How the transition process works How to participate in the transition process How to support and encourage your child’s participation in the transition process 2

Discovery Through Asking Questions Why do we plan for transition? When do we start? Who plans? What is the process, and what tools are available? How do we make sure transition happens effectively? 3

Why Plan for Transition? Use the transition process to: Help students achieve dreams and goals Increase their probability of: – Graduating with a diploma – Pursuing postsecondary learning – Attaining meaningful employment 4

When Do We Start? All students will have a plan Special education transition begins at age 14 It’s never too early or too late to begin planning for transition 5

Who Plans? The transition Individualized Education Program (IEP) team must include: Student Family School personnel Others 6

Role of Student Schools are required to invite students to participate in their IEP meetings whenever transition goals and services are considered. Opportunity to learn to: Share interest preferences and needs Speak up for one’s own self Use decision-making skills Understand the disability Transfer of rights at age 18 7

Make It Relevant! Where do I want to live? What kind of work or career do I want? What education will I need for that job? How much money do I think I need to live? What do I want to do for fun? How will I participate in my community? Who will I need to help me? 8

Role of Family Family involvement is a greater predictor of successful outcomes for youth than income or social status. 9

Role of School Responsible for providing appropriate services under IDEA Also provides: – Opportunities for student – Professional expertise – Resources 10

Role of Others Community and adult service providers – IOWA Vocational Rehabilitation Services(IVRS) – County social services – Centers for Independent Living – Advocacy and disability-specific organizations Persons with special expertise 11

What Is the Process, and What Tools Are Available? The purpose of special education is to prepare children to lead “productive and independent adult lives to the maximum extent possible.” Findings, IDEA 2004 (c)(5)(A) 12

How Do I Get “There” from “Here?” Where am I now? Where do I want to go? How do I get there? The answer is the road called “transition.” 13

The Process Requirements Federal: Individuals with Disabilities Education Act (IDEA) Free, appropriate public education (FAPE) Required transition areas to consider: – Living – Learning – Working Iowa special education legislation I Have a Plan Iowa 14

Getting From “Here” to “There” 15

Where Am I Now: Iowa Model of Transition Assessment Relates to living, learning, working Emphasizes strengths Gathers appropriate, useful information – Student’s interests and preferences – Unique needs Provides data for making decisions 16 Where am I now?

Parent Worksheet: Help Plan Transition Assessment 17

R-I-O-T R Review of existing information I Interviews with appropriate people O Observations of the student in various settings T Testing and formal assessments as deemed necessary 18

PLAAFP Present Levels of Academic Achievement and Functional Performance Based on assessments and other information Includes strengths and needs relative to interests, preferences and abilities Includes impact of student’s disability on learning and functioning 19

Postsecondary Expectations: The “There” The plan for the student’s future after high school Based on transition assessment Outcome statements 20

Getting There: Course of Study This is the long term plan. Relates directly to postsecondary expectations States when student plans to graduate Lists courses, activities and linkages Is reviewed annually Page 21

Getting There: Annual Goals Each reflect at least one postsecondary expectation – Are measurable – Include a timeline for accomplishment – Guide instruction – Include academic skills and align with general curriculum – Can build lifelong skills 22

Getting There: Services, Supports and Linkages Services to meet unique needs of student Supports to give student access to education Linkages to other service providers 23

How Can Parents Participate Effectively in the Transition Process? Review your role as a parent Know your IEP rights and responsibilities – Understand the transition process – Ask questions – Share what you know about your child Network with others in your community 24

How Can Parents Help Their Student? Encourage the “selfs”: o Self-acceptance o Self-advocacy o Self-determination Help develop social outlets Reinforce living, learning and working skills 25

Encourage Student to Participate on the IEP Team Use transition period to acquire skills needed for adulthood Help student participate in and lead IEP meetings 26

But, What If …? Transition may be “a work in progress.” It’s important to: Learn your rights and responsibilities Use your best advocacy skills – Ask questions – Know key players – Know dispute resolution options – Find resources and support 27

Transition and the Road to Discovery Student is the driver after 18 Detours happen Car is the special education transition process Map is the special education plan Destination is the postsecondary expectations Iowa agencies supply roadside assistance 28

Roadside Assistance Iowa Department of Education Area Education Agency (AEA) Parent & Educator Connection (PEC) Access for Special Kids (ASK) Individuals with Disabilities Education Act (IDEA) 29

Thank You for Coming! 30