1. Dr. Pat Rogan Executive Associate Dean Indiana University School of Education Indianapolis 11-6-09

2.  A Vision of a Desirable Future  Current Status & Outcomes  Promising Practices  Discussion & Resources  Where Do We Go From Here?

4.  Self-determination & Advocacy  Typical Living Options  Integrated Employment  Lifelong Learning  Satisfying Relationships  Community Membership

5. O’Brien’s 5 Accomplishments  Community Presence (Real world)  Choice (Based on experiences)  Competence (Lifelong learning)  Respect (Valued roles)  Community Participation (Value partial participation)

6.  Person-centered Planning  Strong Transition IEPs  Job Training (prior to school exit)  Interagency Collaboration  Student & Parent Involvement  Job Placement (prior to school exit)  18-21 Transition Services  OTHER?

7. Higher drop out rates Un/under employment Low but increasing post-secondary ed Living at home Social isolation

8. Improved Planning Development of appropriate, measurable postsecondary goals based on age appropriate transition assessments related to training, education, employment, & where appropriate, independent living.

9.  Coordinated set of activities  Results oriented process focused on improving academic & functional achievement  To facilitate movement from school to postschool activities, including:  Post-secondary education  Vocational education  Integrated employment (including supported employment)  Continuing and adult education  Independent living  Adult services  Community participation

10.  Transfer of Rights at Age of Majority Notify students at least 1 year in advance of his/her rights that will transfer. Parents should fully understand their options.  Schools are responsible for bringing in representatives from other agencies. Such agencies may be responsible for delivery of services needed by students.

11.  Percent of youth aged 16 and above with an individualized education program (IEP) that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals.

12. “The percentage of youth who had IEPs, are no longer in secondary school, and who have been employed, enrolled in some type of post-secondary school, or both, within one year of leaving high school” 20 USC 1416(a)(3)(B)

13.  ELEMENTARY SCHOOL  MIDDLE SCHOOL  HIGH SCHOOL

14.  Pre-school to elementary transition  Apply for a Medicaid Waiver  Inclusion in general education  Develop a work ethic (responsibilities, task completion)  Involve students in chores  Increase independence (self-care skills, etc.)  Build student voice/choice/independence  Involve & empower parents  Develop a transition plan to middle school

15.  Inclusive education  Extracurricular activities  Career exploration  Involvement in IEP conferences  In-school work tasks with peers, as appropriate  Independent living skills  Transition planning for high school

16.  Inclusive education  Career exploration  Community work experiences  Extracurricular activities  Self-determination & advocacy  Student led Transition IEP meetings  Exploration of adult services  Other?

17.  “Discovery”: Who is this person?  Profile: Compile info.  Planning Meeting: ◦ PATH ◦ Personal Futures Planning ◦ MAPS, etc.  Portfolio: For Employer Contact

20. Revise Goals and plans Tell people what you want Know Yourself Use the Self- determined Learning Model of Instruction Take Action Make Goals My Voice

22.  Questions?  Comments?  Concerns?

23.  Peers without disabilities exit high school at 18.  By age 18, school buildings lose their relevance.  Poor transition outcomes: Students & parents need to be better prepared.

24.  Based at college/university campus.  Based at a house, mall, or community setting.  Youth come & go from home.  Focus on all areas of life.

25.  Provide multiple real life experiences to help youth achieve their desired adult lifestyle.  Support families to advocate for their son/daughter & negotiate the adult services system.  Collaborate with adult service funders and providers to provide seamless transition services.

26. THE LAST DAY OF SCHOOL LOOKS NO DIFFERENT THAN THE FIRST DAY OF ADULT LIFE.

30.  Adult Education  Adult Service Providers  Driving  Guardianship  Medicaid Waiver  Respite Care  SSI/SSDI  State Agencies  Transportation  Wills & Trusts  Work Incentives

31. 1. Student-centered, Strengths-based approach 2. Longitudinal Preparation & Transitions 3. Family Education & Support 4. Self-determination/Advocacy 5. Staff Expertise 6. Community-based Work Experiences

32. 7. Access to Quality Adult Services 8. Long-term Funding 9. Reliable/Affordable Transportation 10. Business Partnerships 11. Sense of URGENCY

34. University of Kansas Beach Center (www.beachcenter.org)www.beachcenter.org Transition Coalition (www.transitioncoalition.org)www.transitioncoalition.org Inclusion Network of Kansas (www2@ku.edu)www2@ku.edu National Center on Secondary Education & Transition (www.ncset.org)www.ncset.org National Secondary Transition Technical Assistance Center (www.nsttac.org)www.nsttac.org

35. Pat Rogan – IUPUI 317/274-6862 progan@iupui.edu Thank You!