1. Age Appropriate Transition Programs It’s Not a Cookie Cutter Model Presented by Debbie Wilkes ©DRWilkes consulting

2. All parts must work together (c) DRWilkes consulting Post secondary Education Employment Interagency Linkage Social Opportunitie s Self Determination Independent Living Peer Relationships Community Mobility Recreation and Leisure

3. Stakeholders Students Parents Special Education Teachers Elementary and Secondary Central Administration Principals Guidance Counselors School Board Members Agency Representatives ©DRWilkes consulting

4. Stakeholders Students Parents Special Education Teachers Elementary and Secondary Central Administration Principals Guidance Counselors School Board Members Agency Representatives ©DRWilkes consulting

5. Programming Considerations Transition Programs ARE Age appropriate settings Individualized coordinated with adult services For students who need support to become more interdependent Transition Programs ARE NOT CBI/CBVI High School classes Cookie cutter and school dependent Work enclaves, sheltered workshops or day activity centers ©DRWilkes consulting

6. Lifelong Support and Planning The last day of school should be the same as the first day of the rest of the student’s life Person directed planning Parental/family involvement Agency involvement ©DRWilkes consulting

7. Logistical Planning Considerations Activity of Graduation: (Scooter’s Law) Average Daily Attendance Grading Courses VAC versus CBVI Number of hours of support lessen closer to ending services ©DRWilkes consulting

8. Logistical Planning For whom are you planning? Zero reject? Is it a choice to attend? What happens if parents don’t choose to send their student? ©DRWilkes consulting

9. Graduation Student has earned academic credits and requirements of IEP and one of the following conditions outlined in the IEP (Transitional outcome) Student has earned academic credits and requirements of IEP and one of the following conditions outlined in the IEP (Transitional outcome) Full time employment and self help skills and does not require support from the LEA Full time employment and self help skills and does not require support from the LEAOR Demonstration of specific employment and self help skills that does not require support from the LEA Demonstration of specific employment and self help skills that does not require support from the LEA OR OR access to services that are not within the legal responsibility of public education or to employment or educational options for which the student has been prepared by the academic program. access to services that are not within the legal responsibility of public education or to employment or educational options for which the student has been prepared by the academic program. ©DRWilkes consulting

10. Graduation Finally, a student receiving special education services may also graduate and receive a regular high school diploma upon the ARD committee’s determining that the student no longer meets age eligibility requirements and has completed the requirements specified in the IEP. 19 TAC § 89.1070(d). Finally, a student receiving special education services may also graduate and receive a regular high school diploma upon the ARD committee’s determining that the student no longer meets age eligibility requirements and has completed the requirements specified in the IEP. 19 TAC § 89.1070(d).9 TAC § 89.1070(d).9 TAC § 89.1070(d). ©DRWilkes consulting

11. Transitional Outcomes ©Debbie Wilkes Post secondary goal Where should instruction occur? What skills are needed?

12. Transitional Outcomes ©Debbie Wilkes Post secondary goal: employment in the community Where should instruction occur? What skills are needed?

13. Transitional Outcomes ©Debbie Wilkes Post secondary goal: sheltered workshop Where should instruction occur? What skills are needed?

14. Transitional Outcomes ©Debbie Wilkes Post secondary goal: day activity center Where should instruction occur? What skills are needed?

15. Evaluation Procedures Systematic evaluation of program Systematic evaluation of program Consistent follow-up of student outcomes Consistent follow-up of student outcomes Fluidity of programming Fluidity of programming (c) DRWilkes consulting

16. Staff Training Job coaching Job coaching Self-determination Self-determination Interagency collaboration Interagency collaboration Community based learning Community based learning New staff training is in place New staff training is in place ©DRWilkes consulting

17. Transition Programming: Quality Indicators Excellent: “We don’t want to change a thing” Excellent: “We don’t want to change a thing” Good: “There are a few areas needing improvement” Good: “There are a few areas needing improvement” Acceptable: “No one is complaining but we know that we could do better” Acceptable: “No one is complaining but we know that we could do better” Needs Improvement: “People have been complaining and we need to do something” Needs Improvement: “People have been complaining and we need to do something” Poor: “We haven’t even considered or implement this” Poor: “We haven’t even considered or implement this” ©DRWilkes consulting