1. Transition 101: Connecting Activities 1)Type your name, email address, and zip code (along with all team members participating with you) in the ‘Chat Box’ on the left. 2)CCTS will conduct a sound check at 2:50 and 2:55. We’ll begin at 3:00 and end by 4:00. 3)Use the ‘Chat Box’ to type in questions and/or responses; we’ll address these mid-way through the webinar and during the last ten minutes. 4)After the webinar, you will receive a follow-up email requesting that you complete a quick survey. Thank you for joining us today!

3. Center for Change In Transition Services improving post-school outcomes for students with disabilities in Washington state Seattle University OSPI State Needs Project This webinar is closed captioned. To see the captioning click on the cc icon just above the video. cc

4. Website: www.seattleu.edu/cctswww.seattleu.edu/ccts Email: ccts@seattleu.educcts@seattleu.edu Phone: 206.296.6494 Center for Change In Transition Services improving post-school outcomes for students with disabilities in Washington state Seattle University OSPI State Needs Project

5. Raise your hand and wait to be called on by moderator You may ask questions by typing in the chat box or by raising your hand (if you have a microphone). If you have a microphone, please keep it turned off until called on.

6. Click on red triangle Quality Indicator Secondary Transition (QuIST)

7. The QuIST is a multi-dimensional program evaluation process designed for district/Local Educational Agencies (LEA) teams to:  Facilitate communication and sharing within and among the district and its interagency partners;  Identify areas of strength and opportunities for improvement;  Promote planning and improvement;  Evaluate and measure progress.

8. 1.School-based Activities 2.Work-based Activities 3.System Support 4.Family Involvement 5.Connecting Activities

9. 1.School-based Activities 2.Work-based Activities 3.System Support 4.Family Involvement 5.Connecting Activities

10. How can the connecting activities quality indicators be incorporated while balancing the needs of each school or district? Essential Question

11. What are Connecting Activities? Connecting activities are an integral component of transition planning that serve to bring families, schools, and agencies together in order to provide a seamless transition to post-school education, employment and independent living.

12. Agency Resource Information Agency Participation and Parental ConsentMemorandum of Understanding

13. 34 CFR 300.320(b) - WAC 392-172A-03090(1)(j)(i) Transition assessment The ongoing process of collecting data on the individual’s needs, strengths, preferences, and interests as they relate to the demands of current and future working environments educational, living, personal and social environments. Transition Planning for Employment

14. 1)Strengths: What strengths does the student have in meeting some of life’s demands as they relate to education/training, employment, and independent living? 2)Needs: What are the main barriers to the student reaching postsecondary endeavors (e.g., college/training program, a job/career, accessing the community, or living independently)? 3)Interests: What are the student’s interests, currently and in the future? What activities/experiences promote curiosity and catch their attention? 4)Preferences: Given the opportunity to choose from available options in the areas of education/training, employment, and independent living, what options, according to the student, will motivate the student and make him/her happiest? Transition Planning for Employment

15. Agency Resource Information

16. Why Focus on Agency Resources? Youth with disabilities have complex support needs Inability of different systems to work together 88% of all states have failed to establish interagency linkages under IDEA No agency has all that is needed to plan & provide comprehensive transition services Agency Resource Information

17. Parents are provided information related to entitlement and eligibility and how enrollment and connection with agencies is achieved by age 16, or earlier. Students and parents are informed about post-school service linkages and how, when and where to connect to those agencies. Agency Resource Information Quality Indicators

18. Tip 107: Children with Special Health Care Needs Transition Planning – Medical –http://cshcn.org/teenshttp://cshcn.org/teens Tip 108: Host Social Security Workshop Tip 111: Develop & Distribute a Community Resource Guide –http://www.arcofkingcounty.org/guide/index.htmlhttp://www.arcofkingcounty.org/guide/index.html –http://www.resourcehouse.com/WIN211/default.aspx?se=nonehttp://www.resourcehouse.com/WIN211/default.aspx?se=none Agency Resource Information Tips

19. Students participate in transition activities such as transition fairs, agency seminars & workshops, as appropriate. Students and parents are informed of external resources for postsecondary education, training, or employment opportunities. Agency Resource Information Quality Indicators

20. Tip 105: Summer Camps –http://cshcn.org/resources-contacts/summer-camp-directoryhttp://cshcn.org/resources-contacts/summer-camp-directory Tip 106: Transition Fair –King County Annual Transition Fair http://www.kingcounty.gov/healthservices/DDD/training.aspx http://www.kingcounty.gov/healthservices/DDD/training.aspx Agency Resource Information Tips

21. Tip 109 & 112: Organize District or Community-based Transition Team –http://nichcy.org/wp-content/uploads/docs/ts10.pdfhttp://nichcy.org/wp-content/uploads/docs/ts10.pdf –http://www.ncset.org/publications/essentialtools/teams/tool1.asphttp://www.ncset.org/publications/essentialtools/teams/tool1.asp Tip 110: Involve your School Counselors –http://iris.peabody.vanderbilt.edu/cou2/chalcycle.htmhttp://iris.peabody.vanderbilt.edu/cou2/chalcycle.htm Agency Resource Information Tips

22. Tip 113: Utilize State Vocational Rehabilitation Counselors –http://www1.dshs.wa.gov/dvr/http://www1.dshs.wa.gov/dvr/ Tip 114: Organize a Peer Mentoring Group –http://www.usm.edu/news/article/area-high-school-students- participate-disability-mentoring-dayhttp://www.usm.edu/news/article/area-high-school-students- participate-disability-mentoring-day –http://www.aapd.com/what-we-do/employment/disability-mentoring- day/http://www.aapd.com/what-we-do/employment/disability-mentoring- day/ Tip 116: Partner with Mental Health –http://www.dshs.wa.gov/dbhr/mh_information.shtmlhttp://www.dshs.wa.gov/dbhr/mh_information.shtml Agency Resource Information Tips

23. There is a process in place for students to provide information about services, accommodations, & supports received in their post-school environment. Agency Resource Information Quality Indicator

24. 36% of survey respondents are Not Engaged in education or employment (n=1,711) 68% of these students have a high school diploma 40% of the Not Engaged students have a Specific Learning Disability 29% called an agency such as DVR or DDD for assistance Agency Resource Information Post-school Survey Did you know…?

25. How can agency resource information be included while balancing the needs of each school or district? Agency Resource Information Practical Application

26. Agency Participation and Parental Consent

27. Postsecondary education/training and/or adult service providers are invited to participate in the IEP/transition planning with parental consent beginning at age 16, earlier when appropriate. There is a process in place that documents parental consent for adult service agencies to participate in transition planning and IEP meetings. Agency Participation and Parental Consent Quality Indicators

28. An interagency team process is used with students and families to link students to services, accommodations & supports after high school. Agency Participation and Parental Consent Quality Indicators

29. Agency Participation and Parental Consent Community Summit

30. Agency Participation and Parental Consent ESD 121 Transition Networking

31. Agency Participation and Parental Consent DVR

32. Memorandum of Understanding

33. Agency Participation and Parental Consent How can agency participation and parental consent be incorporated while balancing the needs of each school or district? Practical Application

34. Memorandum of Understanding Quality Indicators The district and agencies have implemented an agreed-upon process to coordinate eligibility and service provision requirements, helping students to participate in the post-school options of their choice (Memorandum of Understanding—MOU)

35. Memorandum of Understanding Community Resources Coordinating services with neighboring school districts, agencies, and area businesses  Chamber of Commerce

36. Memorandum of Understanding Quality Indicators The district and agencies have missions, policies, and resources that support seamless linkage and provide students with access to needed services and accommodations.

37. Memorandum of Understanding Missions, Policies & Resources: Oh, My! Mission −Does the district mission include post- school outcomes for all students? Policies −What are the district policies for job placement, access to transportation, and alternative paths to graduation? Resources −What resources have been identified to assist students in meeting their postsecondary goal?

38. Memorandum of Understanding Quality Indicators Students potentially eligible for adult services are referred to the appropriate adult agency at age 16, or an agreed-upon timeline.

39. Memorandum of Understanding Agency Referrals ONE TIME IS NOT ENOUGH! −Parents and students may need to receive this information multiple times – the transition from school to post-school life can be traumatic and scary DVR – Division of Vocational Rehabilitation −If applicable, DVR should be invited to meet the student at the beginning of the final year of school in order to begin the assessment and paperwork process. DSB – Department of Services for the Blind −Can attend meetings & provide assessments starting at age 14

40. Memorandum of Understanding How can the memorandum of understanding be incorporated while balancing the needs of each school or district? Practical Application

41. Tune in on Wednesdays from 3 to 4 pm. April 10 th Indicator 13 Join us as we explore our online tool, the Indicator 13 IEP File Review. May 15 th *Note Date Change The 2013 Post- School Survey It’s that time of year again—all 2012 Post-School leavers’ demographic data is due by June 1, 2013. Let us make the process easier for you! June 12 th How Did We Do? Evaluating Our Progress Our last webinar of the year will consist of reviewing our work as Special Education professionals for 2012-2013. Join us for a uniquely interactive webinar and special raffle!

42. 1) Using the Chat Box, type in at least one tool or support CCTS provided that you found helpful and would like to use again. 2) Let us know at least one way CCTS can better support your team this year. 3) After the webinar, please respond to the quick survey sent to your email. Thank you for joining us today!

43. www.seattleu.edu/ccts Email: ccts@seattleu.edu Phone: (206) 296-6494