Transition: What is it, what do we know now and what constitutes quality transition services?
Quality Transition Services
description
Transcript of Quality Transition Services
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Quality Transition Services
Guiding StudentsTo Early Adulthood
March 20, 2012
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Transition Services Defined
• coordinated set of activities• results-oriented process• improving the academic and
functional achievement of the student
• movement from school to post-school activities
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Transition Services Guidance
Coordinated Activities include:instruction,community experiences,development of employment and other
post school adult-living objectives and,if appropriate, acquisition of daily living
skills and a provision of functional vocational evaluation
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Transition Services
Post School Activities may include:post-secondary
educationvocational education, integrated
employment (including supported employment)
continuing and adult education
adult services independent livingcommunity
participation
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The IEP Connection#8
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#3
#1
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#6
#5
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Living~
Learning~
Work
READY
PostSchool
Options
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Map
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ELEMENTARY SCHOOLStudents engage in 21st century learning;Begin to develop self-responsibility at home and
school, awareness of civic responsibilities and learn about community members;
Gain interpersonal skills;Develop academic and literacy skills;Begin career awareness; andSupport agencies provide wrap around services.
Assessment decisions here relate to diploma decisions later
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MIDDLE SCHOOL/JUNIOR HIGH
Students continue 21st century learning and technology skills, and literacy
development;Build self-responsibility, independent work
habits, and social skills;Explore careers and occupations with an
emphasis on self-determination to promote informed decision making through an organized advisory program; and
support agencies provide wrap around services.
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HIGH SCHOOL Students demonstrate 21st century
learning and technology skills; Refine their goals/plans for post
school education, training, work and living after high school linking with current course selections;
Engage in career-decision making; Make informed choices and self-
advocate to build self-determination;
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HIGH SCHOOL
Identify needed supports and build agency linkages for after high school;
Learn about disclosure of disability;Explore ADA and 504 eligibility and
agency supports;Develop work-related skills and social
skills needed for work; andPerform community service
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ADULTHOODAccess adult agency supportsADA or 504 eligibilityDisclosureLifelong learningWorkIndependenceOne year follow up survey
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ISTP: INDIVIDUALIZEDSTUDENT TRANSITION PLAN
First: Consider what the post-secondary process is for all WV students and utilize all that is available.Second: Determine what additional steps are necessary to address the needs of each student with an exceptionality.Third: Assure that all requirements of special education are met.
LINKS
CTEClusters
TransitionServices
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Student Involvement
What are self determination skills?
Why should educators guide development of self determination skills?
I’mDetermined
Think CollegeVideos
Self Determination Skills Lessons
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Agency: Linkages
If an agency fails to provide agreed upon services, IEP team
reconvenes to identify alternative strategies
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Annual Updates
How are post secondary goals and IEP annual goals different?How are activities and linkages different than IEP annual goals or post secondary goals?
Transition Asses
sments
Transition
Services
AND
Activities and Li
nkages
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•How do teachers get their knowledge of transition services?•How do we prepare students to participate in the transition process•When is it appropriate to address transition prior to the IEP when the child is age 16?
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Age of Majority
Not later than the student’s 17th birthday, the student will be
informed that special education rights will transfer on his or her 18th
birthday unless the parent has obtained legal guardianship.
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Adult Services and Disability
School Services = Entitlement
Adult Services = Eligibility + Disclosure
How do schools and agency staff work together to assist students and parent
to understand this idea?
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Summary of Performance
The district must provide the child with a summary of the
child’s academic achievement and functional performance, including
recommendations on how to assist the student in meeting his/her postsecondary goals.
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Summary of Performance
How can a qualitySummary of Performance
assist the adult agencyto determine services?
How can the student be a part of presenting the information?
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WVDE OSP Transition Web Resources
Links on the following pages are found at:
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Website Links:
• Think College – Click Think College Island for middle school students or For Students to help your students explore options
• O*Net – Select Advanced Search, then Skills Search to explore options
• Bureau of Labor Statistics – Explore career information by selecting What Do You Like? areas of interest
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Website Links:• Office of Disability Employment Policy – Select
the new curriculum, Skills to Pay the Bills • National Collaborative on Workforce and Disa
bility – Select What’s New for new information and Publications by Topic: Disability Disclosure
• Job Accommodations Network – Click on For Individuals and select Accommodation Information A-Z