Creating a Transition Plan Read Case Scenario: Alex.? Create an IDEA-compliant transition plan for Alex using a template of your choice. The plan should address the following.
Part 1: Creating a Transition Plan
Read “Case Scenario: Alex.” Create an IDEA-compliant transition plan for Alex using a template of your choice. The plan should address the following.
- Identify Alex’s strengths, preferences, and interests.
- Measurable postsecondary goals for education/vocational training, jobs and employment, and independent living.
- Support for IEP goals and services including transition activities and people/agencies who can provide support.
Part 2: Sharing a Transition Plan
Create a 3-5 minute video that explains the transition plan you have created to Alex, his parents/guardians, and others who support Alex in meeting his goals. The video should address the following.
- Explain all parts of the transition plan.
- Identify 2-3 strategies that will be employed to promote a successful transition for Alex.
- Describe 2-3 collaboration strategies that you can use when working with Alex and his parents/guardians as the transition plan is executed and progress towards his goals is monitored.
Remember that video and audio quality are important and should be taken into consideration. Ensure your video is filmed with sufficient lighting and that the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.
Case Scenario: Alex
Alex is a 17-year-old student with autism. He receives special education services in a self-contained classroom in an urban high school. Alex receives instruction both in the classroom and in the community to improve his vocational, academic, and social skills. He is currently participating in community-based training in an office setting completing tasks such as data entry and spreadsheet development. He is diligent and methodical in completing the varied tasks assigned to him. Alex reads grade level texts independently; however, he demonstrates deficits in reading comprehension and oral expression. In elementary and middle school, he participated in a general education math course and maintained a B average. In high school, he received two years of Teach Math, opting out of standard courses of Algebra I, II, and Geometry.
After school, Alex works part-time at a local office supply store entering numerical data to keep track of stock and services rendered by store staff. His behavior is appropriate at work and he has expressed that he likes working. He is punctual each day, and he is willing to stay late when needed. He really enjoys getting a paycheck and he usually spends his money on fast food and movies from the local video rental shop. Alex is detail-oriented and reviews each column of numbers several times before moving on to type another column. This results in slower production rates in comparison to other workers who complete similar tasks.
Alex is intimidated by his boss because he knows that the boss has the ability to fire him, a fact that his teachers at school presented during a unit about behavior in the workplace. Alex has perseverated on this fact, making him afraid to talk to his boss. Also, Alex knows that at times his speech is not understood by people he does not know, so sometimes he avoids talking to people he does not know well. As a result, instead of speaking to his boss, Alex usually tells problems or concerns to his school job coach who visits Alex at the job site each week. The job coach is concerned that Alex will not ask for help if an emergency occurs, and that a certain level of communication between Alex and his boss is necessary to develop a good working relationship. The boss views Alex as a valuable employee and is willing to provide opportunities for Alex to develop appropriate communication skills. The boss has also expressed an interest in employing Alex for more hours per week after graduation, if he continues to develop his business skills.
Alex's mother has expressed that she will support her son in his job at the office supply store by helping him work on skills that are needed for the job, but she believes that he will need support to be successful in this employment setting, especially when new tasks are assigned. She knows that after Alex graduates, his school job coach will stop visiting him at work so she cannot depend on his continued help. Currently, Alex has no services from the local vocational rehabilitation agency, although his mother voiced an interest in this at his last IEP meeting.
Scenario used with permission from the National Secondary Transition Technical Assistance Center.
© 2015. Grand Canyon University. All Rights Reserved.
image1.jpeg
,
Developed by
with funding from the NH Department of Education’s SIG Grant (CFDA #84323A)
Life After HigH ScHooL trAnSition tooL Kit
StrategieS,
toolS & reSourceS
for familieS of Youth
with DiSabilitieS
to aSSiSt in creating
SucceSSful
tranSition
PlanS
Table of Contents
Who is this Tool Kit for? Acknowledgements Introduction How the Tool Kit is Organized Key Components
Thinking about the Future Making a Plan Writing the Transition Plan In the IEP What Else Do I Need to Know? Review and Revise Give Youth an Opportunity to Get Involved!
Appendix A – Sarah’s IEP B – Ryan’s IEP C – IDEA 2004 Citations D – Acronyms E – Online Resources F – Community Resources
Transition Tool Kit—The Parent Information Center
………. 1 ………. 2 ………. 3 ………. 4
………. 6 ..……. 11 ..……. 13 …..…. 33 …..…. 39 …..…. 44
…..….49 ….…. 54 ….…. 59 …….. 62 …….. 64 ………..66
Who is this Tool Kit for?
This Tool Kit is designed to help families and youth learn about the transition planning process for youth who have an Individualized Education Program (IEP). It provides an overview of the laws relating to transition as well as best practices. The information in this Tool Kit will help families and youth better collaborate with the schools to create purposeful and meaningful transition plans and IEPs. Transition planning offers youth with disabilities a strategy to connect their daily high school activities to their goals for independent life after completing high school. This personalization can provide motivation and give a sense of purpose to school when youth are feeling disconnected. Through a more systematic approach, barriers to the completion of high school can be identified and addressed in a proactive manner. The youth’s strengths and interests can be used as a foundation for their learning experiences. The linkage of their everyday school activities to their goals can help keep them engaged. Because transition planning is required by the Individuals with Disabilities Education Improvement Action of 2004 (IDEA 2004) and the NH Rules for the Education of Children with Disabilities (NH Rules), it is often only thought of as “for” youth with disabilities. While this tool kit is targeted to families of youth with disabilities and the transition requirements under IDEA 2004 and the NH Rules, its tools, strategies and practices apply and can benefit ALL youth.
Who is this Tool Kit For?—page 1 Transition Tool Kit—The Parent Information Center
Acknowledgements
The Parent Information Center would like to thank the NH Department of Education, Bureau of Special Education for recognizing the importance of educating families and youth about the transition planning process. The funding of this project reinforces the importance of family and youth involvement in creating meaningful transition plans. PIC would also like to thank all the individuals who provided their expertise and assisted in the development of this Tool Kit. Each provided invaluable feedback and resources to ensure that the Tool Kit addressed the wide array of needs for information, resources and tools youth with disabilities and their families have.
For more information about the parent Information Center visit www.picnh.org or call V/TDD (800) 947-7005 (NH only)
This Tool Kit was developed by The Parent Information Center with funding from NH Department of Education’s SIG II Grant (CDFA# 84.323A).
The Tool Kit was reprinted under a grant from the US Department of Education, H323A120003. However, contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Corinne Weidenthal. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be:
NH State Personnel Development Grant – Next Steps NH (2012-2017). New Hampshire Department of Education, Concord, New Hampshire, Parent Information Center.
Reprinted 3/18
Acknowledgements—page 2 Transition Tool Kit—The Parent Information Center
Introduc on
tran·si·tion (noun) 1. movement, passage, or change from one position, state, stage, subject, concept, etc., to another; 2. change: the transition from adolescence to adulthood.
There are many transitions in our children’s lives: preschool to kindergarten, kindergarten to first grade, elementary to middle school and the transition from high school to the adult world. Some transitions require planning and thought, while others just happen. Recently, the transition from high school to adult life (commonly referred to simply as transition) has become a high focus point. But transition is not a new concept. Schools have been helping youth plan for their transition from high school for decades. What has changed are the expectations the world of work has of youth and the options for youth after high school. This Tool Kit is designed to help families of youth with disabilities understand the concept of transition planning and to provide resources, strategies and tools to support the development of effective transition plans in the IEP. When we are talking about the transition plan in the IEP, we are referring to the coordinated set of activities that facilitates the youth’s movement from high school to post-high school activities. In this Tool Kit, we use the term transition plan in the IEP to describe the transition planning components required by IDEA 2004 and the NH Rules for the Education of Children with Disabilities to be included in the IEP. These required components are Measurable Post-Secondary Goals and the Transition Services, including Course of Study. It is important to note that transition is not a one time event. Transition is a process. It is the process of assisting youth to move from high school to the adult world (O’Leary, 2003). It is a process that all families experience. It also includes the evolving and accepting of role and responsibility changes, and is often an emotional time for all parents. Transition planning can provide a framework to assist families in working through the transition process and thinking about the resources or support that they and their youth will need to be successful and reach their goals.
Introduction—page 3 Transition Tool Kit—The Parent Information Center
How the Tool Kit is Organized
It’s important to know that there is no one size fits all method to transition planning. There are a variety of ways to “get from here to there”. After all, transition is a process. It’s like getting to the grocery store. I may prefer the highway because it’s quicker, but you may not like all the traffic. There might be construction and you discover an alternate route, which then becomes your primary route. We both get to our destination; we just took different paths. That being said, this Tool Kit also does not hold all the answers. It is a collection of ideas and best practices. We have tried to not only provide you with information on best practice strategies and what is required under special education laws, but also with resources and examples to bring all the information to life. There may be ideas, resources and tools that you know of that could enhance a youth’s planning for the future. Some of the most meaningful and successful transition plans have come from the use of natural and community resources that are “discovered by accident.” Share these resources. Collaboration comes in all shapes and sizes and is truly the key to making a transition plan work. If you have an idea or resource to share, please contact the Parent Information Center at 1-800-947-7005 or [email protected] How you use this Tool Kit will depend on both you and your teen’s personality and needs. It’s like learning; we all do it differently. Because different youth may be at different places in the transition process, you do not have to start at the beginning of this tool kit. You need to start where you and your teen are in the process.
Thinking about the Future – This section discusses strategies and tools to help youth determine and set goals for life after high school. Making a Plan – This section discusses strategies and tools to help create a Person-Centered Plan.
How the Tool Kit is Organized —page 4
This Tool Kit is broken into Key Components – broad areas for transition planning. These Key Components are:
Transition Tool Kit—The Parent Information Center
Writing the Transition Plan in the IEP – When we talk about the transition plan in the IEP we are referring to the transition planning components of an IEP required under IDEA 2004 and the NH Rules. This section will discuss those components as well as strategies and tools to help complete them. What Else Do I Need to Know? – This section discusses other aspects of planning for transition that families need to consider and provides resources and tools. Review and Revise – This section discusses the process for reviewing a plan, whether it is a Person-Centered Planning model or the transition plan in the IEP. Give Youth an Opportunity to Get Involved! – This section discusses strategies and tools to support youth involvement in the transition planning and IEP process. In each section you will find Important Details, information you need to know regarding the special education process and laws that impact transition. Also included are Transition Planning Tips to help in plan- ning along with resources and places to find more information about strategies or topics discussed. This Tool Kit will introduce you to Sarah and Ryan. In each section, you will find, How This Can Work, examples of how the strategies discussed have worked for these youth. You will follow them through their transition planning process and can view Sample IEPs and Transition Plans that were developed for them in the Appendix. At the end of this Tool Kit, you will find a compilation of all of the on-line resources we share.
How the Tool Kit is Organized —page 5 Transition Tool Kit—The Parent Information Center
Key Components—continued
Key Component – Thinking about the Future
What youths know what they want to do when they grow up? Many youths do not even know what they want to do next week or next year, let alone after high school. It can be difficult to think about growing up. Assisting youths to develop goals helps them think about their future. Developing goals early in high school helps to focus what their high school experiences will be. There are a variety of tools that can assist youth in figuring out their goals for life after high school and assess their skills, preferences and needs. A school’s guidance counselor is a valuable resource to youth and families. A component of a comprehensive guidance program is career development. This includes helping youth learn to set goals, determine interests, explore career opportunities, and even learn valuable career skills. Ask the school’s guidance counselor what programming and resources they have to support the career development of your youth.
There are many tools, formal and informal, that can assist in helping youths develop career/employment goals. Interest Inventories & Career Exploration These focus on the youths’ interests and preferences and do not evaluate their work related skills. Often they are checklists or questionnaires that look at what the youths like to do and what general types of careers might suit them. Some also ask questions about the aspects or components of a job that are of value to them. For instance, is it important to them that they have a flexible schedule or that their job is highly structured? Both interest and functional skills need to be considered when exploring career options as part of transition planning.
Many schools have on-line and computer based programs that help youth explore their interests and work values. Ask the school’s guidance counselor what tools they have to help youths explore their interests. Ask if the school has a School to Career Program. School to Career programs provide students with work-based learning experiences
Transition Planning
Tips!!
CAREER/EMPLOYMENT
Thinking about the Future—page 6 Transition Tool Kit—The Parent Information Center
such as informational interviews, job shadowing, internships, and apprenticeships. These opportunities enable students to explore career options while applying their academic experience in the workplace. Job shadowing, internships and volunteer experiences are important tools in helping youths determine their career and employment interests. These experiences (and supports to assist youths to be successful in these experiences) can be included as a Transition Service in the IEP. For more information on Transition Services, please see Key Component – Writing the Transition Plan in the IEP. Bridges www.bridges.com is one site where youths can explore interests, careers and find out what their basic work related skills are. It also has a lot of tools to assist families in helping their youths explore employment and careers. The New Hampshire Higher Education Assistance Foundation (NHHEAF) allows families access to the site. For access, contact NHHEAF at 1-888-7-GRADUATE ext 119 The Kuder Career Planning System is another site that has a variety of tools and resources. www.nhheaf.kuder.com. The New Hampshire Higher Education Assistance Foundation (NHHEAF) allows families access to the site. For access, contact NHHEAF at 1-888-7- GRADUATE ext 119 O*Net www.onetonline.org is a data base of occupational information and provides comprehensive information on key attributes and characteristics of workers and occupations. LDonline www.ldonline.org/indepth/transtion also has a wealth of information, tools and resources to assist youth and families with the transition from school to work.
Career and vocational assessments will evaluate the functional employment skills, or the work related skill set, that a youth has. These types of assessments are often the first things we think of when we start talking about transition for youths with disabilities. They can provide valuable information about the youth’s work related skills and potential jobs that match those skills, but should not be the only source of information used in developing the transition plan. Tests and assessments cannot provide the intrinsic motivation that comes from goals based on a youth’s interests, desires and dreams for their life after high school. Ask youths about what they want and their interests. Learn from them.
Transition Planning
Tips!!
Career/Employment—continued
Thinking about the Future—page 7 Transition Tool Kit—The Parent Information Center
Under IDEA 2004, a Vocational Evaluation may be considered as part of the transition planning process and may be a Transition Service in the IEP. For more information on Transition Services, please see Key Com- ponent – Writing the Transition Plan in the IEP. According to IDEA 2004, youths’ Measurable Post-Secondary Goal(s) must be based on age appropriate assessments and take into account their strengths, preferences and interests. Age appropriate assessments include the tools we discuss in this section, as well as more informal ways of gathering information like through conversations. For more information on post secondary-goals, please see Key Component – Writing the Transition Plan in the IEP.
Many youths, including youths with disabilities know that they want to go on to post-secondary education. However, many times they are not sure about whether to seek a four-year degree, two year degree or a technical program, how to find entrance requirements for programs, how to fund their education, or even if they are prepared for the rigors of furthering their education. We often think of the ACT or SAT as college assessments, however, they are not. The ACT and SAT are used for entrance purposes and not truly for assisting youth in figuring out their college readiness, needs or preferences. The PSAT, typically taken in the junior year of high school, helps prepare a youth for the SAT, but it too is not a college readiness or preference test.
Accommodations (such as extended time) on the PSAT and SAT are available for youths with disabilities. Youths should speak to their guidance counselors or case managers to find out more information about what accommodations are available and how to arrange for them. Bridges www.bridges.com is one web site where youths can explore colleges, compare programs and prepare for the SATs. It also has a lot of tools to assist families in helping their youths explore and fund college. The New Hampshire Higher Education Assistance Foundation (NHHEAF) allows families to access this site. For access, contact NHHEAF at 1-888-7- GRADUATE ext 119 NHHEAF www.nhheaf.org also has a wide variety of resources and tools for parents, youths and professionals including college planning seminars, college search tips and loan and financial aid information.
Important Details!
Career/Employment—continued
COLLEGE/POST-SECONDARY EDUCATION
Transition Planning
Tips!!
Thinking about the Future—page 8 Transition Tool Kit—The Parent Information Center
Think College www.thinkcollege.net is a great resource for exploring college programs for youths with intellectual/cognitive disabilities. Some youths with disabilities may need a “flex year” or a summer program to help them transition to college life. HEATH www.heath.gwu.edu has a list of pre-college programs, resources on financial aid specifically for youths with disabilities and a wealth of other college information. The University of Nebraska-Lincoln Project NETS and Education Quest Foundation have developed a number of resources available at
http://www.educationquest.org There are no IEPs in college! Special education eligibility ends upon graduation from high school with a regular high school diploma or when the youth reaches 21, whichever comes first. College students may receive protections under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act, but the accommodations look very different than in high school and require self disclosure. For more information on rights and responsibilities after high school, check out Key Component—What Else Do I Need to Know? LDonline www.ldonline.org/indepth/transtion also has a wealth of information, tools and resources to assist youths and families with college planning. For more college planning resources, see Appendix E.
We also cannot forget the importance of independent living skills in setting goals for life after high school. Regardless of whether youths are planning to go to college or directly enter the work force after high school, these important skills are going to come into play. Independent living skills go beyond cooking and cleaning. We are also talking about budgeting, time management, communication skills, understanding health care needs and transportation. While not as prevalent, there are some tools to assist in setting independent living goals and assessing skills and needs.
Transition Planning
Tips!!
Thinking about the Future—page 9
College/Post-Secondary Education—continued
INDEPENDENT LIVING
Transition Tool Kit—The Parent Information Center
Youthhood www.youthhood.org is a site designed for youths (but has a section for “adults”) that offers a lot of tips, tools and advice for planning for life after high school including health, community participation and living on your own. Granite State Independent Living www.gsil.org has a variety of tools and resources including information on housing, transportation and peer support groups. Don’t underestimate the power of conversation! Some of the
most beneficial and real information comes from casual conversations with youth where they don’t even realize they are talking about their goals and future. Talking with youth about their interests can lead to
conversations about how to turn that interest into future employment.
Transition Planning
Tips!!
Thinking about the Future—page 10
Independent Living—continued
HOW THIS CAN WORK!
Tom is a young man with cognitive delays. The team knew a functional vocational evaluation was not going to give them a solution to his employment future, so his case manager discussed his interests with him. Tom truly loved popcorn. He loved the noise it made while popping, the smell and of course, eating it. What kind of a future could a love of popcorn have? Well, the IEP team brought in a representative from the local Area Agency that would be providing him assistance after graduation. Together they brainstormed and decided to see how he would do selling popcorn. He subsequently began selling popcorn at lunch and school sporting events. The school provided an aide to assist him. They used this as an opportunity to teach money, safety and communication skills. After high school, the adult service agency assisted him in accessing benefits that eventually led to the purchase of his own popcorn machine. He also hired his own assistant to help with transportation and other business related matters. Tom is now the proud owner of a popcorn making business that sells at various fairs, sporting and community events. All this came from a conversation about his interests and a little creativity from his team.
Transition Tool Kit—The Parent Information Center
Key Component – Making a Plan
Anyone, at any age can create a plan for transition. A plan for transition can be developed outside of the special education process. But how do you do that and where do you start? It can seem overwhelming to try to figure out how to make sure that all the aspects of transition are covered, but it is important to have a written plan. A written plan enables youths to monitor their progress and practice important self-advocacy skills. Another important component of any transition plan is that it is person (youth) centered. Person–Centered plans build upon partnerships between the youths, their family, friends, professionals, and other supports to create collaborative plans to support the youths to meet their goals. Person-Centered planning provides a structure to ensure that the youth’s dreams are honored and voice heard while allowing those who support them to collaboratively plan for the youth’s future. There a
Collepals.com Plagiarism Free Papers
Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers.
Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS
Why Hire Collepals.com writers to do your paper?
Quality- We are experienced and have access to ample research materials.
We write plagiarism Free Content
Confidential- We never share or sell your personal information to third parties.
Support-Chat with us today! We are always waiting to answer all your questions.
