GetSet! for Transition Parent Checklist

Transcription

1 GetSet! for Transition Parent Checklist The Arc Greater Twin Cities promotes and protects the human rights of people with intellectual and developmental disabilities, actively supporting individuals and their families in a lifetime of full inclusion and participation in their communities. In accordance with our mission, The Arc encourages families to consider all options for their child(ren), including competitive employment, individualized housing, independent living, and full access to the community. Transition is considered academic programing for students aged Attention toward adult life is considered during this time, with focus on independent skills needed in high school and post-secondary education, functional skills, and community. The Arc Greater Twin Cities helps families navigate the change into adult services. Beginning the Transition Process: Ages GENERAL Beginning at age 14, the student must be invited to participate in the Individualized Education Program (IEP) process. Work with the school to complete a good, comprehensive transition assessment of the student, including assistive technology needs. Expand the IEP team to include additional members who can offer information on planning for the adult world for the student. This may include a county case manager and vocational rehabilitation counselor. Review the school catalog for offered classes. Consider the full range of classes and extracurricular activities when planning schedules. Develop transition goals for both academic and functional (everyday living) needs. The IEP should include courses of study based on transition needs and goals. The IEP should include goals to develop skills fostering independence. IEP goals should address needs in the areas of employment, post-secondary training and learning, home, independent living, and safe and healthy sexual choices. Budgeting and banking skills should be addressed and developed if needed. Learning to plan recreation and leisure activities is a necessary adult skill. Explore future planning processes that focus on the student and what they want for their future. One option is The Arc Greater Twin Cities FutureLife Options program. Explore eligibility for Medical Assistance and Social Security benefits.* Determine available services and options with the county developmental disability case manager. 1

2 Encourage the development of self-advocacy skills. Help the student understand his/her own disability and how to communicate their needs to others. Most students in 8 th grade will take the ACT Explore evaluation, which is geared to assist the student in planning high school courses and choosing a career direction. Attend The Arc s GetSet! For Transition Workshop.* EMPLOYMENT Explore career options and include career planning goals in the IEP. Assess skills and interests and develop a career plan. Learning how to fill out job applications, create resumes, and seek employment options will be necessary skills. Visit the Disability Benefits website: Complete the School and Work Estimator and a Get Smart School tool kit. Consider volunteer jobs. Discuss family and friend connections for potential volunteer and employment opportunities for the student. Assist to determine potential employment options in the community. POST SECONDARY TRAINING AND LEARNING OPPORTUNITIES Explore post-secondary options with the IEP team and Vocational Rehab counselor, and document decisions on the IEP. Explore financial options for post-secondary training. Discuss a potential graduation date for the student, - 18, 19, 20, or 21 years of age? RECREATION, LEISURE AND COMMUNITY PARTICIPATION Identify the student s interests in recreation and leisure activities within the community. Determine what needs should be addressed on the IEP. Determine transportation options and how the student will get around in the community. Discuss what is considered acceptable intimate and sexual behavior, and whether it needs to be addressed with the student. Teach online safety and how to appropriately use social media. 2

3 Beginning the Transition Process: Ages GENERAL Review activities from ages Are they completed? Is more information needed? Is there more work to be done? On an annual basis, review and update the IEP. List new strengths and needs that have been determined; monitor progress on goals and objectives; review courses of study. Many school districts have transition fairs which provides students and parents with information on adult services. Find out if there is a transition fair in your district, or attend one in a neighboring district. Most students in 10 th grade will take the ACT Plan assessment which is used to monitor student development and growth. It is also used to analyze student academic progress and performance levels. Most students in 11 th grade will take the ACT Plus Writing assessment. This is a curriculum based education and career planning tool that assesses a student s academic readiness for college. Some students in 10 th or 11 th grade will take the Compass assessment. This test is used to identify areas the student may need additional assistance, targeted intervention, etc. Determine need to apply for Medical Assistance and Social Security. A student must be informed at the annual IEP meeting that rights belonging to the parent will transfer to the student at age 18, unless a legal guardian is obtained. Obtain a state identification card (which can be a driver s permit, license, or state ID card). Determine need for continued guardianship after the student turns 18. Attend The Arc s Guardianship ArcShops to better understand the guardianship process. (The legal guardianship process should begin a few months prior to the student turning 18.)* Obtain information on school timelines for graduation including taking graduation pictures, announcements, cap and gown, class party, and senior class picture. Prepare a transition portfolio - including evaluation reports, transcripts, test scores, current IEP, medical records, interest inventories, extra-curricular activities, etc. EMPLOYMENT Create a list of references from school, personal, and professional contacts. Obtain reference letters from contacts. (The school may have a suggested format that school staff can use.) Include specific IEP goals for employment, based on needs identified in assessments and student interest inventories. Include career exploration goals in the IEP for job shadowing and practice interviewing. Explore paid and unpaid job options in the community. 3

4 In the transition portfolio, add references, a template of a completed job application, and a list of skills that have been acquired. Have the student conduct informational interviews. The student can meet with individuals who have careers he/she is interested in. Connect student with mentors in their interest areas. Learn about employment options (competitive, enclaves, day training and habilitation).* Determine the need for direct teaching time on soft employment skills (Greeting people, eye contact, attendance, interacting with employer, employee and general public, etc.). POST SECONDARY TRAINING AND LEARNING OPPORTUNITIES If the student will not graduate and leave school after completing their senior year, identify postsecondary training transition programs in the district. Attend college fairs held at the high school. Identify options for colleges, vocational, or technical schools. Tour potential schools; determine entrance requirements; talk to staff in the disability services office. Explore transportation options. Develop public transportation skills or take driving lessons. (Courage Kenny Rehabilitation Institute provides assessments and training for individuals with disabilities.) Determine financial needs for post-secondary options. Identify and keep a list of supports and services that might be needed in post-secondary settings, including assistive technology. Learn about Section 504 and how the rules governing those programs can help the student. HOME AND INDEPENDENT LIVING Introduce additional chores around the house (laundry, planning and preparing a meal, budgeting household expenses, etc.). Determine the need for post-high school supports at home, school, and community. Review The Arc s Independent Housing Options guide.* Begin a conversation with the student about what kind of housing they desire after high school. Discuss where the student would like to live, if they would like to live with someone, and what their dream looks like. RECREATION, LEISURE AND COMMUNITY PARTICIPATION Continue to explore healthcare and fitness activities. Continue to explore recreation interests and activities they can access in the community. 4

5 Beginning the Transition Process: Ages GENERAL Review activities from ages 14 16, and Are they completed? Is more information needed? Is more work to be done? On an annual basis, review and update the IEP. List new strengths and needs that have been determined; monitor progress on goals and objectives; review courses of study. Apply for Medical Assistance and Social Security if determined necessary. If not eligible for Medical Assistance and/or Social Security, explore options for health insurance and income. Develop a financial plan examine short term and long term needs. Obtain a summary of performance from the school IEP case manager when exiting school services. Upon graduation, the school must provide the student with a summary of his/her academic achievement and functional performance. This must include recommendations on how to assist the student in meeting the postsecondary goals. EMPLOYMENT Visit community workforce centers for help searching for work and employment training, resume writing, completing applications, and interviewing. Continue goals and classes directly related to career field of interest. Meet with to with the Rehabilitation Services counselor to do a vocational assessment. POST SECONDARY TRAINING AND LEARNING OPPORTUNITIES Monitor post-secondary application deadlines, including financial aid deadlines. If planning on a post-secondary class/program, register with the school s disability office by the end of high school senior year. At age 18, all males must register with the Selective Services. You can register or find more information on registration at Many high schools can also register students. HOME AND INDEPENDENT LIVING Attend housing and employment workshops offered through The Arc Greater Twin Cities.* Begin to implement ideas discussed from the Independent Housing Options Guide. RECREATION, LEISURE AND COMMUNITY PARTICIPATION The student is able to vote beginning at age 18, assist as necessary. 5

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