Community Supports for Effective Transition Planning: Venturing Outside of the Classroom

Transcription

1 Community Supports for Effective Transition Planning: Venturing Outside of the Classroom M A R I L Y N W E B E R, T R A N S I T I O N S P E C I A L I S T K E L L E Y C H A L L E N, D I R E C T O R O F T R A N S I T I O N S E R V I C E S. N E S C A O C T O B E R 3,

2 Overview A brief overview of transition planning and service guidelines identified by the Massachusetts Department of Elementary & Secondary Education (MA DESE) Why learning to navigate one s own community is essential to independence in adult life Effective strategies for transitioning from classroom education to community experiences What community experiences supporting transitions to college, employment, recreation, leisure, independence and a range of post-secondary outcomes look like How to implement the I in individualized educational program in the community

3 IDEA 2004 Beginning not later than the first IEP to be in effect when the child turns 16,(14 in Mass), or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include (1) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and (2) The transition services (including courses of study) needed to assist the child in reaching those goals

4 Transition Services: Defined by IDEA 2004 A coordinated set of activities for a child with a disability that: Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment); continuing and adult education, adult services, independent living, or community participation;

5 Transition Services (continued) Is based on the individual child s needs, taking into account the child s strengths, preferences, and interests; and Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation. 34 CFR (a)] [20 U.S.C. 1401(34)]

6 Transition Services Simplified 4 Words: Strengths, Preferences, Interests & Needs 4 Areas: Postsecondary Education, Employment, Independent Living, Community Involvement 4 Expectations: Student Participation, Transition Planning Form, Measurable Post-school Goals, Transition Services 4 Concepts: Vision Driven, Results-oriented, Coordinated, Academic AND Functional

7 The Goal DESE Technical Assistance Advisory: Our state's goal is that all students will have "the opportunity to reach their full potential and to lead lives as participants in the political and social life of the commonwealth and as contributors to its economy."

8 In the rich context of Massachusetts' rigorous general education program, a carefully planned process of individualized, appropriate assessment and corresponding services for students on IEPs aged helps prepare our youth to move confidently toward the future they have envisioned. (DESE Technical Assistance Advisory SPED , April 9, 2014)

9 Coordinated Set of Activities Coordinated Set of Activities: Academic and career-vocational instruction Related services and supports Community work or service experiences Employment and postsecondary activities Functional or daily living and social skills Transition assessments and functional vocational evaluation

10 Transition Assessment Defined An ongoing process of collecting data on the individual s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. Division on Career Development and Transition (DCDT) of the Council for Exceptional Children, 1997, p

11 Transition Assessments Transition assessments can assist teams to: Determine strengths, abilities, and needs Identify interests and preferences Determine necessary accommodations, supports, and services Determine appropriate instructional settings

12 Transition Assessments Transition assessments can assist teams to: Determine performance levels related to student s postsecondary vision, including self-determination skills Functionally evaluate and reality test student goals Increase student s self-awareness and engagement

13 Transition Involves Transition Assessment Transition Planning (TPF) Transition Goals Transition Services

14 Action Plan - TPF

15 Individualized! Community experiences should be individualized based on the needs and postsecondary goals of the student. Creating a supportive action plan requires the team to become familiar and stay current with resources beyond the school walls.

16 Transition Planning for All! The goal of transition planning process for all students is to determine where the person will live, what he will do after he leaves high school, what types of skills can he learn, and what assistance he will need to be as independent as possible.

17 What are community experiences? Community experiences are those that occur where the student plans to work, live, play and go to school as an adult. They additionally provide critical opportunities for development of self-determination and independence around living, consumer skills, transportation, recreation and leisure.

18 Teach skills where they will be used! The greater one s independence in basic skills of daily living, the less one will have to depend on others for support... with greater independence comes more community participation and choices. (Essentials of Transition Planning, P. Wehman)

19 Using the skills Community based instruction instruction in real life settings Community skills (shopping, going to the movies, eating out at restaurants, traveling, going to the doctor, engaging with first responders) are used in the community Community based vocational education takes place in real jobs in the community

20 Community as it pertains to employment Labeled as employment or as a community experience): company tours; informational interviewing; volunteering; job shadowing and job exploration through paid or unpaid internships; after-school or summer employment; using a one-stop career resource center; and visiting a vocational counselor s office.

21 Community as it pertains to education Labeled as instruction or as community experience: Touring postsecondary college and/or training programs; Participation in community college; Certificate program; Adult education; Dual enrollment in public college or university; Inclusive Concurrent Enrollment (ICE) program; Fitness, art, and music classes.

22 Community as it pertains to social skills Greetings and social amenities (e.g., please, thank you, you re welcome); Walking in hallways and crowded spaces; Waiting in lines and taking turns; Leisure activities/joining community clubs; Sharing workspace; Developing new friendships and relationships.

23 Community as it pertains to safety Identifying strangers; Identifying community members that can offer help (e.g., police, fire fighters, help desk workers, store owners); Identifying public versus private spaces; Knowing what to do when lost; Interactions with law enforcement officers.

24 Community as it pertains to emotional health Meeting with a therapist outside of school; Visiting a recovery learning center; Joining a local YMCA or gym; Yoga classes; Support groups.

25 Community as it pertains to independence Shopping (food, personal care); Banking and managing money; Driving/learning public transportation/assisted transportation; Using a laundromat; Using a post office; Using a pharmacy; Visiting an independent living center; Locating health care providers.

26 It is vain to talk of the interest of the community, without understanding what is the interest of the individual -- Jeremy Bentham ( Philosopher )

27 Resources DESE Transition Specialist Endorsement pdf From Cradle to Career: Educating our Students for Lifelong Success - Recommendations from the Massachusetts Board of Elementary and Secondary Education s Task Force on Integrating College and Career Readiness, MA ESE, National Secondary Transition Technical Assistance Center

28 Resources Planning for Life After Special Education: A Transition Services Online Manual" - Disability Law Center Transition Services/Coordinated Set of Activities Examples Disability Law Center ma.org/_manual/additional%20resources/05- cooperative%20list%20of%20transition%20services.pdf Transition Tool Kit - Autism Speaks

29 Resources Transition Resources Ages Disabilityinfo.org x?id=171 Family TIES ( Federation for Children with Special Needs ( My Next Move.org ( Division on Career Development and Transition (