iTRANSITION

Ms. Ramirez

Eleanor Roosevelt Intermediate School #143

INTRODUCTION:

A major problem contributing to the transition from school to post-school for students with disabilities is the lack of “self-advocacy”. Therefore, it is crucial for the each student to actively participate in the process of developing a meaningful, functional, and appropriate transition plan for his or her future. Each student must take responsibility of being a “self-advocate”-for his or her life.

“One recent study which highlighted the importance of the transition from school to adult life is the National Longitudinal Transition Study-2 (NLTS2). The 10 year NLTS2 study of the characteristics, experiences, and outcomes of youth with disabilities who received special education services found that youth with disabilities are:

· Less likely to enroll in post-secondary programs that were their peers in the general population (45% vs. 53%).

· Less likely than their general population peers to be employed after leaving school (57% vs. 66%).

· Less likely than the general population to have a checking account (46% vs. 68%).

· Less likely than their general population peers to have a credit card (28% vs. 50%).

These data indicate the importance of better preparing students for the transition process.” (Kellems & Morningstar, “Tips for Transition”, Teaching Exceptional Children, Nov/Dec 2010)

A “Transition”… is a results-oriented process that is focused on improving the academic and functional achievement of the student with a disability to facilitate the student’s movement from school to post-school activities.

Purpose of transition services:

#1 The goal of transition services is to ensure that students with disabilities are prepared for employment, post-secondary education, or community living when they leave school. (IDEA Regulation § 300.1(a), New York State Education Department)

#2 THE AMENDMENTS TO THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA) 2004…

The IDEA requires that transition planning and services be included in the annual Individualized Education Program (IEP) for secondary education students with disabilities beginning no later than the first IEP to be in effect when the student is age 15 (and at a younger age, if determined appropriate), and updated annually.

“TRANSITION SERVICES” means a coordinated set of activities for a student with a disability, designed within a results-oriented process, that is focused on improving the academic and functional achievement of the student with a disability to facilitate the student’s movement from school to post-secondary activities, including, but not limited to:

ü post-secondary education

ü vocational education

ü integrated competitive employment (including supported employment),

ü continuing and adult education

ü adult services

ü independent living and/or

ü community participation

The COORDINATED SET OF ACTIVITIES must be based on the individual student’s needs, taking into account the student’s strengths, preferences and interests, and include needed activities in the following areas:

(1) Instruction

(2) Related services

(3) Community experiences

(4) Development of employment and other post-school adult living objectives

(5) When appropriate, acquisition of daily living skills and functional vocational evaluation

TRANSITION PLANNING: is a part of your IEP, it is designed to help you start working now with support services and accommodations that you will need in the future.

Taking Charge of Your Education (great website!)

Check out the following 6 video clips J

#1EDUCATION #2 INDEPENDENT LIVING #3 EMPLOYMENT

#4 FINANCES #5 HEALTHCARE #6 SOCIAL/RECREATIONAL

TASK #1:

Each group is responsible for going through the public policy analyst steps #1-#6 and answering the questions which are hyperlinked and correlate with a worksheet. Each group must submit one set of worksheets. All students must participate in order to earn a grade.

Use this article to read what the problem is about. (There are 7 additional links in the “Resources section” below that may also be used as references.)

Special Ed Transition Planning: Five Keys to Success

TASK #2:

Each student is responsible for creating their very OWN Personal Transition Portfolio (hard copy and/or digital) Your Transition Portfolio will be monitored in 6^th, 7^th, and 8^th grades by your Special Education Teacher.

Your Transition Portfolio will include the following…

ü http://www.surveymonkey.com/s/X3ZQ9SS

ü Timeline of Transition Information in the 7^th & 8^th Grades

ü Level 1 Career Assessment Student Interview 6^th, 7^th, & 8^th Grades

ü Level 1 Career Assessment Parent Questionnaire 6^th, 7^th, & 8^th Grades

ü Level 1 Career Assessment Teacher Interview 6^th, 7^th, & 8^th Grades

ü Written report or Power-Point Presentation about the 4 aspects of YOU: 1. Background information (family, interests, hobbies, sports, talents) 2. Present level of performance (academic achievement, functional performance and learning characteristics, social development, physical development), 3. Accommodations and supports 4. Post-secondary goals.

ü Copy of Birth Certificate

ü Copy of Social Security Card

ü Copy of working papers

*All copies of student interviews, parent questionnaires, and teacher interviews can be uploaded to SESIS: Special Education Student Information System. Special Education Teachers, Related Service Providers, and Administrators with SESIS access can create a document from the dropdown menu called, “Documents Related to the IEP”. A fax coversheet must be completed and the document can be faxed to 877-449-8416.

*All Transition Portfolios will be jointly filed in a secure location with the Special Education student files.

PROCESS/RESOURCES: Public Policy analyst

Step #1: IDENTIFY THE PROBLEM

Step #2: GATHER THE EVIDENCE OF THE PROBLEM

Step #3: IDENTIFYING THE CAUSES

Step #4: EVALUATE THE EXISTING PUBLIC POLICY

Step #5: DEVELOP PUBLIC POLICY SOLUTIONS

Step #6: DETERMINE THE BEST SOLUTION

RESOURCES:

· http://www.p12.nysed.gov/specialed/transition/randg.htm

· http://www.acces.nysed.gov/vr/current_provider_information/vocational_rehabilitation/policies_procedures/0421_youth_in_school_transition_planning_and_services/policy.htm

· https://careerzone.ny.gov/views/careerzone/index.jsf

· http://www.arisecoalition.org/transition_planning.php

· http://www.advocatesforchildren.org/sites/default/files/library/transition_guide.pdf?pt=1

· http://www.p12.nysed.gov/specialed/transition/level1careerassess.htm

· http://itransition.pepnet.org/

EVALUATION:

TASK 1: Group Work Using the “PPA Worksheets”

The Problem: Lack of Planning of Functional Transition Plans for Students with Disabilities

Collaboration Rubric
Name: __________________________________ Date:_________________

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Contribute
Research & Gather Information	Does not collect any information that relates to the topic.	Collects very little information--some relates to the topic.	Collects some basic information--most relates to the topic.	Collects a great deal of information--all relates to the topic.
Share Information	Does not relay any information to teammates.	Relays very little information--some relates to the topic.	Relays some basic information--most relates to the topic.	Relays a great deal of information--all relates to the topic.
Be Punctual	Does not hand in any assignments.	Hands in most assignments late.	Hands in most assignments on time.	Hands in all assignments on time.
Take Responsibility
Fulfill Team Role's Duties	Does not perform any duties of assigned team role.	Performs very little duties.	Performs nearly all duties.	Performs all duties of assigned team role.
Share Equally	Always relies on others to do the work.	Rarely does the assigned work--often needs reminding.	Usually does the assigned work--rarely needs reminding.	Always does the assigned work without having to be reminded.
Value Others' Viewpoints
Listen to Other Teammates	Is always talking--never allows anyone else to speak.	Usually doing most of the talking--rarely allows others to speak.	Listens, but sometimes talks too much.	Listens and speaks a fair amount.
Cooperate with Teammates	Usually argues with teammates.	Sometimes argues.	Rarely argues.	Never argues with teammates.
Make Fair Decisions	Usually wants to have things their way.	Often sides with friends instead of considering all views.	Usually considers all views.	Always helps team to reach a fair decision.
				Total

TASK 2: Transition Portfolio Rubric

(Student Interview, Parent Interview, Teacher Interview, Survey, and Written Report or PowerPoint Presentation will be collected/evaluated/filed at the end of each academic school year in middle school)

Student: ____________________________ Date: ________________ Grade:________

Parent/Guardian: _____________________ OSIS #: _______________________________

Teacher: ____________________________

Advanced

10-9 pts

Proficient

8-6 pts

Basic

5-3 pts

Below

Basic

2-0 pts

Student Interview

Completed

& Submitted

w/detailed

responses

n/a

Incomplete

or Blank Interview

Parent

Interview

Completed

& Submitted

n/a

Incomplete

or Blank Interview

Teacher

Interview

Completed

& Submitted

n/a

Incomplete

or Blank Interview

Survey

Monkey.com

Completed

& Submitted

w/detailed responses

n/a

Incomplete

or Blank Interview

Written report or PowerPoint Presentation.

There is a detailed written report or PowerPoint presentation describing all 4 aspects of the student.

There is a written report or PowerPoint presentation describing 3 aspects of the student.

There is a written report or PowerPoint presentation describing 2 aspects of the student.

There is no complete written report or PowerPoint describing the aspects of the student.

Total Points ______/__50_

Points ________

Comments/Feedback:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

CONCLUSION:

STANDARDS: