Transition Services

1. Transition Services Laura Grueber Lori Rindahl Jeremy Trautlein

2. In-class Activity

3. The Transition from Birth to 3 to Early Childhood • Preparing the child for the switch to an educational setting. • Gradually introduce the family to the educational options. • Communication between families and educational facilities is key.

4. The Transitional Process • The Members of a Transitional Team, much like those in an IEP meeting. • Is timely and sequential.

6. Transitions from Pre-k to Senior Year • Our students face transitions throughout their time in the public schools

7. Our role is critical during the Middle School  High School Transition Plan for Now with the End in Mind • “Ensuring that students transition successfully from middle grades into high school is a critical step in helping students graduate” Parsish et al, 2011 • In California between 2009 and 2010 , over 20% of students who dropped out, left school before finishing ninth grade

8. Five Practices from Parish et al. 2011 • Provide ways for students to connect with the school • Extracurriculars • Maintain same guidance counselor • Encourage collaboration and partnership among staff within and between schools • Streamline school feeder patterns • Students tend to do better in schools where they’ve known the same kids from elementary school • Provide multiple avenues for students to receive academic support • Summer school, online support, tutoring etc. • Encourage healthy competition as an additional • Research shows students involved in sports are more likely to graduate (Rumberger and Arellano, 2007).

9. Our Role In Transition: Elementary to Middle School and High School • Collaborate with new SLP on goals • Provide accommodations for placement testing • Preparing student for language skills necessary at new advanced level • Go with the student to meet new SLP, and teachers • Assist in class selection • Help students explore career options so they can make better choices • Should Foreign Language be taken?

10. Transitioning from High School to… • Changes were made to improve the performance/outcomes of children receiving special education • IDEA (2004) • Improve academic and functional achievement to facilitate child’s movement from school to: • Postsecondary education • Vocational education • Integrated employment • Independent living • Transition planning must begin no later than the first IEP to be in effect when the child turns 16, according to IDEA • Chapter 115 of WI state law sets 14 years of age • Student must be invited to IEP meetings

11. Transition planning in an IEP • Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills • Progress towards IEP goals must be issued periodically (e.g. concurrently with report cards) • Local Education Agency (LEA) shall provide the child with a summary of academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child’s postsecondary goals

12. Transitioning from high school to… Postsecondary Education Employment Living

13. Transition to Higher Education… • Summary of Performance (SOP) • Qualify for Assistance • Proof of disability • Nature and extent • Historical record and current impairment • Functional limitations • Postsecondary settings provide accommodations on a case-by-case basis

14. Transitioning to Employment… • Division of Vocational Rehabilitation (DVR) • Job Accommodation Network (JAN) • Aging and Disability Resource Centers (ADRC) • Individual Plan for Employment (IPE)

15. Transitioning to (Independent) Living… • Independent Living Centers (ILC) • 8 offices throughout state servicing every county • Provide financial counseling, recreation, personal care attendant, etc. • Local Housing Authority • Renter’s assistance

16. The extra mile… • Community Service Option (CSO) • 18-21 year old program • Designed to support students who need to continue to work on their transition goals and who have completed academic requirements • Opportunities for students to gain independent skills, social skills, employment, and self-advocacy in real-life settings • Ideally located outside of high school in community settings

17. Making it “Work”… • Creative professionals in schools across have initiated programs like these listed below: • Marinette-students meet at high school and spend day YMCA • Columbus-off site program • Manitowoc-started with an apartment and has expanded to UW-Manitowoc • Burlington-started a small program, now reaches out to neighboring school districts • Colby-purchased a home in the community, where they bring students to learn life skills

18. In-class Activity

19. Sources Brandes, J. , Ormsbee, C. , & Haring, K. (2007). From early intervention to early childhood programs: Timeline for early successful transitions (test). Intervention in School & Clinic, 42(4), 204-211. Cortiella, C. (n.d.). Retrieved from http://www.ncld.org/disability-advocacy/learn-ld-laws/idea/idea-2004-improving-transition-planning-results Eberhardt, N. B., Foster, S. K., & Wiczer, E. S. (2008). Top-down transition planning: Beginning with the end in mind. N.p.: ASHA. http://ec.dpi.wi.gov/files/sped/pdf/spp12-transition-timeline.pdf retrieved on July 20, 2013 http://health.state.ga.us/pdfs/familyhealth/bcw/stepsforsuccess.05.pdf retrieved on July 20, 2013 Parrish, T., Poland, L., Arellanes, M., Ernades, J., & Viloria, J. (2011). Making the move: Transition strategies at California schools with high graduation rates. N.p.: California comprehensive center at west ed. U.S. Department of Education. Building the Legacy: IDEA 2004. Retrieved from: http://idea.ed.gov/explore/view/p/,root,dynamic,TopicalBrief,17,