Where are They Going After High School?

1. Where are They Going After High School? Starting to plan early and building particular life skills, postsecondary education, or employment goals into your child’s IEP will help to break the post-grad process into manageable steps.

2. Transition Planning • Federal law requires transition planning in each IEP • beginning at age 16 -- however, it normally starts by age 14 in NJ when students in eighth grade start course selections for high school • It is part of your IEP and should be updated annually, at least. • The transition section of the IEP must include measurable postsecondary goals for education, training, employment and, where appropriate, independent living skills.

3. Your Role as a Parent • You will need to: • Be your son’s/daughter’s primary advocate in the absence of his ability to • do so • Provide unique and personal information about your child that is not reflected • in the school’s records • Facilitate your child’s independence, self-advocacy, and decision making skills • Plan for future financial and support needs, such as guardianship, estate • planning, and Supplemental Security Income (SSI) • Government Issued Identification Card: • State issued, from the Motor Vehicle Commission (NJ MVC) is necessary for those students without a driver’s license (this is required for many job applications and personal banking) • Registering to Vote (age 18) • Registering for the Draft (boys at age 18)

4. School – To - Work

5. Employment Whether a job provides financial support, personal fulfillment, social opportunities, or some combination of these, it is a very important component of adult life. Finding the right employment match for a student with disabilities may be challenging, but the rewards can also be great in terms of personal satisfaction in a job well done and as an active, participating, well-regarded member of society.

6. Learning About Work • Early in high school or middle school, with support from both you and the transition team, your child should: • Learn more about the wide variety of careers that exist. • Take part in vocational assessment activities in the community through “job sampling” at the actual places of employment. • Have the opportunity to identify, by practice and exposure, what his work preferences might be. • Identify training needs and effective strategies to address deficits. • Be provided with sufficient opportunities to develop basic competencies in independence, self-monitoring, travel training, and life outside the classroom.

7. Learning about Work While in high school, your young adult, you, and the transition team should: • Develop effective disclosure strategies relative to your child’s abilities and needs. • Identify critical skill deficits that may impede the transition to post- grad life and provide individualized instruction to minimize the deficits. • Tour work programs with your child (secured and/or agencies providing supported employment) • If applicable, learn the basics of the interview process and practice being interviewed. • Continue more school-to-work programsin the community: training and employment through job sampling, apprenticeships, cooperative mentorships and/or internships.

8. Learning about Work • Become involved in early work experiences, particularly those emphasizing work based or on-the-job learning experiences, including volunteering, and part time summer jobs. • Identify transportation options for getting to and from work, as well as other community-based options; determine to what extent your young adult will need to develop the skills related to using public transportation. • Reassess interests and capabilities based on real-world experiences and redefine goals as necessary. • Contact the DVR or DD agency and/or the Social Security Administration (ideally before age 16) to determine eligibility for services or benefits post-graduation

9. Where can You Work after High School?: Types of Employment

10. Supported Employment Services “Supported Employment” means ongoing support services and other appropriate services needed to support an individual in maintaining their job. The person who assists is called a job coach. • The job coach may assist the individual in learning how to perform specific job tasks. • More intensive job coaching may be provided initially and then faded out over time.

11. New Jersey Department of Labor and Workforce Developmentnj.gov/labor • Division of Vocational Rehabilitation Services(DVRS) MISSION STATEMENTIt is the mission of the New Jersey Division of Vocational Rehabilitation Services (NJDVRS) to enable eligible individuals with disabilities to achieve an employment outcome consistent with their strengths, priorities, needs, abilities and capabilities. DVRS is a state agency, under the NJ Department of Labor and Workforce Development. DVRS helps individuals with disabilities prepare for, obtain, and maintain gainful employment.

12. New Jersey DVRS Transition From School To Work Program • DVRS prepares students to enter the workplace by providing: - vocational assessments - career counseling and goal setting - job training, search, and placement assistance

13. Steps in DVRS Process • Student is referred to DVRS by school district, parents, or others. Referral requires completion of a DVRS Confidential Referral Form. • Student applies for services at an Intake appointment (Survey Interview) with DVR counselor. • Student is evaluated for eligibility of services based on classification under IDEA with IEP or ADA with 504 plan. • If made eligible, student completes an IPE which includes a vocational goal and specific services to be provided by DVRS.

14. Who is Eligible? • Individuals must have a documented physical, cognitive, or emotional impairment that poses a substantial barrier to employment. • Individual must require vocational rehabilitation services in order to prepare for, secure, maintain, or regain employment. • Individual is motivated and wishes to enter the workforce.

15. What is Available for Transitioning Students While Still In School? • Technical Consultation • Participation in IEP Meetings • Determination of Eligibility for DVRS services • Vocational Exploration • Vocational Guidance and Counseling • Development of Individualized Plan for Employment (IPE) The IPE is an agreement between the student and VR counselor and describes services that are believed necessary to get and keep a job.

16. Services are Tailored to the Specific Needs of the Student and can Include: • Diagnostic evaluations • Vocational counseling and guidance • Job-seeking skills and job placement • Vocational, professional training, (OJT) On the Job Training • SE (Supported Employment) • Post-employment services • Physical restoration • Assistive Technology • Other goods and services essential to preparing an individual with a disability for employment • Referral to Independent Living Centers

17. Vocational Counseling can include • Review of Vocational Assessments • Career Planning • Job Seeking Skills • Resume Writing • Interviewing Skills • Job Retention Skills • Information about and referral for supported employment and job coaching services • Services are time limited, your case with DVRS will close after you have been successfully employed for at least 90 days.

18. Transportation • DVRS can provide bus/train passes on a temporary basis while the individual is preparing for employment. • DVRS funds transportation expenses for individuals certified as extended employees under DVRS. • An individual may qualify for Access Link through NJ Transit or County transportation services. (application required)

19. Contact UsThere are eighteen offices located throughout New Jersey.Somerville (Somerset, Hunterdon) 908-704-3030 NJDVRS, Central Office, John Fitch PlazaP.O. BOX 398 08625-0398Karen Carroll, LCSW, PPDS, Transition609-292-5987 609-292-8347 (FAX)609-292-2919 (TTY)

20. NJ Division of Developmental Disabilities • Provides advocacy, case management, family support, respite, specialized equipment, guardianship, residential, and vocational programs (DDD contracts for services to be provided by community agencies - including but not limited to The Arc) • Special education students are not automatically eligible for DDD services • Families are responsible for requesting and completing the application for DDD eligibility and submitting to DDD

21. More Information on DDD http://nj.gov/humanservices/ddd/home/ • Who is Eligible? Persons with cognitive or physical impairment beginning before the age of 22, which is lifelong and substantially limits an individual in three areas: self-care, learning, mobility, communication, self-direction, economic self-sufficiency and the ability to live independently • Individuals may receive services from both DDD and DVRS at the same time • Parents and students may contact DDD to talking about transition and day service options as early as age 14. • Somerset County (Upper Central Region) 732.424.3301

22. School – To - College

23. College • Finding the right college match for your young adult with disabilities will be key to their success, and different types of programs are available that may accommodate his needs. • Vocational school, community college, technical institute, state school, or a smaller liberal arts school may all be good options, depending on your young adult’s area of interest. • Certificate programs may provide good training in an area of interest. • Some individuals may prefer 2-year community colleges to start out because they can live at home yet begin the postsecondary process. • College Learning Experiences – are usually 2-year programs that provide intensive support services for specific populations. These programs allow students to learn independent living skills at the same time they are taking introductory level courses at college. These programs have separate application procedures and fees in addition to typical tuition/room and board. • However, at the end of these 2 years, some may want to transfer to a 4-year college, which would require, minimally, some degree of transition planning to identify and address the potential challenges and stressors associated with the new educational environment.

24. College Students, parents and teachers should work together to determine transferrable readiness skills and develop effective programming to address challenging areas. • Social Skills • Self-Awareness and Self-Advocacy • Daily Living skills • Knowledge of Academic Modifications and Accommodations • Study Skills and Organization • Responsibility and Time Management • Ability to Access Campus and Community Resources

25. Preparation! Preparation! Preparation! Students should: Be directly involved in the IEP process Be able to articulate learning style, interests, and desires for the future Understand their disability, know how the disability impacts learning, and be able to discuss areas of weakness and strength Learn practical strategies that help them to accomplish tasks that are challenging Integrate the use of technology at home and in school Become comfortable and confident in their ability to advocate for themselves in a manner that is positive and effective

26. HS vs CollegeDifferences in: Documentation High School • Individual Education Program (IEP), 504 Plan, and Summary of Performance (SOP) • School provides evaluation at no cost • Documentation focuses on determining if student is eligible for services under one or more disability categories of IDEA College • High School IEP and 504 Plan generally are not sufficient • Documentation guidelines specify information needed for documentation • Students must get evaluation often at their own expense • Documentation must provide information on specific functional limitations and demonstrate the need for specific services or accommodations

27. HS vs CollegeDifference in: Self-Advocacy High School • Special Education Model • School personnel “find you” and decide on eligibility for services and supports • School staff identify the student as having a disability • School staff have the responsibility for arranging accommodations College • Accommodation Model • You must request help; no one will come to find you • Student must self-identify to Disability Support staff, Learning Assistance Program (LAP) staff, or ADA/504 coordinator • Student is responsible to self-advocate and arrange accommodations • Professors can be open & helpful, but most expect students to initiate contact at the start of the semester

28. Disclosure? • To Disclose or NOT to disclose? • This decision may change based on the particular person, situation or setting, and need for accommodations. • Remember that it is not essential to divulge specific personal information about your disability, but should include: 1– how your disability affects your capacity to learn and perform effectively 2– the environment, supports, and services you’ll need in order to access, participate in, and excel in your job, studies, and community.

29. HS vs CollegeDifference in: Testing/Grading High School • IEP or 504 Plan may include modifications to test format or grading • Testing is frequent covering small amounts of material • Makeup tests are usually available • Teachers often take time to remind students of assignments and due dates College • Grading & test format changes (e.g., multiple choice vs. essay) are generally not available. Accommodations in HOW tests are given (e.g., extended time, test proctors) available when supported by disability documentation • Testing is generally periodic and may be cumulative, covering large amounts of material

30. College’s with “Programs” • Programs vs. Support Services • Programs are specifically designed for students with disabilities and provide more in-depth services and accommodations. Not all colleges have these types of programs. When offered, the most common types are designed for students with learning disabilities and/or ADHD. These programs usually have costs in addition to tuition. These programs often provide one-on-one tutoring and sessions with a learning disability specialist.

31. College’s with “Support Services • Programs vs. Support Services • Support Services are the resources available at no cost for students with disabilities. Support services include reasonable accommodations, such as extended time for assignment and testing, note-takers, the use of a calculator, and preferential seating in classrooms.

32. While in HS…a suggested timeline • Sophomore Year • Explore Options • Meet with counselor and case manager • Consider career options – Naviance (MHS Guidance tool) • Review testing and documentation • Review course registration for Junior year • Write to colleges or use college websites to explore for information • Contact the service providers on the college campus • Participate in the IEP process and be actively involved in the IEP meeting • Work on developing good self-advocacy skills • Understand learning styles & strengths & challenges • Understand the disability

33. While in HS…a suggested timeline • Junior Year • Consider taking PSAT—request appropriate testing accommodations • Review achievement level • Review course registration for Senior year • Write to colleges or use college websites to explore for information • Review the level of services in high school • Identify the level of services needed in college • Be able to articulate the disability • Be comfortable asking for support and accommodations • Participate in the IEP process and be actively involved in the IEP meeting • Visit colleges • Register for the ACT/SAT, standardized or non-standardized • Request necessary updated psycho-educational testing (Including the WAIS-R) (Wechsler Adult Intelligence Scale-Revised)

34. While in HS…a suggested timeline • Senior Year • Submit general applications • Submit special applications (if required) • Schedule Interviews (if appropriate) • Write essays (if required) • Disclose disability to college • Release current psycho-educational testing* • Release documentation of other health-related disabilities* • Be sure that the documentation includes a description of the disability and recommended accommodations • Be sure to get copies of the entire special education file including testing assessments and IEP summaries to have in your personal files after graduation *Students under the age of 18 must have their parents’ signature to release information to each of the colleges.

35. More Information • The Postsecondary Education Research Center (PERC) has put together a list of tips called • Tips for Parents to Help Students with Intellectual Disabilities Think about College • www.transitiontocollege.net • www.transcen.org • 2007 The Postsecondary Education Research Center (PERC) Project, TransCen Inc. • www.thinkcollege.net

36. What You Need to Know About SATs and ACTs

37. College Admissions Testing SAT more common in the area, but ACT participation has increased dramatically Most colleges accept both scores Some colleges do not require admissions testing or may use it for course placement Two-year programs do not require testing

39. SAT vs. ACT SAT is: More vocab heavy Math requires reasoning and combined concepts Essay required and part of total score More sections that are shorter in length Switch between tested areas Schools will look at section scores AND total score Fewer charts and data sets Requires careful reading on all sections Good for good test takers with good strategies ACT is: More straightforward Assess reasoning through science More advanced math, but only a few questions Essay optional Fewer sections that are longer All questions in an area presented at one time More “big picture” – total score most important Good for students who work hard and benefit from review of concepts Good for students who need predictability

40. Accommodations Accommodations available on both tests Not flagged on score reports Most common is 50% Extended Time (Time and a Half) All other accommodations are much harder to obtain Having accommodation in school does not mean you will receive it on SAT or ACT

41. Sample Accommodations Extended Time Use of a computer (no spell or grammar check) Scribe Enlarged print Enlarged scantron Longer breaks Individual testing Testing over multiple days Braille Small group testing Reader

42. How to Apply for AccommodationsSAT Complete consent form with case manager (by Spring of 10th grade) Case Manager will apply online Takes 6+ weeks for approval depending on documentation needed Will be notified by mail and email to Case Manager Will be assigned SSD Number that can be used when registering for all PSAT, SAT and AP tests through graduation

43. How to Apply for AccommodationsACT Decide on testing date Go to ACT.ORG and search for students with disabilities Complete application for Extended Time National Testing or Special Testing Both forms have sections to be completed at school by case manager and may need documentation Both forms have different submission directions and addresses Must be done EARLY!

44. How to Increase the Odds of Being Approved Apply early to allow time to submit additional documentation or to appeal Have updated assessments and/or documentation (within three years for testing and within one for medical and psychiatric diagnoses) The accommodations need to be used regularly in school

45. Other Options to SAT/ACT Score Optional Colleges (fairtest.org): These schools do not require SAT or ACT for admission. Some may request it for course placement only (in lieu of placement testing) Two-Year Colleges: Most have transfer agreements with several to many prestigious four year programs as long as the student achieves certain criteria (like GPA).

46. For More Information • Please contact your child’s CST case manager or school guidance counselor. • Thank you.