Life After Special Education

Learn form a panel of experts on employment/vocational, educational and living programs and supports for individuals who may need additional support. October 16, 2013 7:00 - 9:00 pm Iron Horse Middle School MPR For more information click here.

Is It Too Late for My Child to Get an IEP?

By NCLD Editorial Team

It’s true that the earlier a child’s LD is identified and addressed, the greater his chances of success. However, there are many reasons why some children aren’t identified until middle school or high school. Depending on the type and severity of the specific LD and a child’s ability to compensate for it, some students don’t appear to struggle until their teen years. So don’t despair; make the most of special education services that are available while you can.

Special education services are available in public schools through Grade 12, so if your child is eligible it’s possible to get an IEP until he graduates from high school or turns 22* (whichever comes first). (Note: 22 is the maximum age for special education services in most states.) In fact, having an IEP in high school is a great idea because, in addition to receiving academic support and interventions, teenagers with IEPs are entitled to transition planning, a process that is crucial to a student’s success after high school. Transition services must be included in the first IEP that will be in effect when a student turns 16, but you can (and should) start preparing for it when the student is 14 or 15.

Article HERE.

Transition Support for Students with Disabilities in Foster Care

From DREDF eNEWS

The transition to adulthood is an exciting and challenging time for young people.When a student has a disability, it's especially helpful to plan ahead for that transition, and Individuals with Disabilities Education Act (IDEA) requires it.

Read complete article HERE.

Transition Planning for Youth with Disabilities

From DREDF Special EDition - Sept 2011

The transition to adulthood is an exciting and challenging time for young people.When a student has a disability, it's especially helpful to plan ahead for that transition, and Individuals with Disabilities Education Act (IDEA) requires it. In this issue, we want to help you understand what is required, so that you can participate effectively as part of the Individualized Education Program (IEP) team in creating an Individualized Transition Plan (ITP) for your student.

A Quick Summary of Transition

Transition services are intended to prepare students to move from the world of school to the world of adulthood. For some students, the goal is full independence, while for others, the goal may be maximum participation in everyday life. Either way, students need help to get ready for life outside of school based services.

IDEA requires that transition planning start NO LATER THAN age 16, but may be started earlier as appropriate for that student.

The IEP team develops the transition plan and considers areas such as college or job training,

Employment, independent living, and community participation.

Transition services must be a coordinated set of activities that work with each other to produce real results.

Transition services are based on the student's needs and must take into account his or her preferences and interests. Students do not get fit into an existing program automatically, the program is developed based on the strengths and goals of the student.

How does the team KNOW what appropriate transition and goals are?

Just like any other part of an IEP process, everything starts with appropriate assessment. This can include informal or formal interviews with the student, reviews of current academic and IEP goal progress, talking with parents and others who know the student well, and vocational assessment done by the school district, a specialized provider or by the Department of Rehabilitation.

The student needs to participate as much as possible. If the student does not want to attend meetings, use other ways of helping the team know what the student's hopes, dreams and passions are. Some families use recordings, dictated narrations, photos or video tapes to play at the meeting. Your job is to help the team understand your student and family well enough to create an appropriate plan.

When is the School District no longer responsible for transition planning?

Transition planning is a required part of the IEP, starting by age 16 until age 22, OR termination of the IEP (such as when student receives a high school diploma) whichever occurs first. If NOT on a diploma track, and even if receiving a Certificate of Completion or other document, the District must continue to assist the student in preparing for adulthood and support the student until 22nd birthday.

When does the student "take over" their rights and how do we get them prepared?

One year before the student is a legal adult (18 in California), the District must send parent and student an AGE OF MAJORITY notice so that you can help prepare student to take on all decision making, including education planning. If this is not possible, Consider whether the student will need someone else to act for them and begin that process before age 18 so that you can continue to make important decisions without any interruption.

How do we know what adult services our student might need and how do we bring them into transition planning?

Many adult service agencies such as Regional Centers, Dept. of Rehabilitation, County Mental Health, and Adult Medical Providers can be invited into the process. Some students need to submit an adult application for SSI. The California Transition to Adult Living Guide has a comprehensive list, and contact information.If a student will need a service in order to meet their transition goals, the IEP team needs to consider how to provide it and make sure it gets done.

What documents must the District provide when my student exits the School District?

When a student graduates from high school with a regular education diploma or turns 22, the school district must provide a special Summary of Performance (SOP) form summarizing the student's academicachievement and functional performance. The SOP must also include recommendations on how to assist the student in meeting their post-secondary goals. The SOP is a useful tool for the student in documenting the disability and providing information about accommodations the student may need to be successful after high school.

Conclusion

Congress laid out as its first goal in writing IDEA "our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities" [20 U.S.C. 1400(c)(1)]. Preparing children with disabilities to "lead productive and independent adult lives, to the maximum extent possible," is one of IDEA's stated objectives. [20 U.S.C. 1400(c)(5)(A)(ii)]. Transition planning is the final step in achieving these goals. Your participation is important and makes a real difference!

Article HERE.

5th Annual Seminar on Post-Secondary Transition Planning for Young Adults with Aspergers, NLD and other Neurocognitive Deficits

From www.orionacademy.org

When: March 26, 2011

Time: 8:30 AM - 4 PM

Where: Renaissance ClubSport Walnut Creek Hotel,

2805 Jones Road
Walnut Creek, California 94597

Fee: $95 general registration (starting September 1, 2010)
$110 Walk-ins on the day of the Seminar

What Are You Doing Now to Prepare Your Child for Life After High School?
Making Plans...What's Next?

This year's Transition Seminar will have a slightly different emphasis. The information provided will guide parents with the steps they should be taking now to prepare their children for life after high school. Please review the preliminary program. Topics will address options and support available to promote an effective transition regarding college and workability programs. Seating will be limited. Registration is required. To register click HERE.

Transition Fair for High School Students on the Diploma Track

Transition Planning by Orion Academy

WHAT: Orion Academy's 4th annual seminar on post-high school transition planning for your adults with aspergers, NLD and other neurocognitive deficits. Keynote speaker Joey Travolta has a background in show business, as well as having been a special-education teacher, Joey facilitates film camps in several states around the country for students on the Autistic Spectrum.

TOPICS: What is transition planning and when should it start, Transition to College and Greater Independence, Support for Parents,Special Needs Trusts and Estate Planning

WHEN: Saturday - March 20th, 2010

TIME: 8:30 am to 4:00 pm

WHERE: Lafayette Park Hotel, 3287 Mt. Diablo Blvd, Lafayette

COST: $100 (Includes lunch and informational binder

REGISTRATION: Required due to limited seating. Download form HERE.

CLE Open House

Click on the image to enlarge.

Transition Workshop at CARE Parent Network

Click on the image to enlarge

College Planning for Students with Special Needs

WHO: San Ramon Special Needs PTA (open to parents from other districts) presents

WHAT: College Planning for Students with Special Needs

WHEN: Wednesday, January 27

TIME: 7 pm.

WHERE: Iron Horse Middle School MPR

COST: Free, donations appreciated

FLYER: HERE

REGISTER: HERE

WorkAbility Opens the Door to Opportunities

MDUSD WorkAbility is a training and employment program designed to prepare special education students for, and support them in the work place. This video explains the Workability Program, its importance and showcases student success.

WorkAbility DVD Premiere

On Monday night MDUSD WorkAbility rolled out the red carpet to celebrate the unique relationship they have fostered between special education students, teachers, WorkAbility staff and the business community. WorkAbility is a training and employment program designed to prepare special education students for and support them in the work place. The DVD explains the Workability Program, its importance and showcases student success.

Transition Conference

WHO: Contra Costa County Transition Task Force presents

WHAT: Transition: Searching for Solutions

WHERE: Diablo Valley College

WHEN: Tuesday, January 5

TIME: 8:30am - 3:30pm

COST: $30

REGISTER: By December 15, brochure with registration form is HERE.

Youth and Transition Teleconference

WHAT: Youth and Transition: Synchronizing Youth Career Planning and Information Services, presented by the World Institute on Disability

TOPICS: Will include: CHIIP Youth Advisory Committee, the Youth Leadership Forum (YLF), and the CHIIP Youth Transition Toolkit

SPEAKERS:
Rebecca Cokley – Invited - Office of Special Education Rehabilitation Services Confidential Assistant at U.S. Department of Education Ms. Cokley has over 15 years extensive experience advising government agencies and non-disability organizations on transition related issues, helping existing organizations that support education build their capacity in serving youth with disabilities, and advising and mentoring youth organizations in key issues related to education reform.
Rachel Stewart - Confirmed-Program Manager California Health Incentives Improvement Project, CHIIP Ms. Stewart has policy and research experience working for both the US Dept. of Labor Office of Disability Employment Policy, as well as CHIIP. In addition to managing all CHIIP youth-related contracts and conducting policy work, she has hands-on experience mentoring youth with disabilities and assisting them in becoming independent and self-sufficient.
Catherine Campisi, Ph.D. - Confirmed -Former Director CA Department of Rehabilitation Faculty Consultant for California Health Incentives Improvement Project, CHIIP Dr. Campisi has over thirty years of policy and program development related to persons with disabilities, particularly in the areas of employment and higher education. She served as the Director of the CA Department of Rehabilitation from November, 1999 to December, 2006. Currently, Catherine works for the CHIIP Project as a Faculty Consultant. She also works at the CA Community Colleges Chancellor’s Office part time in the Disabled Students’ Programs and Services (DSPS) unit, teaches a class on Counseling Persons with Disabilities at CSU Sacramento, and is a member of the newly established CA Disability Access Commission.

WHEN: Thursday, November 12

TIME: 1:50pm - 3:30pm (Call in time is 1:50pm, meeting starts at 2pm)

CALL IN INFORMATION:
1-800-977-8002,
Participant Code: 801456#
Telephone Courtesy for all participants of this call:
Press *6 after the introductions to mute your phone line so that all can hear well.
Press *6 again to unmute your phone when you want to add to the discussion.
All CWG policy teleconferences are open to the public and free of charge.

QUESTIONS: Arlette Moreno, arlette@wid.org or (510) 251-4340

Did You Know?

CARE Parent Network has expanded and now has a Transition Coordinator on staff? Read more about her HERE.

REACTIVITIES is a new program that offers recreational opportunities for adults with developmental delay. Learn more HERE.

What is a Transition Plan?

What is an ITP?
An Individual Transition Plan (ITP) is an IEP student's map to life after high school. It lists the goals, steps and services needed for the student to transition successfully from school to the adult world. The first step towards an ITP is for the IEP team to complete a Transition Planning Interview with the student to identify the student's transition needs and goals. The team then develops an ITP that supports and outlines the steps towards the goals. The ITP is part of the students' IEP.

What can be in the ITP?
Student Information
Student's post graduation goals
Interests, strengths, and career goals
Self-advocacy, interpersonal, social and independent living goals
Activities that support the goals
School and post-school services that support goals
Notice of rights a year before reaching Age of Majority

Goals can include:
Post-secondary education
Vocational training
Independent employment
Supported employment
Continuing and adult education
Independent living
Community participation

Services and activities that can support goals:
Instruction
Related services
Community experiences
Employment and adult living objectives
Daily living skills
Coordination with other agencies that serve students with disabilities

Who participates in an ITP meeting?
The student, IEP team (including parents/guardians) and representatives of any agency likely to provide transition services to the IEP.
Agencies can include:
Community Colleges
County Mental Health Services
Department of Rehabilitation
Employment Development Department
Medi-Cal
Regional Centers
Regional Occupational Programs

More information
Read a Parent's Guide to Transition HERE.
Read Transition to Adult Living, An Information and Resource Guide HERE.
Read CASE's guide to Rights and Responsibilities in Transition Planning HERE.
Read College Planning for Students with Learning Disabilities HERE.
Read about workplace accommodations for people with disabilities HERE.
Read about School to Work Transition Services HERE.
Read about Planning for your Teenager's Future HERE.

Meet Gina Miller

1. Please describe your job and responsibilities.
My job titles are Bridge Administrator for the Loma Vista site, WorkAbility I Coordinator and Program Specialist. The Bridge Program is a transition program for students with Developmental Disabilities. We serve students 18-22 years old and focus on having the students becoming independent members of our community. The students learn functional academics, which include budgeting, learning how to navigate the public transportation system as well as providing them pre-vocational skills training with the ultimate goal of getting them hired independently. My duties include evaluating 19 classified and certificated staff members, attending IEPs of the 44 students in the program, providing guidance to the staff in the daily operations, and communicating with families and outside agencies to ensure the student’s needs are being met. I also collaborate with the 3 Satellite Bridge classes at Clayton Valley High School and Concord High School in supporting their program development.

The WorkAbility I program is a State grant funded to serve 834 Special Education students beginning freshman year. I work with a wonderful staff that provides support to our students in so many ways. One of our main goals is to work with the high schools and Bridge Programs to provide pre-employment skills training and help through their transition process. These trainings include how to write a resume, interview for a job and fill out job applications. We are reaching out more to our community in hope of partnering with them to provide on site training and mentoring for our students. We just completed a DVD highlighting our program and will be going into the community to speak with organizations about it. As the Coordinator, my duties include supervising and evaluating 6 staff members, facilitating Steering Committee meetings with our community, attending IEPs regarding WorkAbility, attending Business and Training meetings to support the implementation of the State’s best practices regarding transition, and providing training to District staff on transition. I am also in charge of the end of the year report for state as well as the WorkAbility budget.

As a Program Specialist I am the link between the families and the school sites. My duties range from attending IEPs, assisting with Alternative Dispute cases, training special education staff, collaborating between sites and bringing in resources that staff and families need. My two sites are Pleasant Hill Elementary and Valley View Middle School. I am also on various District committees as well including Extended Education Services, the Self-Review team, writing the courses of study for our moderate/severe classes as well as being the lead on the District Site Liaison Team for YV Elementary

2. What inspired you to work in this profession?
I earned a bachelors degree in Child Development and always new I wanted to work in some capacity with children and their and families. While in college, I studied to become a Marriage Family Therapist. My junior year, I began an internship with the Barbara Milliff Center and fell in love with this population of students. From that point on, I knew I wanted to be part of making positive changes in their lives. I went on to receive my credential and Master’s in special education. I continued on to receive my Administrative credential because I wanted to take on additional responsibilities and tasks that would help me serve our students better.

3.What is your professional goal?
My professional goal is to continue to push myself to learn more about how to continue making our students successful at school and in the many transitions they will go through throughout their lives and into becoming adults. I feel our District has come so far in the 11 years I have been here (starting as a special education teacher). I am excited to be part of a student focused District which is always coming up with new ways and programs to support the students and all of their different abilities!
4. What do you like best about your job?
I love knowing that everyday is different and that new challenges will come up that need to be solved. I love coming to the Bridge program and having the students tell me about their accomplishments and how their day is going. I love working with members of our community showing the positive impact our students make on everyone’s lives.

5.If you could change anything about your job/services you provide, what would it be?
I wish I had more time in the day! I would love to have the opportunity to collaborate more with the community members and share all of the exciting things our students are doing and how they can have a positive impact in whatever they do!

You can reach Gina at: millerga@mdusd.k12.ca.us or 798-1299.

What happens after High School?

Upcoming seminars and classes:

Tuesday, 10/27/09
Transition Fair, Willow Creek Center, Concord, 9am. More information HERE.

Wednesday, 10/28/09
RCEB Community Living Options Workshop, 6:30pm-8pm, 2151 Salvio St #365, Concord, RSVP Sam Sheats (510)383-1483

Thursday, 10/29/09
Living Options Open House - self guided tour, 9am-4pm, RSVP Sam Sheats (510)383-1483

Saturday, 11/14/09
Planning Ahead for Transition to Adult Services, Saratoga, 4:30pm-6:30pm More information HERE.

Tuesday, 1/6/10
Transition Conference at Diablo Valley Campus

Monday, 1/11/10
Adults on the Autism Spectrum Leave the Nest, Walnut Creek B@N, 7pm. More information HERE

Monday, 3/8/10
BOLD: Bright Opportunities for the Learning Disabled, Walnut Creek B@N, 7pm. More information HERE.

Saturday, 3/20/10
Post-Secondary Transition Planning for Young Adults with Aspergers, NLD and other Neurocognitive Deficits,8:30am-4pm, Lafayette Park Hotel, more information HERE

Tuesday, 5/11/10
Facilitating Successful Student Transitions, San Jose, 7:30pm-9:30pm, more information HERE.

Transition Resource Fair

WHO: For Students and parents of students with developmental disabilities transitioning into adulthood

WHAT: Transition Fair 2009, explore adult services in Contra Costa County such as day programs, workshops, supported employment, leisure services, health services, independent living, community colleges and transition services

WHERE: Willow Creek Center, 1026 Mohr Lane, Concord

WHEN: Tuesday, October 27

TIME: 9am - 12pm

For more information contact Liz Wilson Palmer (CCCOE) at (925) 686-9091 or Mary Brett (RCEB) at (925)691-2307.