GUIDE TO TRANSITION PLANNING

WAYNE COUNTY REGIONAL EDUCATIONAL SERVICE AGENCY September, 2001

FORWARD – GUIDE TO TRANSITION PLANNING The Guide to Transition Planning is based on the current state requirements and the Individuals With Disabilities Education Act of 1997 (IDEA ’97). This document is intended to assist parents, students, community service agencies, and Local Education Agencies (LEAs) in understanding the transition process and in helping our students plan for the future. Wayne County RESA would like to acknowledge the assistance of the following individuals for their participation and suggestions: Bob Avedisian, Transition Consultant Detroit Public Schools John Baluci, Director of Special Education South Redford School District Al Di Paolo, Principal Western Wayne Skill Center, Livonia Public Schools Gail Ellis, Transition Consultant Lincoln Park School District Linda Hubert, Program Specialist Livonia Schools Schools Mary Kay LaPointe, Special Education Supervisor Taylor School District Cindy Manetta, Transition Consultant, Grosse Pointe Public Schools Larry Stemple, Special Education Consultant, Wayne RESA Pam Timmerman, Transition Specialist, Western Wayne Skill Center, Livonia Public Schools

This document was developed under a grant awarded by the Michigan State Board of Education through Part B of IDEA as part of the Michigan Department of Education’s State Discretionary Project for Transition Services.

TABLE OF CONTENTS

Introduction to Transition Planning ..................................................... Page 1 The Legal Requirements ............................................................................Page 2 Life Outcomes ........................................................................................... Page 3 Characteristics of Effective Transition Planning............................. Page 4 Transition Areas .....................................................................................Page 5-7 The Student’s Role in the Transition Planning Process. ............... Page 8-9 The Parent’s Role in the Transition Planning Process ..................... Page 10 The School’s Role in the Transition Planning Process. .................... Page 11 The Human Services Role in the Planning Process........................... Page 12 Transition Activities Checklists...................................................... Page 13-15 Exit from School...................................................................................... Page 16 Tips for Parents. ...................................................................................... Page 17 Common Abbreviations ........................................................................... Page 18 Some Web Sites ................................................................................Page 19-20 Service Agency Directory. ..............................................................Page 21-23

INTRODUCTION TO TRANSITION PLANNING Transition planning is a process used to assist a student with a disability in moving from the school into adult life. It is a cooperative effort between the school, the student, the family, and community agencies. This can be a very exciting time, but also a period of uncertainty for both parents and the student. The parents and the student will be faced with many questions and decisions regarding housing, future employment and/or education, the community, transportation, finances, and recreation and leisure. They will be dealing with new agencies, new professionals and a great deal of new information. Laws require transition planning for all students with a disability, beginning at the age of 14. Since the transition process often requires future use of community resources and agencies, it is important that they be included early in the transition planning. The school has a responsibility to provide assistance to the student and family during this time of transition. This is done through the development of a transition plan and is an important part of the student's annual Individualized Education Program. This guide is designed to provide information about transition services and to assist in making the process a smooth and successful one.

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THE LEGAL REQUIREMENTS Under the Individuals with Disabilities Education Act of 1997 (I.D.E.A.), transition services are described as a coordinated set of activities for a student with a disability that: • Is designed to support movement from school to post-school activities, including vocational training, employment (including supported employment), continuing and adult education, adult services, independent living, and community participation. • Is based upon the individual student's needs, taking into account the student's preferences and interests. • Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, daily living skills and functional vocational evaluation. The Individualized Education Program should include: • For each student with a disability, beginning at age 14, and reviewed and updated every year, a statement of the transition needs of the student that focuses on the student's courses of study (such as participation in academic courses or a vocational education program). • For each student beginning at age 16, a statement of needed transition services for the student, including, if appropriate, a statement of the connections between various agencies. This could include transition services in the areas of instruction, community experiences, employment objectives, post school adult living, daily living skills (if appropriate), adult service agencies (if needed), and a vocational evaluation (if needed).

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LIFE OUTCOMES Transition activities should be designed to help the student select and plan for basic and realistic life outcomes. These goals are different for every person and are very much a personal choice. However, all people should have the opportunity to: • • • • • • • •

Have a home. Have a healthy lifestyle. Have financial security. Have a job. Have friends. Be a consumer. Be an active citizen. Have recreation and leisure activities.

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CHARACTERISTICS OF EFFECTIVE TRANSITION PLANNING Transition life planning is the process of preparing a student for the completion of his/her school program and of moving into adult life. Transition planning should: • • • • • • •

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Begin at age 14 by identifying a course of study. Focus on life after school. Be an important part of the Individualized Education Program. Include the student and family members as the decision-makers. Should have the involvement of a variety of school staff. Should include non-school agencies, services and community resources. Make sure that the student receives instruction and exposure in social skills, career options, post-secondary education, community living and in using community resources. Be coordinated by the school. Be addressed every year. Consider the student’s preferences and interests. Recommend family support systems. Be a cooperative effort between the student, family, employers and community agencies.

Students will be faced with many questions and decisions regarding education, training, employment, living arrangements, financial needs, social needs, and community supportive services. The transition contact person, the special education administrator, counselor, and/or teacher at the local school district should be able to provide information and assistance in this process.

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TRANSITION AREAS • INSTRUCTION The planning for a post-secondary school program should begin at least by age 14, if not sooner, and is based upon the student’s needs, preferences and interests. The following areas are some that may be considered when planning a course of study while in school and for further education or training after high school: -

Prevocational education/training Vocational assessment Ability levels and test scores Classes necessary to achieve student’s goal Adult education options Study skills College (two or four year) Trade/Technical School Credits for graduation Military Services

• EMPLOYMENT/ADULT LIVING OBJECTIVES These refer to activities needed to achieve post-school adult living objectives. The following areas may be considered: -

Securing appropriate housing/living arrangements Insurance issues Accessing medical and legal services Career awareness and exploration Transportation options Work experience Employability skills Vocational assessment Vocational training

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- Michigan Department of Career Development/Michigan Rehabilitation Service - Job Shadowing • COMMUNITY PARTICIPATION This involves the awareness and use of resources within the community. The following areas may be included: -

Social skills Community-based work experience Banking, income tax issues Post Office Shopping alternatives Leisure activities- dining out, movies, etc. Mobility and transportation Advocacy groups Religious activities School clubs Recreational/leisure activities- sports, hobbies, fitness Social relationships Voting Legal assistance Special Olympics Support groups Social groups/clubs

• DAILY LIVING SKILLS/FUNCTIONAL VOCATIONAL EVALUATION, IF APPROPRIATE This area concerns the skills used by people in their daily routines to care for themselves as independently as possible. The following areas may be considered:

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Cleaning Cooking Budgeting/bill paying Safety Shopping Parenting Dressing/grooming Personal hygiene Communication skills Time management Medication use Job interests Aptitudes Skills

• RELATED SERVICES These may be services provided by the school or by community agencies. The following may be some areas considered: -

Social worker Parent counseling and training Rehabilitation counseling Assistive technology Occupational therapy Physical therapy Psychological service Audiologist Speech and Language services Medical services Orientation/Mobility services Visually Impaired services Services for the Deaf and Hard of Hearing 7

PARTICIPANTS IN THE TRANSITION PLANNING PROCESS The transition process may include the student, parents/guardians, local school district personnel, and community agencies. Student’s Role It is very important that the student be involved in the transition process. He/she must be invited to the Individual Educational Program Team (IEPT) meeting when transition planning is to take place. This will happen when the student is about to or has turned 14 years of age. A student’s active participation as a member of the IEPT meeting is very important. He/she will be given the opportunity to express opinions and to consider the decisions being made. In addition, it is important to remember that when a student reaches the age of 18, he/she automatically reaches the age of majority, unless the court grants guardianship to another party. Age of majority means that all rights covered by state and federal legislation transfer to the student. If the student is 18, he/she should attend the IEPT meeting and sign the forms. It is recognized, however, that for some severely disabled students this may not be possible. The student’s role in the transition planning process includes: Participating in the IEPT meeting. Inviting anyone who may help plan for the student’s future. Communicating his/her preferences and interests. Communicating areas of strength, areas needing help, how he/she is doing in school and the community. • Identifying what accommodations, modifications and supports are needed for school and the community. • • • •

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• Asking questions about things not understood. • Following through on the transition activities. Reminder: Beginning at least one year prior to the student turning eighteen years old (which is the age of majority in Michigan), it is required that the student be informed of his/her legal rights, which will transfer to the student at age eighteen. It is recognized that, for some students, this may not be appropriate and the parents may need to go to court to apply for guardianship.

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Parent’s Role Parents have an important role to play in the IEP process. They know their son/daughter well and have information to give the school about his/her abilities, personality, life outside school and future plans. All of this information should be considered when goals and objectives are selected. Parents can help focus the goals for their child that will influence the student’s life after completion of school. Parents have many opportunities to follow through with IEP goals at home. They can use everyday activities to help their son or daughter to practice skills that will help with the transition into adult life. The parent’s role in the transition planning process may include: • Planning early. • Preparing the student for meetings - helping to develop questions and ideas. • Seeking out parent support groups. • Asking for information from adult service agencies and complete the application process. • Attending the IEPT meetings. • Providing input regarding student and family needs. • Inviting people to the meeting who will help plan for the student’s future. • Helping to follow through with the implementation of the plan. • Encouraging the student to be as independent as possible - at home and in the community.

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The School’s Role The school has the responsibility to help plan and coordinate activities to help the student move through the school system and into adult life. Parents and the school must work together during this process. The role of the school staff will include: • Seeking necessary planning information from the parents regarding the student. • Providing information to the family concerning the student’s areas of strengths and areas needing improvement. • Providing assessments, including vocational assessments and academic functioning. • Coordinating the development and annual review of the IEP. • Making sure the plan is implemented within the school. • Coordinating the IEP goals and objectives with transition activities. • Developing a plan for the student to help prepare for working and functioning in the community as independently as possible. • Discussing ways for the student to learn how to participate in home and community activities. • Providing information about human service agencies available in the community. • Providing these agencies with referral information. • Explaining the responsibilities of the parents and their son/daughter when he/she turns eighteen years of age.

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The Human Service Agency’s Role It is recommended that involvement with an agency begin well in advance of the student leaving school. These human service agencies may provide help in such areas as vocational training, community employment, housing, medical assistance, counseling, case management, and recreational activities. A few examples include: the Michigan Department of Career Development and Rehabilitation Services, the Social Security Administration, Arc of Michigan, Family Neighborhood Services, Catholic Social Services, College/University Special Needs Offices, Community Mental Health and the Family Independence Agency. When working with these agencies, be aware that: • There may be a detailed application process. • The agency may need records from school, doctors, etc. • There may be waiting lists. The role of agency staff may include: • Participating in the development of the transition plan while the student is in school. • Participating in the IEPT meeting when requested. • Providing information on eligibility requirements and services provided by the agency. • Assuming responsibility for some of the transition activities as the student prepares to leave the school.

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TRANSITION ACTIVITIES CHECKLISTS Parents, students, school personnel, agency staff all may wish to consider these lists when preparing transition plans as part of the IEP team. A student’s skills and interests will determine which items to consider. Use these lists to consider whether or not these transition issues should be discussed at the IEPT meetings. The checklists can also help identify who should be part of the IEPT meeting. The responsibility for carrying out the specific transition activities should be determined at the IEPT meeting. Four to five years before leaving school (Ages 14-21) ‰

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Identify personal learning styles and necessary accommodations to be a successful learner and worker. Identify career interests and skills, complete interest and career inventories, and identify additional education or training requirements. Explore options for post-secondary education and admission criteria. Identify interests and options for future living arrangements, including supports. Learn to communicate effectively interests, preferences, and needs. Be able to explain his/her disability and the accommodations needed. Learn and practice informed decision-making skills. Investigate assistive technology tools that can increase community involvement and employment opportunities. Broaden his/her experiences with community activities and expand friendships. Pursue and use local transportation options outside of the family. Investigate money management and identify necessary skills.

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Acquire identification card and the ability to communicate personal information. Identify and begin learning skills necessary for independent living. Learn and practice personal health care.

Two to three years before leaving school (Ages 14-23) ‰

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Identify community support services and programs (Vocational Rehabilitation, county services, etc.). Invite adult service providers, peers, and others to the IEPT meetings. Match career interests with skills and vocational course work with community work experiences. Look for summer or part-time jobs. Gather more information on post secondary programs and the support services offered and make arrangements for accommodations to take college entrance exams (if appropriate). Identify health care providers and become informed about sexuality and family planning issues. Determine the need for financial support (Supplemental Social Security, state financial supplemental programs, Medicare, etc.). Learn and practice appropriate interpersonal, communication, and social skills for different settings (employment, school, recreation, with friends, etc.). Explore legal status with regards to decision making prior to age of majority. Begin a resume and update as needed. Practice independent living skills, for example, budgeting, shopping, cooking, and housekeeping. Identify needed personal assistant services, and, if appropriate, learn to direct and manage these services.

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One year before leaving school (Ages 17-25) ‰

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Apply for financial and support programs (Supplemental Social Security Income, Independent Living Services, Vocational Rehabilitation, and Personal Assistant Services). Identify the post-secondary school or training program you plan to attend and arrange accommodations. Practice effective communication by developing interview skills, asking for help, and identifying necessary accommodations at postsecondary and work environments. Specify desired job and obtain paid employment with supports as needed. Take responsibility for arriving on time to work, appointments and social activities. Assume responsibility for health care needs (making appointments, filling and taking prescriptions, etc.). Register to vote and for selective service.

These checklists are taken from the Parent Brief published by the National Transition Network in the Winter of 1996. The National Transition Network is a collaboration of Colorado State University, University of Illinois (Urbana-Champaign), the University of Minnesota (PACER Center), and the University of Vermont. Its headquarters are at the Institute of Community Integration (UAP), University of Minnesota.

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EXIT FROM SCHOOL: THE INDIVIDUALIZED EDUCATION PROGRAM The exit IEPT meeting should focus on the beginning of adult life in the community. By the time the final meeting is over, there should be clear plans for the student’s future. The student should know where to go for further education, work or activities. Referrals to specific community agencies which may provide services to the student should have been completed. Any agencies responsible for providing services after leaving high school should be invited to the exit IEPT meeting. At the exit IEPT meeting the plan for transition activities should be reviewed. The names of agencies and/or community contacts should be provided. This transition plan is not a contract for service, but a guide to help families and students receive services. This plan should include any accommodations that might be needed at work or in post high school education. Also, there should be a written statement as to what should be done if this transition plan is not working.

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Tips for parents • The transition plan is reviewed annually, usually at the IEPT meeting. • During the year, be sure to follow through on what you said you would do. • Keep your records and information on your son’s/daughter’s progress up to date. • Check to see if the transition plan is working. • Talk to your child. • Ask questions, speak up and remember that the transition plan is designed to help your child realize his/her dreams and goals. • Listen carefully. Don’t be afraid to ask for explanations of anything that is not clear to you. • Think positively. • Learn to distinguish between things you can change and those you cannot. • Find solutions to problems, rather than blame someone or something else. • Find help when you are overwhelmed. Seek support. • Be realistic. Don’t expect perfection of yourself or others. • Learn to express desires or opinions on important issues.

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COMMON ABBREVIATIONS ADA - Americans with Disabilities Act ADL- Activities for Daily Living ADD- Attention Deficit Disorder ADHD- Attention Deficit Hyperactivity Disorder AFC- Adult Foster Care AI- Autistic Impaired Arc- An organization made up of persons interested in promoting the welfare of people with mental retardation and other developmental disabilities. AT- Assistive Technology CBI- Community Based Instruction CIL- Center for Independent Living CMH- Community Mental Health CP- Cerebral Palsy CSE- Community Supported Employment CTC- Community Transition Council DD- Developmental Disability D/HH- Deaf and Hard of Hearing (Considered by many to be more appropriate than Hearing Impaired)

LD- Learning Disabled LEA- Local Education Agency (the local school district) LRE- Least Restrictive Environment MDE- Michigan Department of Education MEAP- Michigan Education Assessment Program MET- Multidisciplinary Evaluation Team

MCTI- Michigan Career and Technical Institute MDCD/MRS- Michigan Department of Career Development/Michigan Rehabilitation Services NSC/GDLCC- Neighborhood Services Organization/Greater Detroit Life Consultation Center OT- Occupational Therapy PAC- Parent Advisory Committee POHI- Physically and Otherwise Health Impaired PT- Physical Therapy

RESA- Regional Educational Service Agency EI- Emotionally Impaired EMI- Educable Mentally Impaired ESY- Extended School Year FIA- Family Independence Agency FNS- Family and Neighborhood Services HI- Hearing Impaired IDEA- Individuals With Disabilities Education Act IEP- Individualized Education Program IEPT- Individualized Educational Program Team ITP- Individualized Transition Plan IVT- Individualized Vocational Training

SLI- Speech and Language Impaired SMI- Severely Mentally Impaired SSI- Supplemental Social Security SSW- School Social Worker STEP- Services To Enhance Potential STW- School To Work SXI- Severely Multiply Impaired TC- Teacher Consultant TBI- Traumatic Brain Injury TMI- Trainable Mentally Impaired VI- Visually Impaired

JVS- Jewish Vocational Services VR- Vocational Rehabilitation

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SOME TRANSITION INFORMATION WEBSITES Wayne RESA http://www.resa.net Michigan Transition Services Project http://www.mitsp.org Michigan Department of Career Development/Rehabilitation Services http://mrs.state.mi.us/ National Transition Alliance http://www.dssc.org/nta Michigan Department of Education, Office of Special Education/Early Intervention Services http://www.mde.state.mi.us/off/sped/index.html IDEA News http://www.ideapractice.org National Information Center for Children and Youth with Disabilities http://www.nichcy.org Michigan Transition Services Association http://www.mtsa.freeservers.com CEC – Division of Career Development and Transition http://www.ed.uiue.edu.sped/dctd/ Council for Exceptional Children http://www.cec.sped.org Center for Educational Networking http://www.michigansipsig.match.org Michigan Department of Education http://www.mde.state.mi.us 19

National Transition Network http://www.ici.coled.umn.edu.ntn/ Rehabilitation Services Administration http://www.ed.gov/offices/OSERS/RSA/ Mountain Plains Regional Resource Center http://www.educ.drake.edu/rc/rrc/MPRRC.html Special Education Resources on the Internet – SERI http://www.hood.edu/seri/serihome.htm School-to-Work http://www.mccte.educ.msu.edu/stw/ Technical Assistance Alliance for Parent Centers http://www/talliance.org National Transition Research Institute http://www.ed.uiuc.edu/coe/sped/tri/institute.html HEATH Resource Center, the national clearinghouse on post-secondary education for individuals with disabilities http://www.heath-resource-center.org/ Social Security Administration http://www.ssa.gov Great Lakes Area Regional Resources Center http://www.osc.edu/CSNP/GLARACT.HTML U.S. Department of Education http://www.ed.gov/offices/OSERS/oSEP/index.html

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