Transitioning to Adulthood
Robin Miller, BCS EC Curriculum Manager
Gary Barton, ACS Transition Coordinator
Joel Murray, Vocational Rehabilitation
What is Transition
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Defined as a “Coordinated set of activities that is…
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Designed to be within a results oriented process
Focused on improving the academic and functional
achievement of the child with a disability to facilitate the
child’s movement from school to post-school activities
Including
Postsecondary education
Integrated employment
Continuing and Adult education
Adult services
Independent living or community participation
The Transition Plan
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Drives the IEP
Must be done BEFORE the IEP so that
outcome goals and activities will be reflected
in the IEP
Consists of:
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Choosing an Appropriate Course of Study
Outcome goals (for AFTER graduation)
Transition Activities- Steps to take to reach
outcome goals
IEP goals to address skills that the student needs to
learn
Courses of Study
For 9th Graders Entering 2009/2010 and later
•Future - Ready Core
For 9th Graders with IEPs entering 2000 and later
•Occupational Course of Study
For 9th Graders Entering Between 2000/2001-2008/2009
•College/University Prep
•Career
•College Tech Prep
Graduation Requirements
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http://www.ncpublicschools.org/docs/curric
ulum/home/graduationrequirements.pdf
IEP teams can not alter Graduation
requirements and have the student obtain a
diploma
Local Education Agencies (LEAs) can add
additional local graduation requirements
(Example: Buncombe County and Asheville City require
28 credits for graduation)
Student Involvement is Critical
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Students need to be able to communicate their
interests and preferences.
IDEA requires them to attend – issued their own
invitation.
Students who have greater involvement in setting
transition goals are more successful in achieving
their goals.
Actually, when possible, the student should be
leading / direct their meeting.
“Nothing about me without me”
Parent Involvement is Critical
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Parents have insight & information unavailable to
school personnel.
Are a valuable source of information about the
students strengths and needs.
Parent “Buy-in” is essential to successful
transition plans and accomplishment of student
goals as goals focus on both in and out of school
activities that lead to post-school success.
Should have parents complete their own Transition
Assessment
Where do we begin?
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Student interests (Interest Inventories)
Transition Assessment for parents
Other Transition Assessments (Ability
assessments, Personality styles, learning styles,
etc..)
Information from other agencies involved with
the student
Backward Planning
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Start with post school outcomes GOALS
Think BACKWARDS as to what you would
need to know or do (steps you would take)
What steps would I need to take in order to
reach my goals?
Each “STEP” becomes an ACTIVITY that
must be completed to reach the GOAL
Who should attend the
Transition Meeting?
1)
2)
3)
4)
5)
6)
7)
8)
The STUDENT
The PARENT(S)
Sp. Ed. Teacher
Local Education Agency representative (LEA)
Regular Education Teacher
Related service providers (if there are any)
School Guidance Counselor
Community Agency representative(s) esp.
(Vocational Rehabilitation, Child and Family
Team, Mental Health Support, Developmental
Disabilities case manager/care coordinator etc..)
Post-School Outcome Domains
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Employment – Where is the student going to WORK
after graduation? How many hours?
Post-School Education/Training – Where & how is
the student going to continue to LEARN & develop
skills after graduation? What are the options?
Independent Living – How will the student LIVE and
ACCESS the community as independently as
possible
Determining Goals (Outcomes)
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Must be STUDENT driven
Based on student’s:
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Preferences
P
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Interests
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Needs
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Strengths
N
S
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Post-School Outcomes GOALS
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Goals that are written to express what they
want to do AFTER high school.
Goals that are based upon age appropriate
transition assessments related to education,
training, employment, and, when
appropriate, independent living skills.
All Goals MUST BE MEASURABLE –
ones you can visually see have been
accomplished
Examples of Outcome/Goals
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After high school, Nellie will attend community
college in order to obtain CNA I & CNA II
certification.
After high school, Sam will live at home while
attending college & move into his own apartment
upon completion.
Early: After high school, Bill will work full-time in
an area related to human services – Later: After high
school, Bill will work in a supported employment
mobile work crew in the area of custodial cleaning.
Transition Activities
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Are the STEPS that need to be taken to ensure
attainment of Outcome Goals
Occur while student is in school
Address something that the student, parent, school
or agency does
Usually cover only one year but can cover more
than one.
Address up to 7 areas
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Instruction
- Related Services
Community Experiences
- Employment
Adult Living Skills
- Daily Living Skills
Functional Vocational Evaluation
Activity Areas to be addressed
1)
2)
3)
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5)
6)
Instruction (formal strategies to teach a skill)
Related Services (in-school + projected adult)
Community Experiences (services & leisure act.)
Employment (training & education needed for job)
Adult Living Skills (skills used “as needed”)
Daily Living Skills (required for day-to-day
functioning)
7)
Functional Vocational Evaluation
Examples of Activities
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Instruction - Take required college admission test.
Learn to use a communication device.*
Related Services – Identify company to repair
wheelchairs.
Community Experience – Identify community
transportation options
Employment – Learn interviewing skills*
Adult Living Skills – Set up a savings account
Daily Living Skills – Learn basic budgeting skills*
From Transition Goals
to IEP Goals
2013
Learn
Interview
Skills
PLP +
Goals &
Objectives
2014
Learn
Job
App.
Skills
PLP +
Goals &
Objectives
2015
Job
Shad.
&
Apply
Employment
Outcome
No goals for Shadow
PLP + Goals for
applications
Additional Information
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NC State Acronyms
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Vocational Rehabilitation (VR) links and
services
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http://www.ncpublicschools.org/docs/academicser
vices/updates/asis-acronym.pdf
http://dvr.dhhs.state.nc.us/DVR/links/links.htm
Local Management Entity (LME)
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http://www.westernhighlands.org/
Questions???
For more information please
contact
Robin Miller: Buncombe County Schools EC
Curriculum Manager (828) 255-5978
Robin.miller@bcsemail.org
Gary Barton: Asheville City Schools Transition
Coordinator (828) 337-4363
gary.barton@ashevillecityschools.net
Myra Hill: Vocational Rehabilitation
Region