The Basics
TRANSITION PLANNING
RANDY DOHM EN
Learning Resource Center 3550 Mills Civic Parkway West Des Moines, IA, 50265
www.wdmcs.org
Phone#: (515) 633-5000
Fax#: (515) 633-5124
1. What is Transition
2. Why it is important
3. Where would I see
transition
4. Strengths, interests, &
preferences
5. Expectations
6. Transition Assessments
7. Living, Learning, &
working
8. Future Planning
9. Curriculum
10. Outside Agencies
11. Post Secondary Plan
12. Next step programs
QUIZ
 Transition was included in IDEA because the first special
education students to exit high school were successful in
achieving positive post -school adult outcomes such as living
on their own, having a well -paying job, and attending post secondary education in record numbers.
TRUE
FALSE
 Correct answer is: FALSE
 Beginning in the mid-1980’s, the U.S. Department of Education
recognized that the first group of students who had been all the
way through special education were leaving school and
unsuccessful in adult life. Unemployment, lack of enrollment in
post-secondar y education, continued dependence on parents,
social isolation, and lack of involvement in community -based
activities were found among young adults with disabilities.
QUIZ
 Many curricula and programs do not support students with
disabilities in developing essential adult -life skills.
TRUE
FALSE
 Correct answer is: TRUE
 Post-school outcome research indicates that the current
special education curriculum, instruction, and planning are
not meeting students’ needs. The National Longitudinal
Transition Study -2 has reported that while outcome for many
youth with disabilities is improving, they often do not learn or
use the skills in their school programs that they need to
achieve productivity, empowerment, and independence.
QUIZ
 Students with disabilities transitioning from school to adult life
are not often supported by effective interagency collaboration.
TRUE
FALSE
 Correct answer is: TRUE
 Limited levels of service coordination and collaboration among
schools and community service agencies have created
difficulties for students with disabilities in achieving positive
post-school results. In many circumstances, students with
disabilities leave school without appropriate community supports
necessary to achieve successful adult outcomes. Many students
remained at home with nothing to do because they were on long
waiting lists for adult services.
QUIZ
 Students with disabilities are more likely to remain in school and
graduate from high school than their peers without disabilities.
TRUE
FALSE
 Correct answer is: FALSE
 Dropping out of school is one of the most serious problems
facing special education programs across the country. Almost ¼
of all youth with disabilities exit the school system by dropping
out. Youth with “ED” have the highest drop out rates (from 21%
to 64% - twice the rate of nondisabled students). The drop out
rate for students with learning disabilities averages 21 .1%
(National Center for Education Statistics, 2010). Reasons
include: lack of credits to graduate, no parental support for
education, inappropriate social interactions. Dropouts have fewer
options for employment and usually end up in entry level, low paying positions.
WHAT IS TRANSITION
 Transition is about
preparing students to:
 Make Choices
 Plan for the future
 Set goals
 Develop career skills
 Perform needed daily living
skills
 Participate in their
community
TRANSITION; WHY IT’S IMPORTANT
 P l a n ning fo r t ra n s i t ion
 Involves students, parents & educators
in a plan.
 In c o m es a re l ow
 Jobs are often part time
 30% of adults with disabilities live
in poverty
 E m pl oymen t ( a s o f Se pte m be r
2 014 )
 Labor Force Participation
 People with disabilities: 20.1%
 People without disabilities: 68.5%
 Unemployment Rate
 People with disabilities: 12.3%
 People without disabilities: 5.5%
TRANSITION; WHY IT’S IMPORTANT
 Less Social
Participation
 People with disabilities
live in relative social
isolation.
 Lack of a full social life
is a problem for many
people with disabilities
 Physical Barriers
 Despite strong gains
from ADA in build access
and public transport,
barriers still exist
https://www.youtube.com/watch?v=PI9RX8hSBrg
WHERE WOULD YOU SEE TRANSITION
 Individuals with
Disabilities Act (IDEA)
2004
 Requires transition planning
for all students receiving
special education services.
 Iowa’s Department of
Education
 Has stated that
transition planning with
students on IEPs will
begin at the IEP meeting
prior to the student’s
14 th birthday
http://www.wrightslaw.com/
WHERE WOULD YOU SEE TRANSITION
 Individualized
Education Plan (IEP)
 Successful living
 Work Experience
 Course of study
 Work Skills
 Learn to be independent
 Understand their
disability
 Develop leisure skills
 HOW MUCH IS NEEDED!
STRENGTHS, INTERESTS & PREFERENCES
Transition Checklists
 10-13 Year old
Students
 14-16 year old
students
 17 year old Students –
Graduation
 Self Determination
 Living
 Learning
 Working
STRENGTHS, INTERESTS & PREFERENCES
 www.IHaveaPlanIowa.gov
 I have a Plan Iowa Career
Assessments
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Interest Profiler
Career Cluster Survey
Basic Skills Sur vey
Transferable Skills Survey
Work Values Sorter
Career Key
 Casey’s Life Skills
Assessment
 http://lifeskills.casey.org
 Onet Assessment
 Hrrp://www.onetonline.org
/skills/
IEP TEAM MEMBERS
 Who is par t of my team?
 Individuals from my school team

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Principal (LEA Rep.)
Behavior Inter ventionist
Special Education Teacher(s)
General Education Teacher(s)
Support Staff
School Counselor
School Nurse
 Individuals from my Family Team

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Student(s)
Parent(s)/Guardian(s)
Grandparents
Siblings
Family Supports
 Individuals from my organizations
team

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Agency Case Manager(s)
SCL Worker(s)
AEA Representatives
PEC’s/Advocacy Group(s)
IVRS
EXPECTATIONS
Student(s)
Expectations
Parent(s)
Expectations
Teacher(s)
Expectations
1.
2.
3.
4.
Prepare for my Individualized Education Plan (IEP) meeting
Participate in my Individualized Education Plan (IEP) meetings
Work towards my goals
Complete Individualized Education Plan (IEP) Transition Assessment
1.
2.
3.
4.
Complete annual Individualized Education Plan (IEP) transition assessments
Be active member of transition team
Working with your child to have them invite outside agency case managers
Sign (obtain) any consents or release of information forms needed for outside agencies
to be part of the transition process.
1.
2.
3.
4.
Prepare for the student’s Individualized Education Plan (IEP) meeting
Participate in the Individualized Education Plan (IEP) meeting
Help the student work towards his/her goals
Communicate and cooperate with all Individualized Education Plan (IEP) team members
What to Expect From IEP Team Members
• Student Expectations
• Parent Expectations
• Teacher Expectations
TRANSITION ASSESSMENTS
 Should Include
 Self Determination
 Make decisions, use
community resources,
talk about disability and
what is needed for
support, goals and plan to
reach them
 Living: Home
 Live alone, with a
roommate, with support,
with family or relatives, or
in a group home.
TRANSITION ASSESSMENTS
 Living: Community
Participation
 Drive a car, use a bus, taxi,
shopping, making medical
and dental appointments,
banking, voting,
participating in religious or
community events.
 Living: Recreation &
Leisure
 Participate in sports,
hobbies, group activities,
fitness activities, family
events, clubs, make or
maintain friendships.
TRANSITION ASSESSMENTS
 Learning
 Community college,
community and adult
basic education,
vocational training, on
the job training, military
service.
 Working
 Full-time, part-time,
supported, enclave,
workshop, on the job
training, military service
LIVING, LEARNING, & WORKING
All Transition
Assessment data
must be gathered
and updated on
each students IEP,
yearly.
See IEP “B” Page
 http://www.youtube.com
/watch?v=PIwJlrW-Ylo
FUTURE PLANNING
 Who Makes Decisions

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Conservatorship
Guardianship
Power of Attorney
Representative Payee
 Questions to Ask About
Adult Service Providers
Funding
Health Services
Case Management
Diagnostic Information
Supplemental Security
Income (SSI)
 Social Security Disability
Income (SSDI)

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FUTURE PLANNING
 Questions to Ask About
Continued
 Title XIX Medical Assistance
(Medicaid
 Public Health Nursing
 Early and Periodic Screening,
Diagnosis and Treatment (EPSDT)
 Intellectual Disability Waiver (ID)
 Physical Disability Waiver (PD)
 Brain Injury Waiver (BI)
 Health and Disability Waiver (HD)
 Children’s Mental Health Waiver
(CMH)
 Habilitation Services
 Pediatric Integrated Health Home
(P-IHH)
 Health Insurance Premium
Payment (HIPP)
 Medicaid for Employed People with
Disabilities (MEPD)
FUTURE PLANNING
 Questions to Ask About
Continued
 Respite Care Services
 Camping and Recreation
Services
 Living Arrangements
 Supported Community Living
Services (SCL)
 Residential/Housing Options
for individuals with Intellectual
Disability/Developmental
Disability (ID/DD)
 Residential/Housing Options
for Individuals with Mental
Illness (MI)
 Vocational Services
 Transportation Options
 Etc…………………………………!!!
CURRICULUM
It’s a Team Effort!
 Academic
 Vocational
 Social
 Behavioral
 Adaptive
 Living
 Community
OUTSIDE AGENCIES: WHERE TO START
 Parent & Educator Connection (PEC)
 ASK Family Resource Center / Access for Special Kids
 University of Iowa
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Center for Development & Disabilities(CDD)
Center Lines Newsletter
Child Health Specialty Clinics (CHSC)
Disability Resource Iowa
Iowa Program for Assistive Technology (IPAT)
Iowa Compass
Realizing Educational & Career Hopes (REACH)
National Dissemination for Children with Disabilities (NICHCY)
Wright’s Law
Pacer Center
The ARC of Iowa
NEXT STEP PROGRAMS
 Where do I go from here?
 Iowa Vocational
Rehabilitation Services
(IVRS)
 Iowa Workforce
Development
 DMACC S.T.R.I.V.E. Program
 University of Iowa R.E.A.C.H
Program
 Project SEARCH
 LINK Associates
 Candeo Services
 Etc………!!!!
 TAP Programs
QUESTIONS?????