transition basics it begins in elementary school
TRANSCRIPT
TRANSITION BASICS
It Begins In Elementary School
THE PARENT RESOURCE CENTER
CONROE INDEPENDENT SCHOOL DISTRICT
The Walter P.JETT
Continuing Education Center
601 W. Lewis Street, Room 104
Conroe, Texas 77301
936 709-8210
PARENT LIAISONS
Judie Hunter
Barbara Grogan
What does Transition mean?
What does transition mean to parents?
What happens when the bus stops coming?
Where are my supports?
THE ANSWER IS:
Be prepared Knowledge is power
Do your homework starting now.
What does transition mean to educators?
Transition is results-oriented
All About Community ParticipationPost-secondary Education
Employment
Independent Living
Social/Recreational/Leisure
Agency Supports for Adult Services
Success requires intentional supports
ADVOCACY ROLE Students must have permission to
dream and permission to fail to learn from their mistakes
Students must learn to become self-advocates
Parent’s role changes to be an active case manager
ADVOCACY ROLE As a team, parents/students must be
consistent, persistent, and follow
through
Keep Transition Notebook
Don’t ever Give Up!
PURPOSE TODAY
Help you connect the dots between school andcommunity as your child transitions to
adulthood Education/ARD Process Changes IDEA 2004 Agency maze Medicaid waiver programs
Urgency of planning “ Raising your expectation level ”
FEDERAL LAW IDEA 2004 FAPE
TEXAS REGULATIONS FOR TRANSITION All youth with disabilities,
beginning at age 16 or younger, when appropriate, receive individualized, coordinated transition services, with an outcome oriented process
WHAT’S NEW? Annual goals in general curriculum are no longer the focus Transition services must have appropriate, measurable post-secondary goals based on age appropriate transition assessment related to training, education, employment, and independent living skills Students must be invited to their ARD Appropriate agencies are invited to the ARD
TRANSITION PLANNING Begins with the “End” in Mind
Regulations require interests and strengths be included in the IEP ARD committee must document transition planning by data collection
CORE AREAS ADDRESSED Employment Further Education/Training Daily Living Skills Leisure activities Community Participation Health Self-Determination Social Skills
ARD COMMITTEE REVIEWS DATA
Develop a “a coordinated set of activities” to meet the interests and needs of the student
Facilitate movement from school
post school Improve academic-functional
achievement Includes instruction, related services,
community experiences, employment, and post school living objectives
WHAT IS A POST-SECONDARY GOAL?
The answer is an outcome occurring “after” school
Examples: I will attend a 4 year college I will enroll in a certificate program I will participate in on-the-job
training
WHAT IS “AGE-APPROPRIATE”?
Goals are broad for a younger student and become more specific as graduation approaches
LIFE AFTER HIGH SCHOOL
Graduation is end of entitlement Protection of IDEA 2004 no longer applies No ARDS ……. No IEPS Identification of disability needs is no longer through FAPE and the assessment process Self-determination PREVAILS!
ADULT SERVICES - THE DIFFERENCE Office of Civil Rights (OCR) enforces Section 504 and American Disability Act (ADA). Services are dependent on Self- Advocacy Persons must disclose disability to receive accommodations Persons must know their rights and responsibilities Assume case management role
EDUCATION’S ROLE
Prior to TRANSITION ARD Begin data collection with parent and student input Informal assessments identify competencies, preferences, and areas of need Agency invited and documented Letter of invitation sent to student to sign and return
IN THE NEAR FUTUREDistricts will be required to submit follow up reports on students’ post graduation success
Can these questions be answered YES or NO?
1. Were post-secondary goals
achieved?
2. Were the goals measurable?
AGENCY MAZE
STATE AGENCIES Department of Human Services(Offices for Medicaid, Food Stamps, Temporary Assistance for Needy Families, Children’s Health
Insurance Program) Department of Assistive and Rehabilitative
Services (DARS) Services for the Blind/Visually Impaired Services for Deaf and Hard of Hearing Early Childhood Intervention
Department of Aging and Disabilities Services (DADS)
Department of State Health Services (DSHS) Department of Family & Protective Services
FEDERAL AGENCIES
Social Security
Administration
DADS – Funds through MHMR
Services for Mental Retardation
Service Coordination Vocational Assistance Residential Supports Specialized Therapies Day Habilitation
Respite In-home/Family
Support Behavioral Supports Community Supports Nursing
DSHS – Funds through MHMR
Services for Mental Health Psychiatric Consults Medication Counseling Limited Residential Supports Hospitalization Vocational Assistance Service Coordination
DARS – Job Training and Supports Rehabilitation
Vocational Assessment Psychological Assessment Continuing Education/Job Skills Job Acquirement Job Coaches Equipment Job Appearance Counseling Medication Resources
SOCIAL SECURITY
All about WORK and permanent status of CAPABILITY to produce income.
Eligibility and Age (18)
Supplemental Security Income, Social Security Disability Insurance, Survivor Benefits
Must have less than $2,000 in assets
MEDICAID WAIVER PROGRAMS
(Parents income is not an inhibitor)
6 Basic Programs HCS – Home and Community Based Supports TxHmL – Texas Home Living Interest List through MHMR Centers MR or Autism (75 or below IQ) Eligibility MDCP – Medically Dependent Children’s Program CLASS – Community Living Assistance and Support Services CBA – Community Based Assistance DBMD – Deaf Blind/Multiple Disabilities
HCS – GOLDEN LIST
Residential Assistance Foster/Companion Care Supported Home Living Supervised Living Residential Support
Adaptive Aids Nursing
HCS SERVICES Dental Treatment Minor Home Modifications Counseling and Therapies Respite Day Habilitation Supported Employment
URGENCY OF PLANNING
Interests lists for support services are years long (CLASS, HCS, MDCP)
Day programs have waiting lists and are sparse
Consider needs for transportation Be informed of pros and cons of
guardianship at 18 years Develop and expand support circles
URGENCY OF PLANNING Visit colleges/certificate programs Attend conferences, workshops, transition/resource fairs Educate yourself on estate and financial planning – special needs trusts and wills Join appropriate support and
advocacy organizations
EMPOWERMENT
WEBSITES TRANSITION
www.tea.state.tx.us/special.ed. http://.pacer.org/tatra/list/signup.asp http://www.ncset.org
WAIVER GUIDE AND TOOL KIT
www.imagineenterprises.com
STATE AGENCIES
www.mhmr.state.tx.us www.dads.state.tx.us www.dars.state.tx.us