TRANSITION PLANNING MEETINGS

Based on the McGill Action Planning System (MAPS) person-centered planning tool

Purpose

• Looking to the future… • Assist in streamlining the process to more

fully integrate individuals with disabilities into the community.

• Bring together key players in the focus individual’s life and those likely to play a role in the process of transition from school to life after school has concluded.

Process

• Strength-based technique to serve as a collaboration between the focus individual, family, school, Adult Service Agency provider(s), and Vocational Rehabilitation agency to plan for individual’s future.

• Secure commitment and timelines from various team members to implement the plan.

Roadmap

Assembled team joins in facilitated agenda-driven discussion of focus individual’s:

StrengthsGoals and dreamsConcerns team may havePriorities/Next steps

As discussion occurs, develop an “Action Plan” of commitments team members make to assist in development of the transition plan.

AgendaTransition Planning WorksheetAction Plan

Examples

Transition Planning Meeting AgendaDate

Student’s Name

1. Introductions2. Purpose 3. Overview of IEP – goal reporting:

a) Case Manager/ Special Education teacherb) Social Worker (if student receives services)c) Speech & language Pathologist (if student

receives services) d) OT/PT/Other Consultants (if student receives

services) 4. Overview of Transition Assessment used 5. Transition Planning Worksheet:

a) Strengthsb) Goals & Dreamsc) Concernsd) Prioritiese) Next Steps

6. Input from Community Partnersa) MRS Counselorb) Adult Service Agency Supports Coordinator

7. Review Action Plan

Strengths Goals & Dreams Concerns Priorities

Next Steps (see Action Plan)

Other/Parking Lot:

Transition Planning Worksheet Student’s Name: _________________________ Meeting Date: Teacher (Case Manager): _______________ Participants: __________________________________________________________________________________________

Action PlanMeeting: _____________________________________ Date: _________________

Task: Person Responsible:

By When:

Sample Student #1

Will earn high school diploma Not likely to be found eligible for SSI or

Adult Service Agency Support Likely to attend Community College Likely to need assistance from Vocational

Rehabilitation Counselor to obtain competitive employment

Would do well with short term Job Coaching

• Very articulate• Nice sense of humor• Always on time to class• Independent in daily living skills• Attends and enjoys “Links” activities with school• Working on obtaining Driver’s license – has already signed up for a course

at Real Skills Academy• Willingly takes medication and understands the necessity for it• Supportive family• Understands and can describe disability, what learning style is and what

supports & accommodations will be beneficial • Good with computers• Involved in synagogue and volunteers with same age peers & various other

volunteer activities • Has a solid B GPA (w/personal curriculum for some core classes)

Strengths

• Graduate high school with peers/class• Attend 4 year university• Would like to work with people with disabilities• Possibly attend OSTC in the iTeam cluster next year (parents would like to

continue programming at high school as a 5th year Senior)• Have eventual employment with good health insurance due to expensive

prescription medication • Would like a part time job for spending money, transportation• Pass Driver’s Ed, own a car• Would like to have a girlfriend & friends• Would like to live somewhere warm in own home

Goals and Dreams

• Difficulty with social nuances• Parents do not feel Sample Student #1 has necessary reading and writing

skills for college • Parents do not feel Sample Student #1 has employability skills and will

need help obtaining employment• Has difficulty with on-the-road driving – gets anxious• Tends to be rigid with regards to time/schedule but not responsible with

timelines (due dates) – needs assistance planning ahead • Few friends to socialize with outside of school setting

Concerns

• Develop resume with all volunteer activities • Take a leadership role in “Links” activities during Senior year• Check into Project Bold at OCC• Attend OCC visit in spring for students w/IEPs• MRS referral during Senior year• Student and parent go on OSTC visit/Career Fair to see iTeam cluster• Set up e-mail check with teachers to check on assignments as necessary –

utilize Power School for due dates, grades• Use calendar in Outlook Express for assignment due dates, scheduling

activities – begin some ownership in the process!

Next steps – see Action Plan

Priorities

Strengths Goals & Dreams Concerns Priorities

•Very articulate•Nice sense of humor•Always on time to class•Independent in daily living skills•Attends and enjoys “Links” activities with school•Working on obtaining Driver’s license – has already signed up for a course at Real Skills Academy•Willingly takes medication and understands the necessity for it•Supportive family•Understands and can describe his disability, what his learning style is and what supports & accommodations benefit him •Good with computers•Involved in synagogue and volunteers with same age peers & various other volunteer activities •Has a solid B GPA (w/personal curriculum for some core classes)

•Graduate high school with peers/class •Attend 4 year university•Would like to work with people with disabilities•Possibly attend OSTC in the iTeam cluster next year (parents would like to continue programming at BPS as a 5th year Senior)•Have eventual employment with good health insurance due to expensive prescription medication •Would like a part time job for spending money, transportation•Pass Driver’s Ed, have his own car•Would like to have a girlfriend & friends•Would like to live somewhere warm in his own home

•Difficulty with social nuances•Parents do not feel Sample Student #1 has necessary reading and writing skills for college •Parents do not feel Sample Student #1 has employability skills and will need help obtaining employment•Has difficulty with on-the-road driving – gets anxious•Tends to be rigid with regards to time/schedule but not responsible with timelines (due dates) – needs assistance planning ahead •Few friends to socialize with outside of school setting

•Develop resume with all volunteer activities •Take a leadership role in “Links” activities during Senior year•Check into Project Bold at OCC•Attend OCC visit in spring for students w/IEPs•MRS referral during Senior year•Student and parent go on OSTC visit/Career Fair to see BMMT cluster•Set up e-mail check with teachers to check on assignments as necessary – utilize Power School for due dates, grades•Use calendar in Outlook Express for assignment due dates, scheduling activities – begin some ownership in the process!Next Steps (see Action Plan)

Other/Parking Lot: Consider therapy outside of school since SW services will expire upon graduation – School SWer will recommend some names.

Transition Planning Worksheet Student’s Name: Sample Student # 1 Meeting Date: (date of meeting) Teacher (Case Manager): (name of teacher) Participants: Sample student #1, parents, Case Manager Teacher, School Social Worker, Supervisor of Special Education, Transition

Coordinator, MRS Counselor      

Tasks/Timeline: Person Responsible:

By When:

Parents to check into guardianship/Power of Attorney options by Sample Student #1 18th birthday ;E-mail ARC power point presentation on guardianship and alternatives to family

Family/Trans Coord

(January, Senior year, ASAP

Sample Student #1 & family complete OSTC registration for iTeam cluster – can get forms from Counseling Dept or Trans Coordinator in Jan/Feb and turn completed forms in to Trans Coordinator

Student/ family

Mid March, current school year

Sign up Sample Student #1 for iTeam cluster at OSTC on date of slotting meeting at SE OSTC campus

Trans Coord March, current school year

Open case with Michigan Rehabilitative Services (MRS) by Sample Student #1 ‘s 18th birthday – may be before dependent on deadline per MRS for graduating Senior’s

Student/family/Trans Coord

May, current school year

Sample Student #1 register online for OCC (no charge for this) – must be registered to take the Reading & Math placement Compass tests during OCC visit in spring 2013

Student/ family

March, current school year

Sample Student #1 to attend OCC visit day with Groves/Seaholm students w/IEPs (Permission slip will be sent to parents in April)

Student/ Trans Coord

By Visit date deadline – will schedule visit in January for spring visit

Finalize transition plan at or prior to Sample Student #1’s IEP Student, family, Staff

Date TBD (spring trimester)

If Sample Student #1 registers for classes at OCC or other community college, it would be beneficial for him to set up an appointment with the Counseling Dept AND the office of Disability Support Student Services office for assistance

Student/ family

Before beginning classes (ACCESS coordinator at OCC Orchard Ridge

Check into Project Bold at OCC for eligibility/supports if Sample Student #1 (& family) decides not to have Sample Student #1 attend OCC only and not OSTC in fall of 2016

Student/ family

Before IEP in spring, current school year

Action Plan Student Name: Sample Student #1 Date: (date of meeting)

(As generated at Transition Planning meeting)

Sample Student #2

Will NOT earn high school diploma Likely to attend public education up until

age 26 in an Adult Transition program Eligible for and receives SSI and Adult

Service Agency Support Not likely to be a good referral for

Vocational Rehabilitation Counselor – has significant needs and

Most likely will need long term Job Coaching

• Great sense of humor• Great personality• Friendly• Social• Loves music• Sensitive to others• Initiates conversation• Motivated by praise• Has lots of community experiences• Is already connected with adult community agencies (MORC, JARC) and has staff• Positive job site experiences with school in work-based learning• Remembers names• Open to working with new people• Can advocate for himself• Accepts new relationships• Stress free• Has SSI income & Medicaid in place, Supports Coordination with MORC

Strengths

• Live on his own with supervision by age 26• Improved personal hygiene• (Supported) employment • Understand what a job is• Understand the connection/importance between work and getting paid • Have a system for communication

Goals and Dreams

• Good at avoiding what he doesn’t like• Personal hygiene, personal care needs• Uses profanity prolifically, especially when he has to do what he doesn’t

want to do• Has difficulty accepting what he doesn’t want to do• Safety – doesn’t understand danger (still darts into street- doesn’t know or

understand safety signs, road signs)• Often displays inappropriate behavior in public• Lack of money skills• Perseverates on things/obsessiveness• Does not know how to occupy his own time – no leisure skills• Dressing himself• Doesn’t understand public vs. private behavior• Fixation on infants/babies

Concerns

• Personal hygiene – learning showering, personal care with regards to toileting, etc.

• Address use of profanity• Learn to safely address physical/sexual urges appropriately – public vs.

private and understand boundaries • Introduce money as a reward for work• IEP goals to address above priorities – • IEP date: as scheduled with team (school, family, adult agency – need

“Consent to Invite” form signed)•Update behavior plan to address above issues – Case Manager, School

Psychologist & team

Next steps – see Action Plan

Priorities

Strengths Goals & Dreams Concerns Priorities•Great sense of humor•Great personality•Friendly•Social•Loves music•Sensitive to others•Initiates conversation•Motivated by praise•Has lots of community experiences•Is already connected with adult community agencies (MORC, JARC) and has staff•Positive job site experiences with school in work-based learning•Remembers names•Open to working with new people•Can advocate for himself•Accepts new relationships•Stress free•Has SSI income & Medicaid in place, Supports Coordination with MORC

•Live on his own with supervision by age 26•Improved personal hygiene•(Supported) employment •Understand what a job is•Understand the connection/importance between work and getting paid •Have a system for communication

•Good at avoiding what he doesn’t like•Personal hygiene, personal care needs•Uses profanity prolifically, especially when he has to do what he doesn’t want to do•Has difficulty accepting what he doesn’t want to do•Safety – doesn’t understand danger (still darts into street- doesn’t know or understand safety signs, road signs)•Often displays inappropriate behavior in public•Lack of money skills•Perseverates on things/obsessiveness•Does not know how to occupy his own time – no leisure skills•Dressing himself•Doesn’t understand public vs. private behavior•Fixation on infants/babies

•Personal hygiene – learning showering, personal care with regards to toileting, etc.•Address use of profanity•Learn to safely address physical/sexual urges appropriately – public vs. private and understand boundaries •Introduce money as a reward for work

Next Steps (see Action Plan)

IEP goals to address above priorities – IEP date: as scheduled with team (school, family, adult agency – need “Consent to Invite” form signed)Update behavior plan to address above issues – Case Manager, School Psychologist & team

Transition Planning Worksheet Student’s Name: Sample Student #2 Meeting Date: (date of meeting) Teacher (Case Manager): (teacher’s name)

Participants: Parents, Teacher/Case Manager JARC Supports Coordinator), MORC Supports Coordinator, MRS Vocational Rehab Counselor, School Psychologist, Transition Coordinator, School Social Worker, Special Ed Supervisor, Speech & Language Pathologist

Action PlanMeeting: Sample Student #2 Date: (date of meeting)

Task: Person Responsible: By When:

Team generate goals to match priorities set at Transition Planning Meeting – regarding personal hygiene, extinguish/reduce use of profanity

School district staff/parents

Prior to IEP

Introduce Circles/Flash curriculum into classroom – write goal to address public vs. private activities

Social Worker/teacher Upcoming IEP

Introduce money as a reward to work Parents ASAP

Obtain signed “consent to invite” form from parents to invite MORC/JARC to upcoming IEP

Teacher/parents Completed (at Transition mapping mtg)

Update Behavior Plan Case Mgr, School Psychologist

Prior to upcoming IEP

Schedule IEP with family Case Mgr teacher/family ASAP to allow meeting to take place before due date

Sample Student #3 Will earn high school diploma but not with

her class – 2-3 years after the diploma track for her age

Unlikely to attend public education up until age 26 in an Adult Transition program even though would be eligible – will maybe spend 2-3 years in a school post program to work on budgeting and work skills

Found eligible to receive SSI and Adult Service Agency Support

Likely to be a good referral for Vocational Rehabilitation, possibly attend MCTI at some point

Most likely will NOT need long term Job Coaching

• Excellent worker• Follows directions• Helps others• Can get things done quickly• Works cooperatively with others• Wants to do well• Greets others beautifully • Reliable, sees things through to completion • Always enthusiastic• Dresses appropriately to situation (work, school)• Punctual• Catches on fast – great performance at worksites• Tall & pretty• Has a “can do” attitude• Has open MRS case, completed the psych eval and situational assessments

Strengths

• Attend OSTC – Culinary Cluster• Attend school district post secondary program after high school short term• Possibly attend MCTI when finished in post secondary (prior to age 26!)• Attend college (OCC)• Have a full time job, maybe in food service or retail• Have friends/social life• Live in an apartment with a roommate• Have driver’s license by age 18• Get married, have children

Goals and Dreams

• Job interviews – has difficulty with communication – can be very shy• When not comfortable in a situation may “shut down” or get silly• May not stand up for self when with a strong personality • Not sure of self, doesn’t have a lot of self-confidence• Can be influenced by someone who may take advantage • Needs social connections outside of school• Have necessary academic skills to be successful at OSTC?• Long term supports will be important for work settings and independent

living

Concerns

• Parents to pursue Social Security for on student’s behalf – begin process by age 18

• Enroll in Culinary cluster at OSTC for fall• Continued work-based learning while attending district post secondary

program • Work on budgeting skills at while in post secondary• Obtain driver’s license and practice driving! • Develop resume listing work-based learning experiences • Attend OCC visit scheduled for Senior class in the spring• MRS case open, complete Individual Plan for Employment before end of

school year• Keep high school case manager teacher “in the loop” about Friday activities

at the post secondary program that student could possibly attend during current school year

• Check into MCTI – possible summer camp attendance to investigate possible career interests?

• Take classes at OCC when finished with school district education

Next steps – see Action Plan

Priorities

Strengths Goals & Dreams Concerns Priorities• Excellent worker• Follows directions• Helps others• Can get things done

quickly• Works cooperatively with

others• Wants to do well• Greets others beautifully • Reliable, sees things

through to completion • Always enthusiastic• Dresses appropriately to

situation (work, school)• Punctual• Catches on fast – great

performance at worksites• Tall & pretty• Has a “can do” attitude• Has open MRS case, has

completed the psych eval and situational assessments with MRS

• Attend post secondary program to work on specific work skills & daily living skills

• Have a full time job, maybe in retail

• Have friends/social life

• Live in an apartment with a roommate

• Have driver’s license by age 18

• Attend classes in college (OCC)

• Get married, have children someday

• Job interviews – communication

• When not comfortable in a situation may “shut down” or get silly

• May not stand up for self when with someone who has a strong personality

• Not sure of self, doesn’t have a lot of self-confidence

• Can be influenced by someone who may take advantage

• Needs social connections outside of school

• Have necessary academic skills to attend OSTC?

• Long term supports will be important for work settings and independent living

• Parents to pursue Social Security on student’s behalf – begin process by 18th birthday

• Continued work-based learning at district post secondary Program

• Budgeting – at post program• Obtain driver’s license and practice driving• Complete resume listing work-based

learning experiences• Attend OCC visit for senior class students

in spring of current school year • MRS case opened - complete Individual

Plan for Employment in spring• Keep high school case manager/teacher

“in the loop” about Friday activities at post program that student could possibly attend during current school year

• Develop a resume• Sign up for OSTC Culinary cluster for

fall/next school year• Check in to MCTI – attend summer camp

program to investigate possible career choices??

• Eventually take classes at OCC

Transition Planning Worksheet Student’s Name: Sample Student #3 Meeting Date: (date of meeting) Teacher (Case Manager): (teacher’s name)

Participants: Parents, Teacher/Case Manager – high school and post secondary teachers, MORC Supports Coordinator, MRS Vocational Rehab Counselor, School Psychologist, Transition Coordinator, School Social Worker, Special Ed Supervisor, Speech & Language Pathologist

Action PlanMeeting: Sample Student #3 Date: (date of meeting)

Task: Person Responsible: By When:

Parents pursue SSI and Medicaid on student’s behalf (completed) Family Prior to student’s 18th birthday

Enroll in OSTC Culinary program School district/Student/parents

Spring current school year

Practice driving – take driver’s test to get license Student/family Ongoing until ready!

Complete resume for MRS - complete IPE Student/MRS Spring current school year

Check into possibly attending MCTI summer camp Student/family/MRS Counselor

Early spring, current school year

Attend OCC visit School district/Student Spring current school year

Attend Friday activities with post secondary program as available School district/Student Through end of current school year

Follow Up…

Send word-processed copies of Transition Planning Worksheet and Action Plan as generated at the planning meeting to meeting participants ASAP.

Follow up on commitments made by various team members at the meeting.

If focus individual is still a student in the school district, re-assess the plan prior to next IEP meeting – were commitments honored in given timelines?

Is it necessary to change or generate a new plan due to new information or changes in student’s status?

Resources

Falvey, M., Forest, M., Pearpoint, J., Rosenberg, R. (1994). All my life’s a circle: Using the tools: Circles, Maps, & Path. Tortonto: Inclusion Press

Forest, M. & Lusthaus, E. (1989). Promoting educational equality for all students: Circles and Maps. In S. Stainback, W. Stainback, & M. Forest (Eds.), Educating all students in the mainstream of regular education (pp. 43-57). Baltimore: Paul H. Brookes Publishing Co.

Person Centered Planning: MAPS and PATHS to the Future http://www.ttac.odu.edu/Articles/person.htm

Person-Centered Planning Tool: McGill Action Planning System (MAPS) http://origin.library.constantcontact.com/download/get/file/1102498830321-83/Using+the+MAPS+Proc+to+Plan...+%28Lockwood%29%2C+Doc+4..pdf

Barbara DeanTransition Coordinator for Special EducationBdean@birmingham.k12.mi.usBirmingham Public Schools(248) 703-3029

Nacsha Ealy, MA, LLPCVocational rehabilitation CounselorEalyN1@michigan.govMichigan Rehabilitative Services, Oak Park OfficeOffice (248) 968-0403, Fax (248) 968- 4217

Contacts: