Moving On: A Guide for Parents and Students on Transition: Moving from School to the Community
Moving On: A Guide for Parents and Students on Transition: Moving from School to the Community
Transition at Age 14: Finding a Direction
Transition at Age 16: Gaining the Skills for Success
Transition at Age 17: Notice of Transfer of Rights
Transition at Age 18: Age of Majority
Transition is the change from one stage of a person's life to another stage (such as moving from the school world to the adult world). It is a gradual process and a plan is important to make the process go smoothly. The process is called "transition planning" and is one of the most misunderstood parts of the IEP (Individual Education Program) process.
Successful transitions begin as family, school and the community think about the future. plan ahead and work together. There are four major "stops" along the way to a stress free transition to the adult world.
Transition at Age 14: Finding a Direction
Young people and families are faced with many choices and decisions about the future. Beginning at age 14, a statement of transition service needs for the child should be developed and written on the IEP. The statement of transition service needs becomes a "map" or long range plan to help the students on their steps toward adult life.
The first step in a good transition plan is to ask the student what they want to do after graduation. With this in mind, it is now time to look at the student's course of study. Does the student want : college, technical school, vocational school or a job?
College: Is he or she taking the needed courses to make that possible (general math vs. Algebra I, II or Geometry, Language course)? Is the student enrolled in college prep courses?
Vocational School: What courses will he or she need to take to make that possible? What courses will the student need to take Freshman and Sophomore year?
Technical School" Tech prep classes in high school may be needed (junior and senior year). What courses will the student need to take Freshman and Sophomore year?
Employment: Is your young adult planning on getting a job when he or she graduates? If so, what classes or experiences will best prepare them for independent, competitive employment? Will the student need a high school diploma? Will the student need assisted employment?
Other goals to consider include: military, junior or community college, internship or apprenticeship, and on the job training.
IEP Questions to Consider:
1. Does the IEP specify services needed (such as a reader) and modification / accommodations (such as more time to take tests, etc.) that will allow the student to participate in the general course of study?
2. How will I insure that my child's daily schedule will support the "map" or long range plan?
3. What type of classroom setting will best prepare my child for his pr her future? Does my child have the opportunity to participate with non disabled students to the maximum extent possible?
4. How do we insure my child has a part in his/her planning?
Transition at Age 16: Gaining the Skills For Success
At age 16 there must be a written transition plan as part of the IEP. Links to other agencies of support (MR/DD, BVR ) should also occur. The transition plan is page 2 of the IEP and should include:
• Activities and services
• Goals and objectives
• Start and end dates
• Responsible person
Three specific areas should be considered:
• Post secondary (future education) and employment outcomes
• Post school and adult living outcomes
• Community participation outcomes
Let's take a look at each of these areas in a little more detail.
Post secondary Outcomes:
Post secondary outcomes means that if the student is looking at going to college or directly into competitive employment, the school must ensure the student has the course work needed to accomplish their goal. Are the student's academic skills where they need to be to get into a four year college or a technical college? If not, what do we need to address on the IEP to ensure the student develops the necessary skills?
Employment Outcomes:
What if the student wants to get a job immediately after high school? Can the student read? Can the student fill out an application? Does the student have the social skills to do a job interview? Does the student understand the concept of time? If not, these should be academic goals for the IEP. To explore different jobs, careers and education / training programs consider:
• Work experience: summer job, in school job placement, job shadowing, volunteer work, job placement services, work/study placement
• Evaluations: vocational evaluations, college entrance tests, vocational interest inventories
• Transportation training
• Need to teach and reinforce employability skills
Post School and Adult Living Outcomes:
Post school / adult living outcomes means what will the student need to know or learn to be able to live as independently as possible. Areas to consider include:
• Self care
• Money and budgeting
• Clothing care
• Handling emergencies
• Cooking and nutrition
• Home repairs
• First aid and health
• Explore housing options
Community Participation Outcomes:
Community participation means looking at ways the student can be part of the community. Areas to consider include:
• Use of public transportation
• Leisure skills
• Shopping skills
• Physical fitness
• Emotional awareness
• Self-advocacy and assertiveness
• Political awareness such as voter or draft registration
• Driver education
• Extracurricular activities
IEP Questions to Consider:
1. If needed, was there community or agency representation at the transition or IEP meeting?
2. Does the transition plan follow the likes and dislikes of the student?
3. Do the transition activities reflect back to the IEP goals?
4. How do these activities benefit the student to become more independent in the areas of employment, living and community?
The student can receive help from outside agencies like Ohio Rehabilitation Services Commission (ORSC), County Board of Mental Retardation and Developmental Disabilities (MR/DD), Ohio Department of Job and Family Services or Social Security Administration. Other local agencies or people who may be helpful include Abilities First, Work Study Coordinator for Middletown School District, VOSE Coordinator or Job Training Coordinator at Butler County Joint Vocational School District if your teenager attends school there. If help is needed, they should be invited to the transition /IEP meeting.
• Work Study Coordinator, Middletown School District -- 420-4500
• Abilities First, Manager of Community Employment Opportunities -- 423-9496
• Butler County MRDD Middletown office -- 420-2570
• Ohio Rehabilitation Services Commission, Bureau of Vocational Rehabilitation --1-800-686-9506
• Butler County Joint Vocational School District VOSE and Job Training Coordinator --422-5105
Transition at Age 17: Notice of Transfer of Rights
Students must now receive information about their rights in the IEP process (procedural safeguards) one year before their 18th birthday and they must sign the IEP stating that this has happened. This is a very important change in the law! Once a student reaches the age of 18 (called the "age of majority"), all rights in the IEP process transfer to the student. In other words, students will sign their own IEP and take responsibility that the parent had previously assumed. The only exception to this is when there has been a determination (by the courts) that the student is nit competent to exercise his or her rights. For this reason it is vital that parents discuss the student's IEP with him or her long before they turn 18. This will ensure that the student understands his or her educational needs and can make informed choice about his or her educational program once they turn 18.
Transition at Age 18: Age of Majority
At age 18, all rights under IDEA (Individual Disability Education Act) transfer to the student. The student is now responsible for making choices about his or her educational program. This is the last stop in the transition process although students can attend school up until the age of 22 if they are on an IEP.
More detailed information (books, video's checklists, interest inventories and evaluations, games , etc.) is available by contacting the parent mentor office. Most are listed in the lending library.
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