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Laying the Groundwork for Transition
3/3/2008

 

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Post #16: My Name Azza Van de Castle Thank you very much for this video, it is great and helpful. My son he is one of a kind as per doctors (PA Hospitals and UVA hospital) he born blind for 9 month than he sees without any operations but every thing develop late at all levels. result can not read or write he is 15 years old and he is 8 grade he is very smart love to play sports all kind of sports he want to be a PE teacher. it request a college degree. he cant because of his recall memories his IQ very low. i asked so many times (4IEP) 4 years for a program can help him to learn but they say it is expensive and so many excuses. tomorrow i have meeting for IEP with school idea not him not me the teacher want him to be a builder (she write it on the draft IEP) i have a lawyer is helping me since bigging of the year but the year is ending now he did not learn any for the 5 year. and now by low i have to move on with the IEP and i chose his career plan without give him the right to learn. in this case what i spouse to do?

Response (posted by Cathy Healy): If you are a Virginia parent please call the PEATC office, 800-869-6782 so we can help you sort through the maze of options. If you have a lawyer working with you this person should be able to help you as well. Post secondary goals are developed with the student but also using an array of assessment data to try to find the right match. Sometimes students who have never played basketball want to have as a goal 'to be a professional basketball player'. This is why multiple data sets are included to help a young person find a career goal that is realistic and possible to attain.

 

Post #15: Does the law require all students on IEPs to have some level of transition planning after age 16? I look forward to your reply.

Response (posted by Cathy Healy): The federal IDEA requires transition planning in place by the year the student reaches the age of 16. The state regs in VA say start earlier at 15. Both Fed and State say it can begin earlier if the IEP team deems it. Please call our office if we can help clarify. 703-923-0010 or 800-869-6782

 

Post #14: In your presentation you begin with the completion of an assessment and give one resource website, do you have an suggestions of assessments/inventories that work for students who are working with a more functional academic curriculum, and are there other assessments that you would recommend?

Response (posted by Kathe Wittig): There are many transition assessments on the market. I do not endorse one product over another, however I have listed below some tools that local practitioners have used with success. This list represents a small fraction of the available transition assessments tools on the market. Enderle Severson Transition Rating Scales (ESTR, revised), the Transition Planning Inventory, & the COIN career interest assessment. Teacher who work with students with autism spectrum disorder have used the TEACCH Transition Assessment Profile (TTAP, 2nd edition) with great success. A reading free assessment available for use on a computer is the WRIOT2: Wide Range Interest and Occupation Test. Again, this is a very small sample of the many assessments available.

 

Post #13: I'm very interested in having the student drive their I.E.P or at least participate in some manner. But so many students are clueless or not prepared to do it. What is the best way to help them be a part of planning their future? I know I've heard to start early by allowing them to make simple choices. But I'm not so sure that really translates in making the choices they are called upon to make in regards to their life after high school. You know how hard this process is for people who don't have any type of disability. Thank you for any ideas!

Response (posted by Cathy Healy): At PEATC we ask parents to encourage their children as early as possible to attend the IEP meeting. Young children can come for the first 5 minutes or so to be introduced to everyone and to hear a portion of the plan that addresses their strengths. They can also be asked to talk about what they like about school and what they like to do when they are at home. As children age they can be drawn into the process a little more each year. Even my son with a 50+ something IQ could articulate to the IEP team that he preferred folding tee shirts to working with animals and gardening after engaging in work experiences with the school. He had the confidence to participate because he had been attending meetings since middle school and always was asked his opinions. He had a comfort level and a basic understanding of what was going on. It was also extremely helpful to have an IEP team working effectively as a team.

 

Post #12: I'm a care provider that is writing a project, that will encompass students from high schools, helping find employment for the students in the community by completing situational assessemnt and a company intake. Some students will be 10th, 11th and 12th grade. What should I look for in there school records when it comes to there abilities? By 12th grade there IEP's would have been complete and hopefully met their goals. If not I guess I would start from the bottom and work my way up. Your thoughts?

Response (posted by Kathe Wittig): Number one: ask the student what s/he wants to do post high school for work, education and community living. You might look for information in the IEP in the student's voice regarding desired post seconday goals. Also look for results from transition assessments.

 

Post #11: It should be made clear that even though the law says age 16 for transition planning to begin, it may begin earlier especially for students with more challenging disabilities.

Response (posted by Cathy Healy): You are correct! The law says the plan must be in place in the year that the student turns 16 meaning that the formal planning could occur when the student is 15. However, nothing prevents the IEP team from deciding to start the planning process earlier, if they believe it is appropriate.

 

Post #10: I have been in discussions where the IDEA 2004 measurable post school goals are of immense concern to teachers and others who wonder how you would know what a 14 year old really wants to do after they graduate? Your examples helped envision a way of taking a whole look at the student - which is critical. I also liked the way you presented assessments in the context of the main outcome after school and then the annual goals and where we are in meeting those now? Documenting the success or the need for changes. I think that many of us worry about the need for changes and how we can do more to help a student to reach their goals? Is this where you see the real value of ongoing documented assessments, all kinds of assessments not just standarized testing?

Response (posted by Kathe Wittig): Yes, use all types of ongoing assessments to guide the discussion about life after high school. You may measure students' strengths and needs in the areas of achievement, learning styles, learning strategies, adaptive behavior, social and behavioral skills, work readiness & aptitude among others. Keep the discussion going you are on the right track, best wishes!

 

Post #9: Testing

Response (posted by Kathe Wittig): You can download the powerpoint from the website. If you have trouble doing so contact Teri Blankenship.

 

Post #8: This was a great webinar! My son is only 14 years old but my IEP team wants to start transition planning now. What is your suggestion?

Response (posted by Cathy Healy): We suggest you begin talking with your 14 year old about what he wants to do after high school. It sounds like your IEP team is really behind your son and wants to ensure he has the appropriate course of study to support his future plans.

 

Post #7: We felt the webinar on transition was extremely well done. It was presented in clear simple terms and very user friendly. Thanks, when can we expect to have access to this powerpoint?

Response (posted by Teri): Thank you for your comments. We should have the archive posted today, 3/4, which will include the ppt handouts. You'll receive an email with the link.

 

Post #6: What suggestions do you have for student led IEP's and when do we really begin that process, perhaps as early as 6th grade?

Response (posted by Kathe Wittig): Bravo for considering this! You might look at self determination activities that may support this activity. There are national efforts to begin student involvement in IEPs as early as grade 2. In Virginia, a pilot project entitled "I'm Determined" is doing exactly that. You might research Mike Wehmeyer's work or just google self determination. Good luck!

 

Post #5: What suggestions do you have for student led IEP's and when do we really begin that process, perhaps as early as 6th grade?

Response (posted by Cathy Healy): If we consider the IEP meeting as an opportunity for a student to practice emerging self-determination skills we might have greater student involvement. At PEATC we are piloting a workshop to encourage parents to help prepare their students for the IEP meeting while in middle school.

 

Post #4: Please explain "course of study" in the transition process

Response (posted by Kathe Wittig): Make the connection between the student's desired post school outcomes and the classes (courses) taken to achieve a diploma. There should be a direct connection between what the student wants to do after high school and what she is studying in school. You might consider referring to Carol Kochar Bryant's book: Transition and IDEA 2004: What Every Teacher Needs to Know. PP 47-55. They provide concrete examples.

 

Post #3: What happens if the school doesn't doesn't think that what the student wants is realistic?

Response (posted by Kathe Wittig): Always try to guide the student to realize his or her goal. Here is an example: a male student is hoping to become a basketball pro; you might begin by asking him to research required qualifications for this career. Start at the school level. Ask him if he is involved with the school team, or a community basketball team. Ask the student what it is about basketball (or sports) that he likes (prefers) and guide him to attain a career in that area. There are many many jobs related to sports. YOu may find that as the student moves through this process over the course of a few years that he may modify or take the steps to attain the goal. Your role is to provide the guidance and tools to assist students.

 

Post #2: Who is responsible for doing the transition assessments? and the resulting updates each year?

Response (posted by Kathe Wittig): The person in charge of the transition IEP is ultimately responsible for ensuring that the transition assessment is completed. There are many people who can participate in the administration of a transition assessment, from guidance to parents to Voc Rehab, etc etc. The assessment should be updated annually.

 

Post #1: We are having connection and voice problems - Kansas City mo

Response (posted by Teri): I'm sorry that you had technical problems. Please contact our tech person to test your system before the next webcast on 3/10. His email address is doerickson@vcu.edu

Response (posted by Teri): I'm sorry that you had technical problems. Please contact our tech person to test your system before the next webcast on 3/10. His email address is doerickson@vcu.edu

 

 

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