Alternative Education Program
Transition Planning for Post-Secondary Success
What is Transition Planning?
Transition planning is coordinated activities that are designed to improve post-seconday outcomes for students with disabilities. Transition Planning should start before a student's 16th birthday and should include academic and functional information. Like the IEP, the Transition Plan should also be based on the student's individual needs and be driven by the student's vision for their future. Transition Plans should be a strengths based document that has measurable goals and clearly defined outcomes. Depending on the student's vision the Transition Plan may identify different areas that need skill development in order to move the student closer to their goal.
Examples:
Who's Responsible for Transition Planning?
Ultimately, the school is responsible for writing the Transition Plan. Based on the student's vision, the Transition Plan should identify the skills that would be required for the student to reach their personal vision. In some cases, other agencies are involved such as MassRehab, DMH or DMR.
Transition Planning as an Inter-Agency Collaboration
Depending on the unique needs of each student, other agencies play an important role in developing a Transition Plan. Most students with disabilities will have a 688 referral made by their school district in order to begin the process of accessing adult services. Most adult service agencies cannot fully open a student's case until they are no longer in school. Prior to a student leaving school, adult service agencies may attend IEP or Transition Planning meetings to assist in identifying resources. This is also an opportunity for the student and the adult service representative to get to know each other.
The goal of both adult service agencies and schools, is to reduce barriers to post-secondary success for students with disabilities.
Bridging the Gap from School to Adult Services
Completing high school is one the most monumental transitions any student makes. For students with disabilities the challenges and uncertainty of life after high school is even more difficult. There are some ways that schools, parents and adult agencies can work together to make the transition as smooth as possible.
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All students should be as active as possible in developing their Transition Plan and IEP.
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Students should be encouraged to partipate actively in decision making.
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Depending on the nature of the student's disability, they should be able to communicate what they need to be successful.
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Expose the student to different career opportunities.
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Begin identifying supports that the student will need after high school.
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Encourage independence and responsibility.
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Be flexible and adjust to changes as they arise.
When a student exits high school they will be provided with a Summary of Performance. This is a document that is written by the school and provides information about the students progress, accomplishments, post-secondary goals and recommendations to support the student in achieving their post-secondary goals. This can be a useful document when provided to adult service agencies or colleges. The following information should be contained on a Summary of Performance:
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The students level of functioning with a focus on strengths.
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The students post-secondary goals.
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Recommendations for accommodations and supports.
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Supporting documentation
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The students perspective and persoanl assessment.
Self-Determination and Post-Secondary Success
There has been growing evidence that students with disabilities who have self determination skills have better career and school outcomes. The definition of self-determination is debated but there are fundamental aspects that are agreed upon, students should be self-aware, students should be able to self-advocate, students should be self-efficient, able to make decisions that benefit them, work independently, evaluate themselves and adjust to changes.
Teaching and Fostering Self-Determination
The Cape Cod Collaborative Alternative Program will now be offering classes and psycho-educational groups using the ChoiceMaker™ Curriculum. This comprehensive curriculum is nationally recognized and designed to improve self-determination skills in students with disabilities. Developed and field tested by parents, educators, students and individuals with disabilities the ChoiceMaker™ Curriculum includes an assessment and six instructional domains.
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Choosing Employment Goals
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Choose and Take Action: Finding the Right Job
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Choosing Educational Goals
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The Self-Directed IEP
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Take Action: Making Goals Happen
This program helps teach fundamental behaviors associated with self-determination.
Internet Resources for Transition Planning and Information
www.nichy.org
Useful information about IEP's and transition planning.
www.thinkcollege.net
Information for students and families related to post-secondary education.
www.nyln.org
Information regarding assessment, disclosure of disability, juvenile justice, mental health and a variety of other topics.
www.washington.edu.doit/video
Excellent resource for teachers looking to include career, college and self determination lessons into their curriculum.
www.coe.wayne.edu
Valuable information about self-determination and transition planning.
www.studentledieps.org
Assists students in being active members of their IEP teams.
www.fredsn.org
Useful information for teachers and counselors to assist their students in becoming better self advocates in education.
www.irl.cornell.edu
Information about using Person Centered Planning as a model for transition planning.
www.careeronestop.com
Excellent resource for information about careers all around the country. Excellent tool for teachers, counselors, students and families.
www.wrightslaw.org
Countless articles about all aspects of transition planning, service provision, best practices, parent involvement, self determination and legal issues.
www.CareerVoyages.gov
Information on high growth industries and in demand occupations.
www.doleta.gov/youth_services/youthbuild.cfm
Highly successful program that assists youth in obtaining basic skills to become contributing members of their community.