GetSet! for Transition Checklist

Transcription

1 GetSet! for Transition Checklist The Arc Greater Twin Cities promotes and protects the human rights of people with intellectual and developmental disabilities, actively supporting individuals and their families in a lifetime of full inclusion and participation in their communities. Transition is considered academic programing for student s grade 9 through age 21. Attention toward adult life is considered during this time, with focus on independent skills needed in high school, post-secondary education, employment and daily living activities. The Arc Greater Twin Cities helps families navigate the change into adult services. Please note that this is a general list of ideas for students ages Activities will vary depending on the needs of the student. There are a variety of Arc Guides that provide more information on services, programs and options. Check them out at The Transition Process: Ages Beginning at grade 9, the student must be invited to participate in the Individualized Education Program (IEP) process and must have a Personal Learning Plan. Work with the school to complete a good, comprehensive transition assessment. Expand the IEP team to include additional members who can offer information on planning for the adult world for the student. This may include a county case manager and vocational rehabilitation counselor. Review the school catalog for offered classes. Consider the full range of classes and extracurricular activities when planning schedules. Think about and plan for courses required for post-secondary education. Develop transition goals for both academic and functional (everyday living) needs. The IEP should include courses of study based on transition needs and goals. The IEP should include goals to develop skills fostering independence. IEP goals should address needs in the areas of employment, post-secondary training and learning, home, independent living, and safe and healthy sexual choices. Budgeting and banking skills should be addressed and developed if needed. 1

2 Explore future planning processes that focus on the student and what they want for their future. (The Arc Greater Twin Cities offers multiple Person Centered Planning process to help students and families consider options.) Explore eligibility for Medical Assistance and Social Security benefits. Request a MnCHOICES assessment from the county if not already done this. This assessment assists to determine service options. Encourage the development of self-advocacy skills. Help the student understand his/her own disability and how to communicate their needs to others. Could the student benefit from joining a self-advocacy group? EMPLOYMENT Explore career options and include career planning goals in the IEP. Assess skills and interests and develop a career plan. Determine and develop skills related to completing job applications accurately, creating resumes and seeking employment. Visit the Disability Benefits website: Complete the School and Work Estimator and a Get Smart School tool kit. Obtain a volunteer position. Discuss family and friend connections for potential volunteer and employment opportunities for the student. Determine potential employment options in the community. Explore post-secondary options with the IEP team and Vocational Rehab counselor, and document decisions on the IEP. As an IEP team, discuss a potential graduation date for the student, - 18, 19, 20 or 21 years of age? Identify the student s interests in recreation and leisure activities within the community. Determine what needs, if any, should be addressed on the IEP. Determine transportation options and how the student will get around in the community. Determine need for education on healthy relationships and sexuality. Develop plan to address needs. 2

3 The Transition Process: Ages Review activities from ages Are they completed? Is more information needed? Is there more work to be done? Determine what college entrance exams are required. Determine and apply for required test accommodations. Determine need for testing preparation sessions. These may be offered at the school or in the community. Explore eligibility for Medical Assistance and Social Security benefits. Be aware that eligibility can change when a student becomes 18. A student must be informed at the annual IEP meeting that rights belonging to the parent will transfer to the student at age 18, unless a legal guardian is obtained. Obtain a state identification card (which can be a driver s permit, license, or state ID card). Learn about alternatives to guardianship and guardianship. Obtain information on school timelines for graduation including taking graduation pictures, announcements, cap and gown, class party, and senior class picture. Prepare a transition portfolio - including evaluation reports, transcripts, test scores, current IEP, medical records, interest inventories, extra-curricular activities, etc. EMPLOYMENT Create a list of references from school, personal, and professional contacts. Explore paid job options. Apply for a job. In the transition portfolio, add references, a template of a completed job application, and a list of skills that have been acquired. Have the student conduct informational interviews. The student can meet with individuals who have careers he/she is interested in. Connect student with mentors in their interest areas. Expect student will work in competitive, integrated employment. Consider more restrictive options if necessary (supported employment, enclaves, day training and habilitation). Determine the need for direct teaching time on soft employment skills (greeting people, eye contact, attendance, interacting with employer, employee and general public, etc.). If the student will not graduate and leave school after completing their senior year, identify postsecondary training transition programs. Attend college and resource fairs. 3

4 Identify options for colleges, vocational, or technical schools. Tour potential schools; determine entrance requirements; talk to staff in the disability services office. Determine financial needs for post-secondary options. Identify and keep a list of supports and services that might be needed in post-secondary settings, including assistive technology. Learn about Section 504 and how the rules governing those programs can help the student. HOME AND INDEPENDENT LIVING Consider requiring the student to perform household and community chores that are required for future housing options. Determine the need for post-high school supports at home, school and community. Begin a conversation with the student about what kind of housing they desire after high school. Discuss where the student would like to live, if they would like to live with someone, and what their dream looks like. Explore transportation options. Develop public transportation skills or take driving lessons. The Transition Process: Ages Review activities from ages 14 16, and Are they completed? Is more information needed? Is more work to be done? Develop a financial plan based on after graduation plans. This should include short term and long term needs. Explore future planning processes that focus on the student and what they want for their future. The Arc Greater Twin Cities offers multiple Person Centered Planning process to help students and families consider options. Obtain a summary of performance from the school IEP case manager when exiting school services. Upon graduation, the school must provide the student with a summary of his/her academic achievement and functional performance. This must include recommendations on how to assist the student in meeting the postsecondary goals. Many school districts have transition fairs which provide students and parents with information on adult services. Find out if there is a transition fair in your district, or attend one in a neighboring district. 4

5 EMPLOYMENT Continue goals and classes directly related to career field of interest. Meet with Vocational Rehabilitation Services (VRS). Counselors assist persons in vocational assessments and other employment supports. Ask your IEP team or contact your local Workforce Center. Monitor post-secondary application deadlines, including financial aid deadlines. If planning on a post-secondary class/program, register with the school s disability office by the end of high school senior year. At age 18, all males must register with the Selective Services. You can register or find more information on registration at Many high schools can also register students. HOME AND INDEPENDENT LIVING Identify and explore future housing options. Register to vote. Join community groups based on recreation and leisure interests. Revised September