School Systems and the Massachusetts Rehabilitation Commission: Providing Transition Services to Support Students Visions

Transcription

1 School Systems and the Massachusetts Rehabilitation Commission: Providing Transition Services to Support Students Visions Amanda Green, Secondary Transition Coordinator, Department of Elementary & Secondary Education (ESE) Jennifer Stewart, Statewide Transition Director, Massachusetts Rehabilitation Commission (MRC) Laura Milano Albert, Transition Specialist, Brockton Public Schools Lori Knight, Vocational Rehabilitation Counselor, Brockton Area Office, MRC Courtney Flanagan, Student Michelle Krejmas, Parent

2 Agenda What is transition? How does the student drive transition planning? MRC services for students and adults School, agencies, student, and family collaborating together Brockton Public Schools and MRC

3 Planning for Life After High School Who is the student? (i.e., what are the student s needs and strengths) Who does the student want to be, or what does the student want to do? (i.e., what are the student s preferences and interests) What is the fit between the student now and the student s plans for adult life: What are you going to do all day? (education/employment/leisure) Where are you going to live? (home/apartment) How are you going to get around? (transportation) Who will you hang out with? (family/friends/clubs)

4 Secondary Transition Website:

5 Definition of Secondary Transition a coordinated set of activities for a child with a disability that is designed to be within a resultsoriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. -- IDEA 2004: 34 CFR ,Transition Services

6 State Requirement: By Age 14 Student is invited to the IEP meeting as a full member of the Team. Beginning at age 14, and continuing annually, the Team considers: student s needs, strengths, preferences, interests student s desired outcomes for post-secondary education/training, employment, and adult living. The IEP Team uses the Transition Planning Form (TPF) to guide their discussion. Annual IEP Goals and Transition Services are documented on the IEP TPF: Overview of Transition Planning:

7 Using the Vision to Develop Annual IEP Goals The team refers to the student's vision and asks: What skills, strengths, interests, personal attributes, and accomplishments does the student currently have that will contribute to his/her adult success? What skills and strengths will the student need to acquire in order to achieve his/her desired adult outcomes?

8 Members of the IEP Team Student Parent(s)/Guardian(s) General education teacher Special education teacher District representative Someone who can interpret the instructional implications of evaluation results Optional: Other individuals who have knowledge or special expertise regarding the student, including related services personnel Representative of any participating agency Employers, coaches, friends, etc.

9 + MRC is a state agency that provides services to persons with disabilities. There are three Divisions of MRC: Vocational Rehabilitation (VR) Employment Supports for persons with Disabilities, ages 16 and up Disability Determination Services (DDS) Determines eligibility for federal Supplemental Security Income (SSI) and Social Security Disability Insurance (SSDI) benefits (funded by SSA) Community Living (CL) Brain Injury and Specialized Community Services (BISCS) Acquired Brain Injury, Money Follows the Person, and Home & Community Based Waiver Programs Protective Services Independent Living Center Services Turning 22 Program Assistive Technology Program Home Care Assistance / Supported Living Services Consumer Involvement Program

10 + MRC works with students and adults that have many different types of disabilities. Our clients may have: Physical Limitations Emotional Difficulties Learning Difficulties Substance Abuse Difficulties Or a combination of the above. Our job is to help students: Understand their disability and some of the difficulties they may face Identify their strengths and things they are good at doing, or would like to become good at Identify supports that they might need to reach their goals

11 + How do Students get connected? Referrals can be made for Students: Direct from school to the local MRC office Via a Chapter 688 Referral If the student is at least 18 years old, he/she can also refer himself directly, or a parent/guardian can refer them. When: Ideally: Two years prior to Graduation or Turning 22 Remember: MRC works with individuals with disabilities who range from 16 and up, with a vocational focus While on the processing list, Students should: Begin to think about jobs that are of interest to them Start to think about, and talk to the people who know them well about, services and supports they might need to reach their goals Contact MRC if their address, telephone number, or any other contact information changes. Think about other people teachers, doctors, family members- that are involved with them and who they would like to include as they plan for reaching their vocational goals

12 + Pre-ETS Services To be eligible to receive Pre-ETS services, a student must be: A current consumer of the MRC Vocational Rehabilitation (VR) Program, being referred from an MRC VR Area Office An enrolled high school student with a disability; and Within the Ages of 16 to 22 Pre-ETS Services include: Work-Based Learning Experiences Workplace Readiness Training Job Exploration Counseling Self-Advocacy/Mentoring Instruction Counseling on Enrollment in Comprehensive Transition or Post- Secondary Educational Programs

13 + MRC and High School While in high school, MRC counselors work with the young adults to help them plan for the transition beyond high school. With students, VR counselors can: Coordinate with other adult service agencies and families Provide Vocational Counseling and Guidance Conduct Assessments/Vocational Exploration Refer students for other Services Coordinate Pre-Employment Transition Services (Pre-ETS) Opportunities Coordinate and refer students and families to School Benefits Counselors for Work Incentives Planning and to the WIOA Family Support Planning for transition planning Within the school/community, VR Counselors can: Coordinate with other adult service agencies and families Participate in Parent Nights, Open House events or other school & community presentations Attend IEP/other in-school meetings, as appropriate, to provide vocational transition consultation Provide schools with MRC transition marketing materials

14 Panel Presentation Laura Milano Albert, Transition Specialist, Brockton Public Schools Lori Knight, Vocational Rehabilitation Counselor, Brockton Area Office, MRC Courtney Flanagan, Student Michelle Krejmas, Parent

15 Thank you!! Questions??