Transition to Post-School Outcomes: Parent and Teacher ...

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Transition to Post-School Outcomes Parent and Teacher Reference Guide

An Honors Thesis (HONRS 499)

By

Megan Todd

Dr Paul Ranieri

Ball State University Muncie Indiana

May 2013

Expected Date of Graduation May 2013

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Abstract

In education it is important that learning continues beyond the classroom for all students However for students in special education the continuation for education beyond the classroom sometimes requires more care All students within special education have an individualized education plan (IEP) which gUides teachers how to aid the students in their education When the student reaches sixteen years of age or fourteen as required by Indiana law students with an lEP have a specialized transition IEP (TIEP) The TIEP is a planning and legally binding component of the lEP which details the projected post-school outcomes for the student

Planning for this TIEP should begin in middle school and become more formalized as students progress towards graduation The change and progression towards the TIEP can be very overwhelming for individuals (teachers and parents) not familiar with the process The following reference guide aims to give background to the transition process as well as include information that may be helpful to create a well rounded and individually appropriate TIEP Some items are directed more specifically at teachers while other at parents or student However all items included are meant to guide help facilitate or explain a component of the transition process

Acknowledgements

I would like to thank Dr Paul Ranieri for advising me through this thesis project His guidance was helpful in all aspects of the thesis project especially narrowing and defining my focus and editing

I would like to thank Danielle Rhymer and Anna Epperly for their help in sorting through the various transition components and finding specific forms that would be most helpful in gUiding the transition process

I would like to thank Janet Todd Nathan Deig and Elizabeth Hudson for encouragement and general help with this major project

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Authors Statement

This project began as a parent guide for what to expect in special education The original objective of the project was to communicate to the parents the realities of school and what they can do to best aid their children through their school experience This was chosen as the aim because for students within special education the relationship between family and school is all the more important and requires a specific balance for the best results to be attained By communicating with parents about the reality of school the gap between school and their students progress can be better understood and managed However as I began research on the topics it became evident the topic was too broad The thesis would have been too massive to take on if any depth of the topiC was desired

For this reason I chose to target one component of the special education curriculum that requires a high level of parent support to be successful By choosing the topic of transition to post-school outcomes in special education I keep parents as the main audience I moved forward from this point trying to target information specifically for parents regarding transition However I was extremely surprised to find out that very few resources exist After talking with Anna Epperly and Danielle Rhymer two individuals who head the transition fair for Muncie Community Schools it became evident that the majority of the resources were aimed at teachers As they explained teachers are supposed to guide the transition process teaching and the parents while advocating for the student Once this was brought to my attention I chose to widen my target audience to teachers and parents with the understanding that both audiences would be working together with the included resources as a guide

While parents generally hold more information about their student than teacher teachers are responsible for completing the transition process and are legally held accountable By creating a parent and teacher reference guide both groups can work together more productively to complete the childs transition individualized education plan (TIEP) Yet I also assumed that teachers will be responsible for teaching the parents more complex topics and aiding them in understanding the overall process

The outcome of the thesis project is a comprehensive resource including reference documents surveys and interview forms to personalize the transition process and guide students toward a most appropriate TIEP and post-school outcome Some documents are more teacher-directed others parent-directed and yet others are student-directed To break down the comprehensive resource several categories of transition noted by the Indiana Secondary Transition Resource Center were used Student Development and Student-Directed Planning (combined) Parent Involvement Interagency Collaboration and Program Structures Each of these categories is broken down and explain within its given section and contain specific resources that would be helpful when explaining and meeting requirements of the transition process

Throughout this thesis project I have learned a vast amount of about transition With the possibility of being in secondary education I knew that it would be important to know how to facilitate transition as a teacher I believe that this

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transition resource guide will greatly help in the endeavor Before this semester I had completed one TIEP but was still very unsure of what I would be able to complete without the guidance of a college classroom teacher By completing this project I have become more aware of the resources that are available for parents and can be used to make less of a mystery the transition to post-school outcomes for students with special needs This will profit the families and students that I teach in the future

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Transition to Post-Secondary Outcomes The Definition and Importance of Transition for Students with Disabilities

All adolescents go through a period of transition from school to post-school outcomes In earlier decades the transition began earlier commonly in middle schooL as the students entered the work force and were taught all of the skills needed for success in the chosen field of work In this time only students who desired higher level jobs continued with post-secondary schooling However this pattern has increasing swayed in the current century with the time frame for transition to post-school outcomes lengthening to include those ages 10 to the midshy20s This lengthening of transition time has allowed for students to spend more time discovering different components of adolescence including relations with peers role of working mass medias effect on society pursuit of independence extrashycurricular activities risk taking post-secondary education and parental influence

For all students transition can be a scary and overwhelming time It is when the student moves from one juncture of life and choose how he or she desires to set the foundation for Transition= the process of the rest of life For students with disabilities the moving from one status to

anothertransition to post-school outcomes can become even more complicated because of special needs Transition Planning= a program Transition planning helps these students to find that offers stepping stones to help meaning in their educational activities and therefore an individual to move into tailor their education to the desire and hopes for the adulthood

future Additionally the Individual with Disabilities Education Act requires the practices of transition to post-school outcomes The law states that

Transition services means a coordinated set of activities for a student with a disability that (A) is designated within an outcome-oriented process that promotes movement from school to post-school activities including postsecondary education vocational training integrated employment (including supported employment) continuing and adult education adult services independent living or community participation (B) is based on the students needs taking into account the students preferences and interests and (C) includes instruction community experiences the development of employment and other post-school objectives and when appropriate the acquisition of daily living skills and functional vocational evaluation (IDEA 1990 Section 602)

In order to better be able to explain the components of transition I have split the process into four components student-focused planning family involvement and interagency collaboration Student focused planning should begin with the student The end goal that the student desires should aim the whole transition process Beginning at the end goal and planning backwards from the end goals the students individualized education plan (IEP) is tailored to meet the need of the student Without a student-focused plan the student is less likely to find meaning in his or her education and therefore will have a harder time reaching the goals set

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Family involvement is key Not only will the family have the ability to shape the student career goals and outcomes they are monumental in making sure that the plan is carried out However for parent input to be reliable the parents must be informed on a range of options have the ability to evaluate options have knowledge of the childs skills have knowledge of the childs preferences have knowledge of how to get services and have knowledge of how to advocate for services If the parents are not knowledgeable or comfortable in one or more of these areas the parents should be given support to increase knowledge and confidence Parents are often the driving force behind transition planning because after the teachers are gone and secondary education has ended the parents are still present and able to guide the student

Interagency collaboration is important to increase and build the lines of communication and opportunities between school and the outside community Much of employment for any person is based on connections By supplying connections to the outside community during the time spent in the classroom the students will be able to better transition into the community post-school Agencies commonly support the student with work experience adaptations or modifications and many other opportunities

Transition is a complex and possibly confusing process By working together to create a student-centered program which works to empower parents and make essential connections with community agencies the student will have the best outcome in his or her post-school outcome Without the transition process many of our students would be left floundering and unsure of what step to take to move into adulthood

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Appendices Descriptions

APPENDIX A Student-Focused Planning and Student Development

Education should always begin with the student whether deciding how to teach a lesson or planning for the future Keeping this in mind transition should be based on the student not a fabricated routine process Each student brings a different background strengths weaknesses and needs Similarly each student will most likely desire to reach a different end goal Everything is individualized For this reason the teacher parents and all other members of the case conference committee (those reviewing the students individualized education plan) must take the time to listen to the students preferences and desires While the student might need to be redirected he or she does generally know the most about his or her desired direction The people who are next likely to know information are the parents then the teachers and so on

Once members of the case conference committee have listened to the desires of the students they must decide what the next course of action will be to move toward a desired post-school outcome This could include classes employment opportunities targeted teaching of life skills etc It depends totally on the student In the end every decision should come back to what is best for the student

However when there is not a distinct starting place for the post-school outcome surveys and interviews are commonly used to gain insight These surveys and interviews give a starting place for those on the case conference committee to talk about preferences and realistic post-school outcomes for the student

In order for the TIEP to be appropriate for the student many areas need to be considered Additionally some area or skills may need to be developed in order to ultimately reach the post-school goal For ease of description and location of resources the topics for student-focused planning and student development have been divided into categories instruction notes general transition forms self advocacyself determination academic life skills employment post-secondary education and assistive technology

Instruction Notes This section includes general information for teachers and parents The majority of the information is written in narrative form or is depicted on Power Point slides The section includes information on self-advocacy self-determination appropriate goal writing and resources for transition assessment

General Transition Forms This section includes forms that apply to the overall transition process Some of the forms are general surveys for students and parents while others are to aid in the synthesis of an appropriate TIEP

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SelfAdvocacyjSelfDetermination Self-advocacy is an individuals ability to communicate negotiate or assert his or her own interest desires needs and rights in everyday situations It is based in the ability to make informed decisions and to accept responsibility Self-determination is the concept that all individuals have the right to direct their own life A variety of interview and surveys are included in this section all of which aim to determine the students levels of self-determinationself-advocacy and preferences and desires

Academic This section includes surveys and interview forms that pertain to academic content including study habitsskills and learning styles Other more specific academic topics such as writing and Internet browsing are also covered

Life Skills Life skills are any skill needed to care for oneself or advocate for help with care This section includes a variety of interview forms and surveys on various topics social skills basic living skills financial skills housing recreational activities self-care abilities emotions and relationships

Employment Employment is often a post-school outcome for students This section includes resources to help determine an appropriate setting explanation of skills needed for employment and determine preferences in employment settings

Post-Secondary Education This section details information for attending a post-secondary education institution (career technical or traditional 4-yr college) Articles detailing the differences between high school and post-secondary education are noted as well as topics such as finance

Assistive Technology Assistive technology is sometimes needed for student to easily complete schoolwork and to communicate with those around them When this is the case assistive technology should be considered for post-school outcomes as well This section includes several resources to guide the process

APPENDIX B Disability Descriptions

Every disability has different characteristics and needs These needs in turn affect the post-school outcomes that are chosen and advocated for the student In order for the case conference committee to be on the same page the disability characteristics and specific characteristics of the student must be explained thoroughly

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In order to include a succinct and clear description of the disabilities for the case conference team the following disability description pages have been included Please note that not all possible disabilities are included

Disabilities Included Attention-DeficitHyperactivity Intellectual Disabilities Disorder Learning Disabilities Autism Spectrum Disorders MUltiple and Severe Disabilities Cerebral Palsy Other Health Impairment Deaf-Blindness Speech and Language Impairments Developmental Delay Spina Bifida Down Syndrome Specific Learning Disabilities Emotional Disturbance Traumatic Brain Injury Epilepsy Visual Impairments Deafness and Hearing Loss

APPENDIX C Family Involvement

Family involvement is key Not only will the family have the ability to shape the student career goals and outcomes they are monumental in making sure that the plan is carried out However for parents input to be reliable they must be informed as to the range of options have the ability to evaluate options have knowledge of the childs skills have knowledge of the childs preferences have knowledge of how to get services and have knowledge of how to advocate for services If the parents are not knowledgeable or comfortable in one or more of these areas the parents should be given support to increase knowledge and confidence Parents are often the driving force behind transition planning because after the teachers and secondary education has ended the parents are still present and able to guide the student

Resources Included Parents Role in the Transition Process How Parents Can Develop Soft Skills Parent Guide to Transition

APPENDIX D Interagency Collaboration


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Resources Included Description of Interagency Collaboration References to Learn About Interagency Collaboration Medicaid Information

APPENDIX E Program Structures

Transition planning is required for those individuals in special education If the protocol is not followed then the school corporation can be deemed out of compliance and disciplinary actions can be taken For this reason the components in this section are to be used as a guide and reference throughout the transition process

Resources Included Descriptions and Examples of All Areas of Transition Examples of Post-School Goals Diploma and Certificate Considerations Glossary of Commonly Used Transition Terms Summary of Predictors of Post-School Outcomes Indicator 1314 (Indiana Compliance Laws)

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Appendix Label

Title of Document PDF Page

Instruction Notes

A1 From Writing Scripts to Making Blockbusters

Improving Transition IEPs 3

A2 Self-Determination A Toolkit for Teachers 12

A3 Self Advocacy Leading to Student Led Annual Case

Reviews 17

A4 Cognitive Behavioral Interventions An Effective

Approach to Help Student with Disabilities Stay in School

20

AS Transition Assessment Resource Guide by INSTRC 27 A6 Transition Assessment and Curriculum Matrix 34 A7 SamQle Instruments for Transition Assessment 66 A8 Online Resources for Transition Assessment 70

Transition General Forms

A9 Transition Assessment Student (and Parent) Interview

Form 73

A10 Summary of My Performance 75 All Student Transition Planning Folder 78

A12 Behavioral Observation Data for Planning Possible

Postsecondary Expectations 80

A13 Personal Student Profile 82

A14 Life Skills Inventory Independent Living Skills

Assessment 85

A15 Individual Program Planning Guide 94 A16 Thinking About the Future Infographic 107

Self-Advocacy and Self-Determination

A17 Self-DeterminationSelf-Advocacy Checklist 109 A18 Self-Determination Checklist (Student Self-Assessment) 110 A19 Self-Advocacy Checklist 112

A20 Informal Inventory of Independence and Self-Advocacy Skills for DeafHard of Hearing Students

115

A21 Self-Determination Observation Checklist 117 A22 Its My Choice 119 A23 Its My Choice Looking At My Own Life Quality 141 A24 Values Inventory 153 A25 AIR Self-Determination Scale (Student Form) 157

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PDFAppendix Title of Document PageLabel 165The ARCs Self-Determination Scale A26 173Chart Your Own Future How Your IEP Can Hel~A27 175

Academics

The Self-Directed IEP (Self AssessmentlA28

177Study Habits QuestionnaireA29 179Study Skills InventoryA30 181World Wide Web Self-Assessment Skill Checklist A31 182

Life Skills

Writing Self-Assessment Skills and AttitudesA32

184Learning Style A33 What Is Your Learning Style 189A34

A35 School and Community Social Skills Rating Checklist 191 A36 Planning for Community Living Worksheet 195 A37 Parents of Teenagers Survival Checklist 196 A38 Adolescent Autonomy Checklist 200 A39 Assessment of Financial Skills and Abilities 206

Its My Choice A Place of My Own Checklist A40 208 A41 Its My Choice Housing Checklist 211 A42 Surveyof Indoor and Outdoor Recreational Activities 218 A43 Self-Care Abilities Listing 221

Adaptation of Analyzing Behavior States and A44 Environment Model for Use with Youth with Significant 223

Intellectual Abilities A45 EmployabilityLife Skills Assessment [Ages 14-21) 225

EmployabilityLife Skills Assessment Parent FormA46 229

(Ages 14-21) A47 Getting To Know Your Anger 233 A48 Sexuality Assessment 234 A49 Lets Look At Interpersonal Relationshi~ 235

Employment

A50 Mastering Soft Skills for Workplace Success 237 A51 Unit 1 Self-Determination the BIG Picture 251

Unit 2 DisclosureWhat Is It and Why Is It SoA52 259

Important Unit 3 Weighing the Advantages and Disadvantages of

A53 264Disclosure

A54 Unit 4 Rights and Res~onsibilities Under the Law 272 Unit 4 Appendix A - Basic Facts About the Americans

A55 282with Disabilities Act

A56 Unit 4 Appendix B - Summary of Legislation 284

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PDFAppendix ITitle of Document PageLabel 287

Unit 6 Postsecondary Disclosure Why When What to Unit 5 AccommodationsA57

294A58 Whom and How

A59 305 A60

Why to Disclose in Social Settings Visit Your One-Stop Career Center 313

A61 Disclosure Glossary 315 A62 Student Dream Sheet 319 A63 Personal and Professional Goals Worksheet 321 A64 322 A65

Job-Related Interest and Preference Inventory This Is How I See Myself 324

A66 Satisfactions You Need 326 A67 CommunityBased Assessment_Questionnaire 328 A68 JobTips Assessment 332 A69 Work Characteristics and Environment Preferences 338 A70 Work Personality Profile 341 A71 Career Portfolio 343 A72 Career Clusters Interest Survey 344 A73 Its My Choice Staff Evaluation Form 350 A74 Its My Choice Workplace Checklist 351 A75 Social and Vocational Abilities Listing 355

Some Questions You May Want to Ask When Choosing A76 357

an EmplqymentAKency

Post-Secondary Education

A77 The Right Fit Colleges and Universities 375 A78 PreQaring Students for the Post-Secondary Experience 377 A79 Vocational Behavior 3791 A80 Is College For You Setting Goals and Taking Action 381

A Guide to Assessing College Readiness (For Parents ofA81 393

College-Bound with Learning Disability Information of Postsecondary Education for Students

A82 399with Disabilities from US Dept of Ed

A83 College Funding for Students with Disabilities 401

Assistive Technology

Hey Can I Try That Student Handbook for Choosing andA84 408Using Assistive Technology

Wisconsin Assistive Technology Initiative Student A85 Information Guide for Self-Determination and Assistive 424

Technology Management A86 Assistive Technology Protocol for Transition 426

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Appendix Label


Bl Attention-Deficit Hyperactivity Disorder 2 82 Autism Spectrum Disorders 8 83 Autism Spectrum Disorders (Parent Guide) 14 84 Cerebral Palsy 20 85 Deaf-Blindness 26 86 College Students Who Are Deaf-Blind 30 87 Developmental Delay 34 88 Down Syndrome 38 89 Emotional Disturbance 44

810 Epilepsy 51 811 Deafness and HearinK Loss 57 812 Intellectual Disabilities 63 813 Learning Disabilities 69 814 Multiple and Severe Disabilities 75 815 Other Health Impairment 78 816 Speech and LanguaKe Imgairments 86 817 Sgeech or Language Impairments (Parent Guidel 93 818 Sgina Bifida 99 819 Specific Learning Disabilities 103 820 Traumatic Brain Injury 109 821 Traumatic Brain Injury (Parent Guide) 115 822 Visual Impairments Including Blindness 118 823 Visuallmgairments (Parent Guide) 126


Appendix Label

Title of Document I PDF Page

Cl Tapping into the Power of Families How Families of Youth with Disabilities Can Assist in Job Search and

Retention 2

C2 Helping Youth Develop Soft Skills for Job Success Tips for Parents and Families

4

C3 Ten Tips that May Help Your Childs Transition to

Adulthood 10

C4 Introduction The Transition Process 12

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PDFAppendix I Title of DocumentLabel I Page 2Interagency Collaboration and Transition01

Interagency Collaboration Annotated Bibliography 602 1303 Transition in Practice Interagency Collaboration 15DOE and VRS Policy to Practice Summary04

Introduction to Medicaid Waivers 21 Indiana Medicaid Home and Community -Based Services

05

2806 Waiver Program A Guide for Consumers

7807 WorkOne Centers +Schools Collaboration =Success 84

College and Post-Secondary Services for Persons with 08 Resources for Life After High School

09 86Disabilities in Indiana

High School Student with Disabilities Transitioning to 101010

IvyTech


Appendix Label


E1 Transition Services Definition and Examples 2

E2 Examples of Postsecondary Goals for Student with High

Support Needs (Severe and Multiple Disabilities) 14

E3 DiQloma and Certificate Considerations 16

E4 NSTTAC Summary of Predictor Categories Outcome

Areas Level of Evidence and Descriptions 18

E5 Instructions Indiana Transition Requirements Checklist

(Compliance Indicator 13) 25

E6 Understanding Measurable Postsecondary Goals 29

E7 NSTTAC Indicator 13 Checklist Form A (Meets Minimum

SPP APR Requirements) 30

E8 NSTTAC Indicator 13 Checklist Form B (Enhanced for

Professional Development) 34

E9 Continuous Improvement Monitoring Guidance

Document Indicator 14 39

E10 Indiana Graduate Follow-up Student Exit Interview 42

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References

1 Adapted from Guy B Mulligan Ault M amp Guess D (1993) Analyzing Behavior State and Learning Environments University of Kansas Department of Education Presented by B Guy at 2011 Indiana Statewide Transition Forum

2 Arndt K (February 2011) College students who are deaf-blind Retrieved from httpwwwiidcindianaeduistylesiidcdefilesIINSTRClTuesTipsCollegeStudents Whoare DeafBlindpdf

3 ARC Indiana (nd) An introduction to Indianas Medicaid waiver program for home and community based services Retrieved from httpslllearrungconnectiondoeingov

4 Bates L (2012) Self-determination A toolkit for teachers Retrieved from httpwwwiidcindianaedulindexphppageld=3304ampresource _ cat= 1

5 Bowser G amp Reed P (2001) Hey can I try that A student handbook for choosing and using assistive technology Retrieved from httpwwwiidcindianaedulstyles iidcdefiles IINSTRClHey _ Can _I _Try _ Thatpdf

6 Career Solutions Publishing (April 2012) Work characteristics and environments Retrieved from httpwwwiidcindianaeduistylesiidcdefilesIINSTRClTodays _Career _ Headlinesp df

7 Center on Community Living and Careers Indiana Institute on Disability and Community (nd) Now what Resources for life after high school Retrieved from httpwwwiidcindianaeduistylesiidcdefilesinstrclNow_What_for _transition_fair spdf

8 Center on Community Living Careers Indiana Institute on Disability and Community (2004) WorkOne centers and schools Collaboration = success Retrieved from httpwww iidcindianaedulsty lesiidcl defi lesinstrcW orkOnePublication pdf

9 Center on Community Living and Careers Indiana Institute on Disability and Community amp Bartholomew County Transition Council (2006) A roadmap to choosing an employment agency Retrieved from httpwwwiidcindianaedulstylesiidcdefilesinstrc ChooseEAgencypdf

10 Center on Community Living and Careers Indiana Institute on Disability and Community Indiana University (August 2012) Diploma considerations and terms Retrieved from httpwwwiidc indianaedulsty lesi idcl defilesinstrcl diplomaconsiderationsandtermspdf

11 Clark G amp Patton 1R (1998) Transition Planning Inventory Austin TX PRO-ED 12 oClark G amp Scheele L (2005) Informal inventory of independence and self-advocacy

skills for deaflhard of hearing students Retrieved from httpwwwiidcindiana eduistylesiidcdefileslINSTRCselCadvocacy _inventory Jevised_2010pdf

13 Commonwealth of Virginia Department of Education (2008) Self-determination checklist Student self-assessment Retrieved from httpwwwiidcindianaedulsty1esiidc defi leslINS TRCITues Ti psSelfDeterminationChecklistS tudentSelf-Assessment 1pdf

14 Council for Exceptional Children (1991) School and community social skills rating checklist Retrieved from httpwwwiidcindianaedulstylesiidcldefi leslINSTRCI TuesTipsSchool_and_Community_Social20Skills_Rating_Checklistpdf

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15 Fowler C H Walker A R amp Rowe D (2010) Age-Appropriate Transition Assessment Guide (2nd ed) National Secondary Transition Technical Assistance Center University of North Carolina at Charlotte

16 Grossi T (2012) Understanding measureable postsecondary goals Retrieved from httpwww iidcindianaedul sty lesiidcl defilesinstrclU nderstandingGoals pdf

17 Grossi T Hamburg S amp Semaitis N (August 2011) DOE vs VRS policy to practice summary Retrieved from httpslleamingcolUlectiondoeingov

18 Grossi T amp Patterson D (2009) Is college for you Retrieved from httpwwwiidcindianaeduistylesiidcdefilesinstrcCollege4U-5pdf

19 Guy B (2011) Sample use of behavioral observation data for planning possible postsecondary expectations Retrieved from httpwwwiidcindianaedulindexphp

20 Guy B Mulligan Aullt M amp Guess D (1993) Definitions of learning environment characteristics Retrieved from httpwwwiidcindianaeduistylesiidcdefilesIfNSTRC 2011 TransitionF orurnlguydeflllition200flearningpdf

21 Hoffman A Field S L amp Sawilowsky S S (2004) Self-determination observation checklist Retrieved from httpwwwiidcindianaeduistylesiidcdefilesIfNSTRCTuesTips PERC _ SelfAdvchecklistpdf

22 Hughes C (2000) The self-directed IEP The Transition Handbook Strategies High School Teachers Use that Work Baltimore MD Paul H Brookes Publishing Company

23 Indiana Department ofEducation (2002) Continuous improvement monitoring guidance document Retrieved from httpwwwlearningcolUlectiondoeingov

24 Indiana Department of Education (2011) Indiana transition requirements checklist 2011shy2012 Retrieved from httpwwwiidcindianaedulsty lesiidcdefilesinstrcl Transition_IEP _Checklist_2011_2012pdf

25 Indiana Department of Education (2011) Instructions Indiana transition requirements checkl ist Retrieved from httpwww doe in gov lexceptionalmoni toring

26 Indiana Department of Education (2012) Summary of my performance Retrieved from httpwwwiidcindianaedusty lesiidcl defileslfNSTRCSOP20 12pdf

27 Indiana Department of Education (2002) Student exit interview Retrieved from httpwwwlearningcolUlectiondoe in gov

28 Indiana Governors Council for People with Disabilities (March 2007) Indiana Medicaid home and community-based services waiver programs Guide for consumers Retrieved from httpleamingcolUlectiondoeingov

29 Indiana Resource Center for Families with Special Needs (June 2010) Transition from school to adult life A guide for families Retrieved from httpinsourceorglpdflTransition_Guide _Familiespdf

30 Indiana Secondary Transition Resource Center (October 2011) Examples ofpostsecondary goals for student with high support needs Retrieved from httpwwwiidcindianaedulindex php

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31 Indiana Secondary Transition Resource Center (2012) Student personal profile Retrieved from httpwwwiidc indianaedulsty lesiidcl defileslINSTRCStudent _Personal_Profile _ T emplatepdf

32 Indiana Secondary Transition Resource Center (2012) Student Transition planning folder Retrieved from httpwwwiidcindianaedulsty1esiidcdefilesIINSTRC Transition20AssessmentiStudent20Transition20Planning20Folderpdf

33 Indiana Secondary Transition Resources Center (2011) Transition assessment resource guide appendix a amp b Retrieved from httpwwwiidcindianaedul indexphppageId=3468

34 Indiana Secondary Transition Resources Center (2011) Transition assessment resource guide appendix c matrix Retrieved from httpwwwiidcindianaedul indexphppageId=3468

35 Indiana Secondary Transition Resource Center (2011) Transition assessment resources guide education and training Retrieved from httpwwwiidcindianaedulindexphp pageId=3468

36 Indiana Secondary Transition Resource Center (2011) Transition assessment resources guide employment Retrieved from httpwwwiidcindianaedulindexphp pageId=3468

37 Indiana Secondary Transition Resource Center (2011) Transition assessment resources guide independent living Retrieved from httpwwwiidcindianaedulindexphp pageId=3468

38 Indiana Secondary Transition Resources Center (2011) Transition assessment resource guide other areas Retrieved from httpwwwiidcindianaedul indexphppageId=3468

39 Indiana Secondary Transition Resource Center (2011) Transition assessment resources guide self-determination Retrieved from httpwwwiidcindianaedulindexphp pageId=3468

40 Indiana Secondary Transition Resource Center (2011) Transition assessment resources guide table of contents and fundamentals Retrieved from httpwwwiidcindianaedul indexphppageId=3468

41 Indiana Secondary Transition Resource Center (2012) Transition assessment Student (and parent) interview form Retrieved from httpwwwiidcindianaedulstyles iidcdefileslINSTRCTuesTipsTransition_ Assessment-Student_Family _Interview _Formpdf

42 Indiana Secondary Transition Resource Center (November 2011) Transition service Definition and examples Retrieved from httpwwwiidcindianaedulindexphp

43 Indiana Secondary Transition Resource Center (nd) Community resource map Retrieved from httpwwwiidcindianaedulinstrcmapgismaphtml

44 IN Source (2008) College and post-secondary services for persons with disabilities in Indiana 2008-2009 edition Retrieved from httpinsourceorg2012shy2013 _College_Survey pdf

45 Ivy Tech (nd) High school students with disabilities transitioning to ivy tech Retrieved from httpwwwlearningconnectiondoeingov

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46 Landmark College (2009) A guide to assessing college readiness Retrieved from httpwwwiidcindianaeduistylesiidcdefilesIINSTRClWebinarsCollegeshyReadiness_Assessmentpdf

47 Minnesota Governors Council on Developmental Disabilities (nd) Its my choice Retrieved from httpwwwmnddcorgextraipublicationschoicelIts_My _ Choice pdf

48 National Collaborative on Workforce and Disability (May 2011) Helping youth develop soft skills for job success Tips for parents and families Retrieved from httpwwwncwd-youthinfositesdefaultlfilesinfobriefjssue28_0 pdf

49 National Collaborative on Workforce and Disability (April 2011) Tapping into the power of families How families of youth with disabilities can assist in job search and retention Retrieved from httpwww iidcindianaedulsty lesiidcdefilesIINSTRC family_assistancejob_searchJetentionpdf

50 National Collaborative on Workforce and Disability amp Office of Disability Employment Policy (2005) The 411 on disability disclosure Retrieved from httpwwwncwdshyyouthinfoassetsguides4111411_ Disability_Disclosure _ completepdf

51 National Dissemination Center for Children with Disabilities (2012) Attentionshydeficitlhyperactivity disorder Retrieved from httpnichcyorgwpshycontentluploadsdocsfs19pdf

52 National Dissemination Center for Children with Disabilities (2012) Autism spectrum disorders Retrieved from httpnichcy orgwp-contentluploadsdocsfs 1pdf

53 National Dissemination Center for Children with Disabilities (2012) Cerebral palsy Retrieved from httpnichcyorgwp-contentluploadsdocsfs2pdf

54 National Dissemination Center for Children with Disabilities (2012) Deafblindness Retrieved from httpnichcy orgwp-contentluploadsdocsfs16pdf

55 National Dissemination Center for Children with Disabilities (2012) Deafness and hearing loss Retrieved from httpnichcy orgwp-contentluploadsdocsfs3 pdf

56 National Dissemination Center for Children with Disabilities (2012) Developmental delay Retrieved from httpnichcyorgwp-contentluploadsdocsfs9pdf

57 National Dissemination Center for Children with Disabilities (2012) Down syndrome Retrieved from httpnichcyorgwp-contentluploadsdocsfs4pdf

58 National Dissemination Center for Children with Disabilities (2012) Emotional disturbance Retrieved from httpnichcy orgwp-contentluploadsdocsfs5pdf

59 National Dissemination Center for Children with Disabilities (2012) Epilepsy Retrieved from httpnichcyorgwp-contentluploadsdocsfs6pdf

60 National Dissemination Center for Children with Disabilities (2012) Intellectual disabilities httpnichcyorgwp-contentluploadsdocsfs8pdf

61 National Dissemination Center for Children with Disabitities (2012) Learning Disabilities Retrieved from httpnichcyorgwp-contentluploadsdocsfs7pdf

62 National Dissemination Center for Children with Disabilities (2012) Other health impairments Retrieved from httpnichcyorgwp-contentluploadsdocsfs15pdf

63 National Dissemination Center for Children with Disabilities (2012) Speech and language impairments Retrieved from httpnichcyorgwp-contentluploadsdocsfs11pdf

64 National Dissemination Center for Children with Disabilities (2012) Spina bifida Retrieved from httpnichcy orgwp-contentluploadsdocsfs 12pdf

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65 National Dissemination Center for Children with Disabilities (2012) Traumatic brain injury Retrieved from httpnichcyorgwp-contentluploadsdocsfs18pdf

66 National Dissemination Center for Children with Disabilities (2012) Visual impainnents including blindness Retrieved from httpnichcyorgwpshycontentluploadsdocsfs13 pdf

67 National Secondary Transition Technical Assistance Center (May 2012) NSTTAC indicator 13 checklist fonn a Retrieved from httpwwwnsttacorgsitesdefaultlfilesassetspdf ICheckiistFonnApdf

68 National Secondary Transition Technical Assistance Center (May 2012) NSTTAC indicator 13 checklist fonn b Retrieved from httpwwwnsttacorgsitesldefaultlfilesassetspdfJ Checkl istF onnBpdf

69 National Secondary Transition Technical Assistance Center (2012) Interagency collaboration annotated bibliography Retrieved from httpnsttacorgcontentlinteragency-collaboration-annotated-bibliography

70 Office for Civil Rights (nd) Information on postsecondary education for student with disabilities from the department of education Retrieved from httpslIlearningconnectiondoeingov

71 Office of Disability Employment Policy (nd) Mastering soft skills for workplace success Retrieved from httpwwwdolgovodeptopicsyouthisoftskillsUMUWBIW_03Q

72 Ohio Department of Education (nd) Employabilitylife skills assessment Retrieved from httpwwwiidcindianaeduistylesiidcdefilesIINSTRCfWebinarsEmployability _sk ills _ checkl ist pdf

73 PACER Center (2006) Chart your own future Individualized education program (lEP) can help Retrieved from httpwwwpacerorgparentlphpphp-cl13pdf

74 PACER Center (2012) Interagency collaboration and transition Retrieved from httpwwwpacerorgtatralresourcesinterasp

75 PACER Center (2012) Ten tips that may help your childs transition to adulthood Retrieved from httpwww pacer orgparentlph plPHP -c 107 pdf

76 PERC (2012) Self-advocacy checklist Retrieved from httpwwwiidcindianaedul stylesiidcldefileslINSTRCTuesTi pslPERC _ SelfAd vchecklist pdf

77 PERC Paths to Employment Resource Center (2013) Transitions from School F AQs (Frequently Asked Questions) Retrieved from httpwwwpercthinkworkorg resourcesitemltransitions-from-school-faqs-frequently-asked-questions

78 Planning for community living worksheet (nd) Retrieved from httpwwwiidcindianaedul sty lesiidcdefilesinstrcl PLANNINGFORCOMMUNITYLIVINGWORKSHEETpdf

79 Riccomini P J Bost L W Katsiyannis A amp Zhang D (nd) Cognitive behavioral interventions An effective approach to help students with disabilities stay in school Effective Interventions in Dropout Prevention A Practice Brieffor Educators 1 Retrieved from httpwwwiidcindianaedulstylesliidcdefiles INSTRCTuesTipsCBI _Practice _ Briefpdf

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80 Rutgers (2012) Interests assessment Retrieved from httpcareerservicesrutgersedul OCAinterests shtml

81 Sabornie EJ amp deBettencourt LU (2009) Teaching students with mild and high-incidence disabilities at the secondary level Upper Saddle River New Jersey Merrill

82 Smith DD amp TyJer NC (2010) Introduction to special education Making a difference Upper Saddle River New Jersey Merrill

83 Sullivan C (1987) Preparing student for the post-secondary experience Retrieved from htlps Ilearningconnectiondoe ingov I

84 Test D (August 2012) From writing scripts to making blockbusters Improving transition IEPs Retrieved from httpwwwiidcindianaedul index phppageld=3 304ampresource _ cat= 1

85 University of North Carolina Transition Technical Assistance Center (2001) Interagency collaboration Retrieved from httpttacunccedultipsheetsinteragency _collaboration pdf

86 University of Washington (2010) College funding for student with disabilities Retrieved from httpslearningconnectiondoeingov

87 Walker M (2012) SeJf-advocacy leading to student led annual case reviews Retrieved from httpwwwiidcindianaedulindexphppageId=3304ampresource_cat=1

88 Washington State Department of Social and Health Services (2000) Life skills inventor Independent living skills assessment tools Retrieved from httpwwwiidc indianaedulsty lesiidcdefileslINSTRCW ebinarslLife _skills_inventory pdf

89 WNY CoJJegiate Consortium of Disability Advocates (nd) The right fit Retrieved from httpsllearningconnectiondoeingov

57pCo) LJ n de r9rqd Todd 2 he 5~ 1-D )Le9 i c )3 163

Abstract

In education it is important that learning continues beyond the classroom for all students However for students in special education the continuation for education beyond the classroom sometimes requires more care All students within special education have an individualized education plan (IEP) which gUides teachers how to aid the students in their education When the student reaches sixteen years of age or fourteen as required by Indiana law students with an lEP have a specialized transition IEP (TIEP) The TIEP is a planning and legally binding component of the lEP which details the projected post-school outcomes for the student

Planning for this TIEP should begin in middle school and become more formalized as students progress towards graduation The change and progression towards the TIEP can be very overwhelming for individuals (teachers and parents) not familiar with the process The following reference guide aims to give background to the transition process as well as include information that may be helpful to create a well rounded and individually appropriate TIEP Some items are directed more specifically at teachers while other at parents or student However all items included are meant to guide help facilitate or explain a component of the transition process

Acknowledgements

I would like to thank Dr Paul Ranieri for advising me through this thesis project His guidance was helpful in all aspects of the thesis project especially narrowing and defining my focus and editing

I would like to thank Danielle Rhymer and Anna Epperly for their help in sorting through the various transition components and finding specific forms that would be most helpful in gUiding the transition process

I would like to thank Janet Todd Nathan Deig and Elizabeth Hudson for encouragement and general help with this major project

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Transition to Post-School Outcomes: Parent and Teacher ...

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Transcript of Transition to Post-School Outcomes: Parent and Teacher ...