Prairie Lakes AEA Transition

movingstudentsforward.org

Updated Fall 2017

Building Bridges with Open Ended Probes and Questions

Tell me a little about the reasoning behind that decision?

What are you seeing that indicates you are getting the results you expected?

Which part of the new accommodation seems to be the most challenging for Lucas’ teachers?

I’m not real clear on how you came to that conclusion. Could you help me understand?

What is it about this approach that concerns you?

What other possibilities might there be to produce different results next time?

What kind of help would be useful to you?

What would you see and hear in Jane’s behavior if she were less oppositional?

What caused her to respond that way?

Please say more about . . .

I’m curious about . . .

I’d like to hear more about . . .

Then are you saying . . .?

What would happen if you . . .?

What would happen if you didn’t . . .?

What do you think about that idea?

What can you add to what Phyllis just said?

Here’s one area you might help us think through . . .

How do you see it differently?

We all seem to want ______________. What if we tried to make that happen?

Which do you think might be more effective X, Y or Z?

How else might you . . .?

There are many ways to do that. Here’s one idea . . . What do you think?

Mr. Jefferson is out on family leave and so far he’s the only one who’s provided services. I wonder,

has anyone thought about Mrs. Washington as a resource here?

Fall 2017

The following open ended questions may help guide transition-related conversations and increase involvement of the student and other IEP team members.

Prairie Lakes AEA, Fall 2017

4+ OPTIONS (IEP Team Decision)

Must be an IEP team decision

Provides extra resource help that is a

requirement of the program

Purpose is to develop entry-level job skills

Attendance is extremely important

Must be able to ask for help (self-advocacy)

Student’s responsibilities

District’s responsibilities

Various locations: SAVE//VITAL/STRIVE, etc

Need to take the ACCUMPLACER test

Recommended to still complete FAFSA

o Plan B!

Must visit program – preferably junior year,

but no later than fall semester senior year

o Programs fills quickly

o Still need at least a plan B

Possible Career Interest areas:

o

o

o

This is NOT a guarantee even if the IEP team

recommends it, so still need to know what

your Plan B is!

COMMUNITY COLLEGE

Must apply/get accepted (does NOT commit!)

Need to take ACCUPLACER test

Need to visit several colleges

o Similar programs can be very different

from campus to campus

Need to apply for financial aid (FAFSA)

Must have good study skills

Must have good self-advocacy skills o Have Success Centers for help o Disability Director/Application

COLLEGE/UNIVERSITY

Must apply/get accepted (does NOT commit)

o Based on grade point, classes, etc

Need to take the ACT test (sign up now)

Need to visit several colleges

Need to apply for financial aid (FAFSA)

Must have strong study skills

Must have strong time management skills

Must have strong self-advocacy skills

o Have Success Centers for help

o Disability Director/Application

o Important: Accommodations vary

from college to college, so ask

specific questions during your visits

Need to be self-disciplined & organized

WORLD OF WORK

Voc Rehab paperwork? - - important for all! o Counselor name :________________ o Counselor’s phone: ______________ o Already contacted (or) still need to do

Have 2 professional references/contact info

Updated Resume

Good Attendance & Punctuality

Follows directions/Can stay on task

Driver’s License – YES (or) NO o Has reliable transportation to get

back and forth to work daily…

Can take constructive criticism (MILITARY: ASVAB required.) Important to take a practice test before you take the real thing. Remember, your score will determine which careers you may choose from. The higher your score, the more career options you have!

JOB CORPS

Locations at Denison & Ottumwa

Need to call and set up Tour

o Tours are only given on certain days

of the week, so plan accordingly

Admission Counselor: _________________

o Phone: _______________________

o Review Job Corps Center Sheet

Strict guidelines, but no cost

Pay stipend and help get a job

Zero tolerance

Free room & board!

Job Corps for ages 16 – 24

Possible to earn a FREE college degree

Should set up a tour if this may be an option,

- - they are often booked at least 6 weeks out

Student Name: _______________________________________ Career Goal: _________________________ Date:__________

_________________

Plan A: _______________________________________________ Plan B: _______________________________________________

PLAEA Transition Department Fall 2017

Page B: Best Practices and Refinements Red text = refinement in practice

Area Best Practice

Strengths, Interests, Preferences

Include:

Multiple items for each category

Vocationally related strengths or interests when possible

Living Sources: Must use multiple sources (parent input is a great source to add)

Results:

How do they compare to peers?

Should include skills with regard to:

*Transportation: Can they drive? Can they use public transportation? Will they rely on family,

etc.?

*Financial skills: Can they make purchases? Do they have a bank account? Can they budget

money, etc.?

*Domestic skills: Can they cook, clean, do laundry, etc.?

*Life skills: Do they demonstrate self-advocacy skills? Can they make appointments, take meds,

take care of their personal hygiene, get up on their own, engage in appropriate leisure time?

Do they have the skills to live independently? Are their skills comparable to their peers?

Learning

Sources: Use multiple sources, district wide assessments information is helpful

Teacher/classroom observations are good to include, as well as, any other assessments.

Results:

How do they compare to peers?

Should include skills with regard to:

*Discrepancy areas: Be sure to identify why the student is in need of special education services

and what supports are needed to pursue the PSEs.

*Classroom information: What do teachers notice in the classroom... learning styles and habits,

coping skills, and useful accommodations?

*Skills with regard to PSEs: These skills may not be areas of need. Example, if a student wants to

pursue a career that is heavy in math, include a summary of his math skills, even though it may

be a relative strength for the student.

Working Source: Use multiple sources (teacher observation is excellent to use here!)

Start using employability skills and clusters from student’s ICAP

Results: Should include:

*Work experiences: Regular paid jobs, as well as, lawn mowing, babysitting, detasseling, snow

removal, etc.

*Career cluster areas: For example - Health Science, Human Services, Information Technology,

Manufacturing, etc.

*Employability skills (transferrable skills): such as dependable, works well with others, respects

authority, manages time well, follows multi-step directions, punctual, etc.

PSE: Living Must align with the skills listed in the living results section

Ex. “Johnny is going to live in a house in Los Angeles by himself” is not appropriate for a student with severe

limitations. If the student’s expectation differs greatly from the team’s perception, include both.

PSE: Learning Must align with the skills listed in learning results section.

Ex. “Sally is planning on attending vet school at ISU“ is not appropriate for a student with a second grade

reading level. If the student’s expectation differs greatly from the team’s perception, include both.

PLAEA Transition Department Fall 2017

PSE: Working Must align with the interests and skills in the working section

Ex. “Tom is going to work full time as a grounds keeper” is not appropriate for a student whose interests

point towards working indoors in a quiet, clean environment. If the student’s expectation differs greatly

from the team’s perception, include both.

COS:

Requirements

Must include:

*Total number of credits

*Course subjects

*Any additional district requirements

Ex., “Johnny will need 52 credits to graduate from Anywhere HS. These credits include 8 English, 6 Math, 6

Social Studies, 6 Science, 1 Health, 4 PE, 1 Computer applications, and 20 electives. He will also need to

complete the senior portfolio.”

OR Describe how the student will graduate by other means if appropriate

Ex., “Sally’s graduation is based upon acceptable progress toward goal areas as dictated and established by

her IEP.”

COS: Current

Status

Must include:

*Graduation date

*Number of credits the student has yet to complete

*Courses in subject areas the student has yet to complete

*Other district requirements the student has yet to complete

Ex., “Johnny has earned 26 out of the 48 credits needed to graduate and is on track to graduate with his

peers. He still needs 4/8 English, 2/6 Math, 2/6 Social Studies, 4/6 Science, 2/4 PE, 1/1 Computer App and

11/18 elective credits, as well as, the senior portfolio.”

OR Describe the student’s progress for graduating by other means.

Ex., “Sally is making progress towards all goals as dictated and established by her IEP and is anticipated to

graduate based on her IEP in 2018.”

THIS IS INDIVIDUALIZED AND NOT A CUT AND PASTE FROM THE PREVIOUS SECTION

COS: Course

and Activities

This section is a multi-year projection of the remainder of the student’s secondary education.

Include: Courses and activities specific to the student that will help them achieve their PSEs

This is a good place for: Driver’s education, Accuplacer/ALEKS (Community College Placement Test)

Ex., “In addition to the required courses, Johnny will need to take Industrial Tech 1 & 2, CAD, and Building

Trades to pursue his interest in construction. He will also need to complete Driver’s Education, Accuplacer,

and connect with Voc Rehab. It is also recommended that he visit one or more community colleges.”

OTHER CONSIDERATIONS FOR QUALITY SERVICES:

1. Make sure all goals address priority/essential needs that align with the PSEs.

Reading fluency is probably not a priority/essential skill for a 10th grader. Comprehension would be more

appropriate.

2. Make sure living, learning, and working are addressed. If not, list specific justifications.

Ex., Page F – Development of Work ... box: “Johnny will participate in Independent Living class to improve

his skills in cooking and budgeting. He will also participate in the Career Academy to help determine a

vocational area of interest.”

OR

Ex., Page B – Living Results: “Johnny is independent in the area of living. He can cook, clean and take care of

personal hygiene. He has a checking and savings account and manages the money he earns doing odd jobs.

He has a valid driver’s license and makes his own appointments when needed.”

Prairie Lakes AEA Fall 2017

Transition Talking Points – Checklist

Student Name:_________________________________ Grade: _____________ Date: -------------------------------------

Student’s Strengths/Interests/Preferences:

Has the student had input on any changes since the last IEP?

Do these align with the student’s intended career goal?

Do these connect to educational/postsecondary plans?

Student’s Living Assessment:

Does the student have living skills comparable to peers?

Can the student take care of personal needs independently?

Can the student take medicine independently? Get up and get ready independently?

Does the student have comparable money/budgeting skills as peers?

Student’s Learning Assessment:

Has the student made strong progress toward his/her goal areas?

How will the student’s current academic areas impact the intended career goal?

What does the student need to do to help reach the intended career goal?

Student’s Working Assessment:

What transferrable skills are the student’s strengths? (mark “S”) Are areas that need to improve? (mark “I”)

Attendance Punctuality

Works Independently Asks for help when needed

Accepts constructive criticism Completes tasks on time

Completes quality work Works well with others

Respects authority Advocates well

Has Driver’s License/Transportation Complies with workplace rules

Hygiene OTHER:

Prairie Lakes AEA Fall 2017

Student’s Working Assessment (continued):

Has the student had any work experience/job shadow (paid or unpaid)?

Does the student have a current job? If yes, approximate number of hours per week: ______

Postsecondary Expectation for Living:

Does the student’s current skill level support reaching this expectation?

What independent living skills, if any, still need to be improved?

Are connections with county agencies in place, if needed?

Postsecondary Expectation for Learning:

Is the student’s career plan reasonable given the remainder of high school?

Does the student complete classwork independently or is reliant on prompts? What accommodations/modifications can be reduced to help prepare for postsecondary work?

What classes/activities are recommended to help reach the desired career goal?

Can the student explain in detail the desired job expectations and the training needed?

Postsecondary Expectation for Working:

Does the student currently demonstrate positive work habits?

Does the student have any limitations that will impact this career?

GOALS:

Are the goals working on essential skills or do they need to be readjusted?

Supports/Linkages:

Has the Voc Rehab Counselor connected with the student?

Is the student currently receiving support from any other community services?

Does the student/parent understand that accommodations/modifications provided at the high school level do not automatically follow at the college level?

AGE OF MAJORITY - CHEAT SHEET

1. On page A of the IEP, the date the student turns 18 is automatically filled in by the web IEP.

2. The current web IEP requires you to fill in the student & parent date once the web IEP generatesthe additional transitional information (the school year the student turns 14). This must bedone or the IEP cannot submitted.

3. When you fill in this date, you are signifying that you have reviewed the Age of Majorityinformation with the family and have provided them with copies of the new Age of Majorityinformation. These include the Parent’s Guide and the Student’s Guide.

4. It is BEST PRACTICE to review this information (and give the above forms again) at the nextseveral IEP meetings since parents may not see the relevance until their child is closer to age 17.

5. CRITICAL INFORMATION regarding the notification dates: (circled above in RED)

• This date MUST BE dated before the student’s 17th birthday for compliance.o Example: The latest this one could be dated is 9/02/2015 since the student

turns 18 on 9/02/2016.• The notification date may be updated at the next IEP AS LONG AS the final notification

date meets the above criteria (dated before the student’s 17th birthday).

• NEVER put a future date in this box! This date CANNOT be the date in the futurewhen the student WILL turn 17, but must denote the CURRENT DATE you officiallynotified the student/family.

Both of these may be found at:

Movingstudentsforward.org

They can be printed from here.

Prairie Lakes AEA Fall 2017

• This information is especially critical to parents who need to consider gettingguardianship of their child. This is a legal process that must be done prior to thestudent’s 18th birthday. That’s why it is best practice to review it after the initial year ofhaving to fill in the notification date (at age 14).

6. DOCUMENTATION that the student has turned 18:• Iowa Code requires that district’s document that the parent/student has been notified

that they have reached the Age of Majority.• This step needs to be improved!• This documentation form can be found on the Moving Students Forward website under

the Teacher tab.

• Print the documentation form and mark it according to your notification:

Be sure to place a copy in the student’s cum file.

** For specific questions regarding Age of Majority, please contact one of the Transition Coordinators.

Prairie Lakes AEA Fall 2017

Prairie Lakes Transition 17-18

Junior/Senior Checklist: Postsecondary Education

Name: __________________________ (check box when item is completed)

1. You have visited/toured at least one college/vocational school campus.

This included meeting with an instructor in your area of interest.

2. You have met with the Disability Director at the college & discussed the accommodations you are currently receiving in high school & what options will be available at college

NOTE: this varies greatly from college to college, and within programs at each college, so be sure to research this carefully.

This is important before you make your final selection!

3. You have taken your college entrance test: ACT or Accuplacer/ALEKS

4. Does your program of study have a minimum ACT or Accuplacer/ALEKS score requirement? If so, did you meet that?

5. Discuss options if you will need to take a basic/tutorial class at college based on your Accuplacer scores. Should you consider retaking the test?

6. If you have a physical disability (hearing, vision, etc) what specific accommodation method does the college use for your success at the postsecondary level? (This is often different from high school.)

7. You’ve already applied to at least one college - - preferably two (seniors).

8. You have received a letter saying you have been officially accepted.

9. You have asked your college about specific scholarships you may be eligible to apply for and the steps to do so.

10. You have checked and applied for local scholarships available in your area.

11. You & your family have completed the FAFSA form (after October) of your senior year. (Taxes from the prior year may be used to submit this.)

Parents & student will need to apply for separate pin numbers.

12. You know where the Tutoring Center/Success Center is on your campus. If not, be sure to find it when you go for Orientation!

Prairie Lakes Transition 17-18

13. If living in the dorms, you have sent in your dorm application & fee.

If you need a handicap accessible room, find out how soon you need to apply.

There are limited numbers of these at each campus, and they are filled on a first-come, first-served basis.

14. If living in apartments, you have talked to several landlords and secured an apartment for fall - - and possible roommates to share cost?

Remember to check: Are utilities included? Appliances included? Internet? Cable? Deposit required? (These costs vary greatly!)

15. You have asked your guidance counselor or school secretary to send your final transcript to your college after you graduate.

.

16 You have a copy of your SAR (Support for Accommodations) so you can

set up a meeting with the Special Needs/Disability Director at your college.

This person has to document what accommodations (like extra test time, testing in quiet rooms) you are eligible for at college

You will not get these accommodations without meeting with this person first!

17. Know the date that you need to go for Orientation/Registration.

18. If living in a dorm, contact your roommate(s) the summer before to find out who is bringing big items (TV, mini frig, microwave, stereo, etc).

19. If you need employment, you have explored options that do not conflict with your scheduled classes. (Check on Work Study on campus)

20. Contact information for your school district’s Iowa Vocational Rehabilitation Services (IVRS) Counselor

Voc Rehab counselor’s name: _______________________________

Voc Rehab Office Phone number: _____________________________

21. You are constantly working on improving:

Your Self-Advocacy Skills - - which is your ability to speak up for yourself, ask appropriate questions, and seek help when needed.

Your Organization Skills - - College level work requires you to manage multiple courses. Many classes post a syllabus with all assignment due dates listed, and late assignments are not accepted.

Your Time Management Skills - - You understand that your choices determine your success. Study first - - socialize later! You pay for your classes - - whether you pass them or not.

Transition IEP Guide

Attendance: people present listed on front page of IEP Excusal form signed if needed

Introductions (student led?)

Type of meeting: Annual Review Reevaluation Amendment Exit IEP

Update cover page

Procedural safeguards

Present Levels of Academic Achievement:

Strengths, interests, and preferences (connected to future plans) - - student participation Parent concerns Additional considerations (behaviors, assistive technology, health, limited English, NIMAS, etc.)

Transition assessments: (Current performance with regard to skills needed to do _____ or be a _____ )

Living results Learning results Working results

Other essential information (medical, attendance, attitude, etc.)

Describe the effect AND the functional implication of the disability on general ed and future environments

Postsecondary expectations: (Do these align with the student’s interests AND abilities?)

Living: Learning: Working:

Course of study: (These three areas need to align with postsecondary expectations.)

Requirements (or graduating based on IEP) Current status (Is he/she on track to graduate with peers?) Courses and activities needed/recommended to reach postsecondary goal

Review current goals/objectives:

Current achievement Baseline(s) Annual goal(s) Review graph(s)

Special education services (Page F):

Update accommodations accessed (Will these accommodations be allowed at college?)

What services are helping them develop work/living skills?

Special factors, if any - (Page G)

Reevaluations - (Page R)

Additional form: Prior Written Notice (PWN) - required anytime there is a change of service

Student Name: ________________________________ Date: ____________________

Teacher: _____________________________________

This section needs to drive the entire IEP... consider reading this section first

Fall 2017

Additional Considerations – Must be United States Citizen/Legal Qualified Alien

For all students: For some students:

For students with significant disabilities:

Community Services

Targeted Case Management Waiver Programs:

• Intellectual Disability▸ IQ < 70

• Brain Injury▸ medical documentation

• Habilitation▸ multiple hospitalizations &

documentation

Other: County Supported Pervasive Developmental Disorder (PDD) Services

Involve your Transition Coordinator for more information

Community Resource Providers (CRPs)

Typically funded through “waiver programs”

Examples: Life Works Genesis New Hope Goodwill Horizons Mosaic Echo Plus West Fork

Opportunity Village Northwoods Living

Supplemental Security Income (SSI)

Must qualify for SSI prior to qualifying for waiver services Must apply as an adult at age 18 even if previously eligible as a child Although you may apply online,

it is recommended to schedule an appointment at a Social Security Office ▸ Bring needed documentation

Title XIX

Provides health benefits for some individuals with disabilities

Apply at Department of Human Services (DHS) or inquire at the

Social Security Office

Benefits Planning

Social Security programs such as PASS (Plan to Achieve Self-Support) and Ticket to Work can help individuals maximize their benefits while working. Inquire about a planner in your area

Iowa Vocational Rehabilitation Services (IVRS)

Purpose: To get and keep work Discuss: Potential students with your Voc Rehab Counselor Involve: Ask when Voc Rehab needs to attend a student's IEP meetingCharacteristics of good candidates: Community employable, g ood

attendance, desire to work, behaviors in check, some integration Once eligible: IVRS can help plan for future careers and education

Refer most students with above traits to your VR Counselor

Guardianship/Conservatorship

An option for individuals over 18 who are unable to make

informed decisions in their best interest ▸ Requires legal assistance that must be done prior to the student turning 18

Supported Community Living (SCL)

A service that builds life skills for

individuals on the waiver programs

Consumer Choices Option (CCO)

A customized method for funding needed services for individuals

on waiver programs

CONTACT

Your Transition Coordinator

for more information

Diane Nelsen - dnelsen@plaea.org

Elaine Cook - ecook@plaea.org

Counseling/Therapy

Can be beneficial for students working through a variety of situations Especially important for students with significant mental health issues Often times paid for by insurance or Title XIX

Updated Fall 2017

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ud

y?

Invo

lve

you

r Sc

ho

ol C

ou

nse

lor

W

hat

ele

ctiv

es

has

th

e st

ud

ent

take

n t

hat

alig

ned

w

ith

po

stse

con

dar

y ex

pec

tati

on

s?

W

hat

are

th

e ad

mis

sio

n

req

uir

emen

ts f

or

the

stu

den

t’s

pro

gram

of

inte

rest

(A

CT/

SAT

sco

res,

pre

req

uis

ite

clas

ses,

etc

)?

M

ake

arra

nge

men

ts t

o g

et a

b

asel

ine

sco

re o

n t

he

AC

T/SA

T.

W

hat

ad

just

men

ts n

eed

to

b

e m

ade

to t

he

stu

den

t’s

Co

urs

e o

f St

ud

y?

E

valu

ate

if t

he

stu

den

t co

uld

b

e co

nsi

der

ed f

or

exit

pri

or

to g

rad

uat

ion

.

H

ow

will

th

e st

ud

ent’

s d

isab

ility

imp

act

his

/her

fu

ture

car

eer

op

tio

ns?

Fall

20

17

D

on

’t O

verl

oo

k T

ran

siti

on

Se

rvic

es

Tra

nsitio

n: P

osts

ec

on

da

ry O

ptio

ns T

alk

ing

Po

ints

W

orld

of W

ork

4+

pro

grams

Job

Co

rps (JC

) C

om

mu

nity C

ollege

4

year Co

llege/Un

iversity

11th Grade

Do

es the stu

den

t’s intere

sts an

d p

references align

with

h

is/her career clu

ster?

Wh

at experien

ce has th

e stu

den

t had

with

wo

rk, either

paid

or u

np

aid?

Wh

at wo

rk readin

ess skills are th

e stud

ent’s stren

gths an

d

weakn

esses?

Ho

w d

oes th

e stud

ent

dem

on

strate self-advo

cacy?

Wh

o are th

e two

no

n-fam

ily referen

ces th

e stud

ent w

ou

ld

use fo

r a job

? W

hat careers/jo

bs an

d

ben

efits has th

e stud

ent

researched

? W

hat careers o

f intere

st are availab

le in th

e desired

lo

cation

? Is th

e stud

ent aw

are of

com

mu

nity re

sou

rces to

help

fin

d w

ork?

R

emin

d A

dm

inistra

tor &

co

nta

ct Tran

sition

Co

ord

ina

tor

Do

es the stu

den

t’s Co

urse o

f Stu

dy align

with

p

ostse

con

dary exp

ectation

s?

Wh

y do

es the IEP

team fe

el a 4

+ pro

gram is still an

op

tion

fo

r this stu

den

t? H

ow

is the stu

den

t’s atten

dan

ce? W

hat em

plo

ymen

t skills do

es

the stu

den

t still ne

ed to

gain

? W

hat are th

e stud

ent’s n

eeds

in th

e area of learn

ing?

Wh

at skills do

es th

e stud

ent

have to

live ind

epen

den

tly? W

hat skills d

oe

s the stu

den

t still n

eed?

Wh

at abo

ut a 4

+ pro

gram

app

eals to th

e stud

ent?

Ho

w d

oes th

e stud

ent h

and

le co

rrective feedb

ack? W

hat p

rogram

s did

the

stud

ent d

iscuss at h

is/her 4

+ visit?

Sam

e as 10

th grade

(fo

r un

usu

al circum

stan

ces, co

nta

ct you

r Tra

nsitio

n C

oord

ina

tor)

Invo

lve you

r Scho

ol C

ou

nselo

r W

hat areas o

f the A

ccup

lacer sco

res n

eed im

pro

vemen

t?

Ho

w w

ere the stu

den

t’s A

ccup

lacer score

s in

relation

ship

to th

e pro

po

sed

area of stu

dy?

Wh

at specific classe

s cou

ld

the stu

den

t take to im

pro

ve lo

w sco

re areas for b

etter su

ccess at co

llege? W

hich

colleges h

as the

stud

ent visited

or w

hat

college rep

s has h

e/she

talked to

? W

hat co

llege level cou

rses or

electives are availab

le for th

e stu

den

t to take th

at align to

h

is/her career p

ath?

Wh

at ind

epen

den

t learnin

g skills d

oe

s the stu

den

t have?

Co

mp

are disab

ility services availab

le at com

mu

nity

colleges o

f intere

st.

Invo

lve you

r Scho

ol C

ou

nselo

r W

hat in

dep

end

ent learn

ing

skills do

es th

e stud

ent h

ave?

Wh

at classes do

es th

e stu

den

t need

to take to

align

with

college req

uire

men

ts?

Co

mp

are disab

ility services availab

le at the co

llege

s or

un

iversities o

f interest.

Need

to sch

edu

le AC

T/SAT

and

com

pare test sco

res w

ith

college req

uire

men

ts for

specific p

rogram

s.

Revie

w ad

missio

n

requ

iremen

ts for p

rogram

of

stud

y and

make ad

justm

ents

to co

urse o

f stud

y if ne

eded

.

Are th

ere related field

s of

stud

y that th

e stud

ent m

ay w

ish to

explo

re?

Exit Special Ed

ucatio

n?

Fall 2

01

7

D

on

’t Ove

rloo

k Tra

nsitio

n Services

Tra

nsit

ion

: P

osts

ec

on

da

ry O

pti

on

s T

alk

ing

Po

ints

W

orl

d o

f W

ork

4

+ p

rogr

ams

Job

Co

rps

(JC

) C

om

mu

nit

y C

olle

ge

4 y

ear

Co

llege

/Un

iver

sity

12th

Grade

W

hat

ben

efit

s ar

e im

po

rtan

t to

th

e st

ud

ent?

W

hat

an

nu

al in

com

e d

oes

th

e

stu

den

t n

eed

to

live

in

dep

end

entl

y? W

hat

are

ex

amp

les

of

his

/her

exp

ense

s?

W

hat

wo

rk r

ead

ines

s sk

ills

are

the

stu

den

t’s

stre

ngt

hs

and

w

eakn

ess

es?

W

hat

exp

erie

nce

has

th

e st

ud

ent

had

po

siti

vely

or

neg

ativ

ely

at a

job

?

D

oes

th

e st

ud

ent

hav

e th

e sk

ills

to in

dep

end

entl

y fi

nd

an

d k

eep

a jo

b?

C

on

firm

wit

h A

dm

inis

tra

tor

&

con

tact

Tra

nsi

tio

n C

oo

rdin

ato

r

W

hy

do

es t

he

team

sti

ll fe

el a

4

+ p

rogr

am w

ou

ld b

enef

it

the

stu

den

t?

D

o t

he

stu

den

t’s

futu

re p

lan

s al

ign

? W

hat

are

th

e liv

ing,

lear

nin

g,

& w

ork

ing

skill

s th

at t

he

stu

den

t w

ou

ld c

on

tin

ue

to

wo

rk o

n a

t a

4+

pro

gram

? D

iscu

ss h

ou

sin

g ac

com

mo

dat

ion

s o

r th

e n

eed

fo

r tr

ansp

ort

atio

n.

W

hat

dat

e d

id t

he

stu

den

t/p

aren

t/gu

ard

ian

vi

sit

the

4+

pro

gram

? R

emin

d s

tud

ent/

fam

ily a

bo

ut

reta

inin

g th

e d

iplo

ma.

W

hat

was

th

e st

ud

ent’

s re

acti

on

to

me

etin

g w

ith

th

e JC

rep

?

W

hat

do

es t

he

stu

den

t h

op

e to

gai

n f

rom

his

/her

JC

vis

it?

W

hat

exp

erie

nce

s d

oe

s th

e st

ud

ent

hav

e w

ith

sta

yin

g aw

ay f

rom

ho

me?

H

ow

do

es t

he

stu

den

t fe

el

abo

ut

livin

g o

n a

clo

sed

ca

mp

us?

In

volv

e yo

ur

Sch

oo

l Co

un

selo

r

T

o w

hic

h c

om

mu

nit

y co

llege

s h

as t

he

stu

den

t ap

plie

d?

T

o w

hic

h c

om

mu

nit

y co

llege

s h

as t

he

stu

den

t b

een

ac

cep

ted

? W

hat

ho

usi

ng

or

tran

spo

rtat

ion

arr

ange

men

ts

has

th

e st

ud

ent

mad

e?

W

hat

are

th

e p

rogr

am

req

uir

emen

ts (

Co

mp

ass

sco

res,

pre

-req

uis

ite

clas

ses,

et

c)?

Wh

at f

inan

cial

aid

&

sch

ola

rsh

ips

has

th

e st

ud

ent

app

lied

fo

r?

W

hat

co

llege

dis

abili

ty

serv

ices

wo

uld

ben

efit

th

e st

ud

ent?

Invo

lve

you

r Sc

ho

ol C

ou

nse

lor

T

o w

hic

h s

cho

ols

has

th

e st

ud

ent

app

lied

?

T

o w

hic

h s

cho

ols

has

th

e st

ud

ent

bee

n a

ccep

ted

? W

hat

ho

usi

ng

or

tran

spo

rtat

ion

arr

ange

men

ts

has

th

e st

ud

ent

mad

e?

W

hat

fin

anci

al a

id &

sc

ho

lars

hip

s h

as t

he

stu

den

t ap

plie

d f

or?

W

hat

co

llege

dis

abili

ty

serv

ices

wo

uld

ben

efit

th

e st

ud

ent?

D

on

’t O

verl

oo

k T

ran

siti

on

Ser

vice

s

Fall

20

17

Transitio

n: Skills N

ee

de

d fo

r All P

ostse

con

da

ry Op

tion

s

Co

mm

un

ity Mo

bility

Co

mm

un

ity mo

bility is ESSEN

TIAL fo

r ind

epen

den

ce! D

river’s License is b

est

o

Driver’s Ed

may b

e taken at an

y age

Is Pu

blic Tran

spo

rtation

an o

ptio

n?

Are altern

ative mean

s of tran

spo

rtation

available: m

op

ed, b

ike, friend

s, family, etc.?

Living Exp

erience

s

Co

nsid

er ho

w o

ften th

e stud

ent h

as spen

t

time aw

ay from

family

Do

es the stu

den

t spen

d tim

e alon

e?

Has th

e stud

ent ever sh

ared a ro

om

?

Do

es the stu

den

t tolerate sh

aring h

is

po

ssession

s?

Can

the stu

den

t make h

is ow

n ap

po

intm

ents?

Is the stu

den

t able to

solve h

is/her o

wn

pro

blem

s?

Wh

at assistive techn

olo

gy do

es the stu

den

t

use?

Can

the stu

den

t perfo

rm b

asic do

mestic tasks?

Co

mm

un

ity Sup

po

rts

Is the stu

den

t able to

iden

tify com

mu

nity

sup

po

rts, services, or p

rogram

s?

Has th

e stud

ent ap

plied

for o

r used

any

com

mu

nity services?

Has th

e stud

ent ap

plied

for Io

wa V

ocatio

nal

Reh

abilitatio

n Services?

Self-Dete

rmin

ation

Do

es the stu

den

t requ

est assistance w

hen

nee

ded

?

Can

the stu

den

t explain

their d

isability

and

requ

est accom

mo

datio

ns?

Is the stu

den

t able to

do

lon

g range

plan

nin

g?

Fin

ancial Lite

racy

Is the stu

den

t able to

follo

w a p

erson

al bu

dget?

Do

es he/sh

e have a d

ebit card

, checkin

g accou

nt,

savings acco

un

t, etc.?

Do

es he/sh

e un

derstan

d em

plo

ymen

t ben

efits?

Wo

rk Read

iness

Do

es the stu

den

t disp

lay acceptab

le

attend

ance?

Is the stu

den

t on

track to grad

uate?

Ho

w w

ell d

oes th

e stud

ent m

anage

his/h

er time?

Ho

w d

oes th

e stud

ent resp

on

d to

con

structive criticism

?

Is the stu

den

t able to

wo

rk ind

epen

den

tly

and

initiate ro

utin

e tasks with

ou

t

pro

mp

ts?

Do

es the stu

den

t adju

st to n

ew situ

ation

s

with

ease?

Has th

e stud

ent h

ad an

y wo

rk

experien

ce?

Ph

ysical Ab

ilities & H

ealth

Do

es the stu

den

t have th

e ph

ysical ability to

perfo

rm th

e career o

f cho

ice?

Do

es the stu

den

t dem

on

strate ap

pro

priate

perso

nal h

ygiene?

Do

es the stu

den

t take med

ication

s with

ou

t

remin

ders?

Is the stu

den

t able to

make in

form

ed &

safe

decisio

ns ab

ou

t perso

nal sexu

al activity?

Ho

w d

oes th

e stud

ent h

and

le stress?

FOR

MO

RE IN

FOR

MA

TION

, CO

NTA

CT Y

OU

R

TRA

NSITIO

N C

OO

RD

INA

TOR

:

Dian

e N

else

n –

dn

elsen

@ae

a8.k1

2.ia.us

Elaine

Co

ok – e

coo

k@aea8

.k12.ia.u

s

D

on

’t Ove

rloo

k Tra

nsitio

n Se

rvices

Fall 2

01

7

For more information, contact your Prairie Lakes AEA Transition Coordinators:

Diane Nelsen — dnelsen@plaea.org

Elaine Cook — ecook@plaea.org

It is the policy of Prairie Lakes Area Education Agency to not discriminate on the basis of race, creed, color, sex, sexual orientation, physical traits, gender identity, national origin, gender, disability, religion, age, political party affiliation, socioeconomic status, or actual or potential parental, family or marital status in its programs, activities or employment practices. The agency is committed to affirmative action. Questions or grievances related to this policy may be addressed to Michelle Dowd, Equity Coordinator, 1235 5th Ave S., Fort Dodge, IA 50501 or phone 515-574-5500 ext 2110. Email: mdowd@plaea.org

D. O. T. S.

Don’t Overlook Transition Services

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