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Target: Transition

Presenter:Mitzi Delker

Transition Lead TeacherHamilton County Schools

delker_m@hcde.org

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High School Successes

• Accommodations• 4 Year Plan• Academic Support• Career Interests • Learning Styles• Self-Advocacy Skills• Structured Environment• Regular Diploma• College Enrollment

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Reality Check: College• Able to self-advocate

• Organization a must

• Seek support early

• Class environment different

• No one to check up on you

• Understand disability

• Articulate accommodations needed

• Know Accommodation procedure

• College details overwhelming

• Earlier contact

• Identify supports

• Stay focused

• Don’t get discouraged!

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Suggestions• Tour campus• Earlier contact• Interview or job shadow• Make connections at school

or in career field• Earlier career exploration• Organize time and

documents• Supports/procedures differ• Learn to self-advocate• Know disability and

essential accommodations• Entrance requirements • Know when/where to

disclose

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School Challenges

• Meaningful and realistic transition planning• A plan to teach self-advocacy• Teach self-determination• Consistently and sequentially instruct• Active student participation within/outside

IEP process• Time • Student/teacher “buy-in”

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Solution

• Better Transition planning, development, and implementation

• Increase student involvement• Evaluate/discuss/write post-secondary goals• Teach self-awareness• Empower students with experiences• Collaborate• Organized and sequential instruction

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Needs• Time• Curriculum• Standards• Regular student and teacher

participation• Structure and organization

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The Process

• Query: What do students need to know? Where do they want to be as adults? How are they going to get there?

• Research, Research, Research• Special Course Application procedure• Write, Revise, Rewrite• Standards, Learning expectations, activities• Submit for local approval• Submit for state approval• Wait• Rejoice!!!

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Implementation

• Available to all Hamilton County high schools• Individual school set up• Assignment through IEP process• Credit or non-credit• Special Education students only• Teacher qualifications• Course number assigned by state• Participating schools• Benefits• Sequential or individual• Evaluation

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Introduction to Self-Advocacy• Opportunities to learn and

practice self-advocacy skills• Learn legal rights of individuals

with disabilities• Awareness of individual

disability and how it impacts learning

• Assess individual strengths• Self-assess• Learn IEP process, their role,

and the role of other participants

• How to plan for transition • Update transition portfolio• Evaluation of student progress

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Focus on Adulthood• Skills and knowledge

necessary for successful community integration

• Identify appropriate community linkages and future supports

• Refine career options• Independent living skills• Disability laws and their impact

on postsecondary and/or work environments

• How to set goals based upon personal strengths, supports, and challenges

• Update transition portfolio• Develop timelines • Evaluation of student progress

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Planning for Transition

• Skills for post-secondary success

• Registration process for community and adult agencies

• Financial planning• How to communicate need

for accommodations• Summary of Performance• Realistic transition plans• Eligibility documentation• Update transition portfolio• Evaluation of student

progress

Self-Determination

Self-AdvocacyOrganization

Transition Planning

Self-AwarenessGoal Setting

Communication SkillsProblem SolvingDecision Making

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Phase “ O.N.E.”(Opportunity to Navigate

Employment and Education)• Purpose: To increase opportunities for individuals with significant disabilities to a successful

transition into the adult community with employment opportunities.

• Issues:Few students graduate with jobsLittle outcome for money investedResponsible systems not connectedFew programs available to serve graduates

• Program design: Implement “curriculum switch” model Establish collaborative committee with school system and adult service system members

• Agencies/Departments of State of Tennessee involved:University of Tennessee – Center on Disability and EmploymentDivision of Special EducationDivision of Vocational RehabilitationDivision of Mental Retardation ServicesDepartment of Labor and Workforce Development

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Phase O.N.E

• Planning Stage:

Collaborate with community agencies

Map out timelines Investigate sites Wide spectrum of

committee participants Variety of potential

student participants

• System Considerations:

System policies precede practices

Transportation IEP and procedural

safeguards must be in place Staffing Graduation projections Community resources Site liability for students off

campus Board policy

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Phase O.N.E.

• INSIGHTS:Prepare by Feb. 1 to staff for coming

yearEstablish site within an adult high

schoolMultiple funding sourcesProcedural safeguards in placePlan thoroughly

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Contact Information

• Mitzi Delker – Transition Lead Teacherdelker_m@hcde.org

Hamilton County Department of Education

Exceptional Education Department

6703 Bonny Oaks Drive

Chattanooga, TN 37421

(423) 209-8450

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Website & Resources

• Special Course Application, Instructions, and Competency Profile template are found at the Career and Technical Education Web Page:

http://tennessee.gov/education/cte/forms.shtml

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Acknowledgements

• Kathy Brown, Retired Supervisor Secondary Programs

• Linda Harris, Supervisor Secondary Programs• Kathy Lutes, Disability Services Coordinator, CSTCC• Michelle Rigler, Disability Services Coordinator, UTC• TN Career Center at Chattanooga• Mamie Bullard, Brainerd High School• Elizabeth Munger and Jeanne Solock, Central High

School• Scott, Former Student and Successful Adult