Transition BootCamp Session 1

The Nitty Gritty

Presented By: Mary Rogers Transition Specialist

Amy Allison Executive Director

GOALS

Introductions

Overview of the Transition Boot Camp

Tonight: The Nitty Gritty

Resources

Questions/ Comments for Session 2

GOALS

Introductions 1=just starting 2=got some facts and filled out some forms 3=facts, forms, on the waiting list

Overview

The Nitty Gritty- September 19

What happens After the Bus Stops Coming? Work options, day programs, post secondary education

Moving Towards Independence Living arrangements

Building a Social World Person Centered planning- social, rec, leisure opportunities

The Nitty Gritty: What Do I Need to Know Today

Transition Plan and the IEP process Decisions to be made while still in school Differences between high school and the adult

world Funding for what comes next

ABC’s 0f Transition

A. SSI B. CDDO C. Self –Determination D. IEP E. Transition F. CBI G. 18 H. SSDI I. HCBS

_____Community Based Instruction _____Social Security Disablilty Income _____Home and Community Based Services _____Individual Education Plan _____I know who I am and what I want _____Social Security Income _____Age of majority _____Community Developmental Disabilities Organization _____a coordinated set of activities for a student that is designed to be within a

results-oriented 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 post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.”

ABC’s 0f Transition

A. SSI B. CDDO C. Self –Determination D. IEP E. Transition F. CBI G. 18 H. SSDI I. HCBS

___F_ Community Based Instruction ___H_ Social Security Disablilty Income ___I_ Home and Community Based Services ___D_ Individual Education Plan ___C_ I know who I am and what I want ___A_ Social Security Income ___G_ Age of majority ___B_ Community Developmental Disabilities Organization E A coordinated set of activities for a student that is designed to be

within a results-oriented 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 post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.”

Transition Plan and the IEP

Planning

Transition was included in IDEA because the first special education students to exit high school were successful in achieving positive postschool adult outcomes such as living on their own, having a well-paying job, and attending postsecondary education in record numbers.

Correct answer is: FALSE.

Beginning in the mid-1980’s, the U.S. Department of Education recognized that the first group of students who had been all the way through special education were leaving school and unsuccessful in adult life. Unemployment, lack of enrollment in postsecondary education, continued dependence on parents, social isolation, and lack of involvement in community-based activities were found among young adults with disabilities.

TRUE FALSE

Transition Plan and the IEP

Planning Education

Many curricula and programs do not support students with disabilities in developing essential adult-life skills.

Correct answer is TRUE

Post-school outcome research indicates that the current special education curriculum, instruction, and planning are not meeting students' needs. The National Longitudinal Transition Study-2 has reported that while outcome for many youth with disabilities is improving, they often do not learn or use the skills in their school programs that they need to achieve productivity, empowerment, and independence.

TRUE FALSE

Tranistion Plan and the IEP

Planning Education Community Co-rdination

Students with disabilities transitioning from school to adult life are not often supported by effective interagency collaboration.

Correct answer is TRUE

Limited levels of service coordination and collaboration among schools and community service agencies have created difficulties for students with disabilities in achieving positive post-school results (Johnson, et al., 2002). In many circumstances, students with disabilities leave school without appropriate community supports necessary to achieve successful adult outcomes. Many students remained at home with nothing to do because they were on long waiting lists for adult services.

TRUE FALSE

Focusing on Transition Changes How We Provide Services

Transition is Results-Oriented

Transition is Coordinated

Transition is Student-Centered

• All activities & services within the school = course of study

• Link with agencies and service providers providing transition services

• Work with outside agencies (including inviting to IEP meetings).

• Reauthorization of Rehab. Act

• Postecondary ed., living, employment, and full participation in the community

• Accountable for programs leading to successful outcomes

• IEP reflects what the student is expected to know or be able to do

• IEP = transition IEP

• Based upon "student needs, taking into account student strengths, preferences and interests“

• Focus on the vision for the future

• Age-appropriate transition assessment required for transition planning

• Students must be actively involved in educational and transition planning

Transition Planning Process Identify Preferences, Interests and Needs

Develop a Vision for the Future

Develop Transition IEP Measurable Postsecondary Goals

Transition Services & Course of Study Goals, Objectives/Benchmarks Interagency Linkages

Using Age Appropriate Transition Assessments

Family Members Student Education personnel School support staff Community members

Who should participate in transition planning & IEPS?

Peers and friends Administrators Postsecondary Ed.

staff Community Service

Providers

Responsibilities:

Students

Parents

School Staff

Agencies

Others

IEP Results Process for Transition Services (adapted from: O’Leary, 2005)

Step 1: Measurable Postsecondary Goals

Step 2: Present Levels of Academic Performance

Step 3: Needed Transition Services

Step 4: Annual IEP Goals

Age Appropriate Transition Assessments

• Education or Training

• Employment

• Independent Living

a. Course of Study

b. Needed Services:

• Instruction

• Related Services

• Community Experiences

• Employment and other post-school adult living objectives

• Daily Living skills & Functional Vocational Assessment (when appropriate)

Step 5:

Summary of Performance

The Nitty Gritty: What Do I Need to Know Today

Transition Plan and the IEP process

Decisions to be made while still in school

Differences between high school and the adult world

Funding for what comes next

Group Activity

R E F E R T O S T E P S I N T R A N S I T I O N D O W N S Y N D R O M E T R A N S I T I O N H A N D B O O K

Discussion

Steps in Transition

Ages 13, 14, 15 Age 16 Age 17 Age 18 Age 20 Age 21

http://www.imdetermined.org/parents/

Homework

Click here to see on line

Experience tells me

Know myself

Know what I like; What motivates me….

Know what I am good at doing

http://www.imdetermined.org/youth/

My Needs

My Interests

Name: Address: DOB:

Date:

My Strengths

My Preferences

One Pager Source

What is Self-Determination?

click here

Candace Whiting on Speaking up

click here

The Nitty Gritty: What Do I Need to Know Today

Transition Plan and the IEP process Decisions to be made while still in school

Differences between high school and the adult world

Funding for what comes next

Entitlement vs Eligibility or

“…you get what you need…”

School- Entitlements IEP

Post-secondary/ Adult service- Eligibility for services Level of services needed Career interests/ abilities Readiness for Post

secondary education Guardianship Estate planning

The Nitty Gritty: What Do I Need to Know Today

Transition Plan and the IEP process Decisions to be made while still in school Differences between high school and the adult

world Funding for what comes next

$$$$$$ makes the world go round

Funding sources that an adult with Down Syndrome might be eligible for: Social Security Benefits

SSI SSDI

Medicaid/ Kan(s)care *(provided to all SSI recipients) HCBS (Home and Community Based Services) Section 8 housing Transportation assistance Food stamps • Medicaid is an important piece of the funding for adult services. It is

essential that your child always remain eligible for medicaid.

Social Security Benefits

SSI –(Social Security Income) Eligibility: child must have a disability that is

expected to last thoughout life and results in severe limitations Under 18, the parents income and resources are taken into

account. Usually only families with low incomes are eligible.

Social Security Benefits cont’d

SSI Eligibility over 18: Meet Disability Criteria. Security Blue Book states “If

you have confirmed non-mosaic Down syndrome, we consider you disabled from birth”

Meet Financial Criteria: No more than $2000 in liquid assets Not earn more than SGA per month ($980 in 2009)

Apply on 18th birthday or ASAP because medicaid comes with it if application is completed

Social Security Benefits cont’d

SSDI (Social Security Disability Income) Eligiblity: You have to have a disability and either: 1) worked enough quarters to pay into Social Security system

or 2) have a parent who did and is deceased, retired or disabled

and receiving Social Security Our students can receive both SSI and SSDI medicaid and

medicare

Home and Community Based Services (HCBS Waiver)

Services can include: residential, employment, transportation, family and individual supports

Eligibility: Medicaid (disability and financial criterias) Tier based (what does the person need)

Real life example

Available Annual resources

Wages 6000 SSI 1920 SSDI 5400 State agency subsidy 6000 (cash) Service benefit 20000 (day program) Section 8 8760 Food stamps 1200 $10 /week from grandma 520 Personal care assistant 11856 Total $61656

Annual Expenses

Rent 10728 Food 4200 Utilities 3200 Phones 460 Program services 20000 Other staffing 11856 Cable/internet 400 Transportation 5200 Entertainment 5200 Total $61244

Simons, JoAnn, The Down Syndrome Transition Handbook: Charting Your Child’s Course to Adulthood. Bethesda, MD. Woodbine House, 2010.1st edition p.134

TRANSITION CHECKLIST

Missouri http://www.ssa.gov/pgm/disability.htm

Kansas http://cddo.jocogov.org/default.shtml

Internet resources http://www.fyitransition.com/whatistransition.html

https://www.youthhood.org/activities/activity08.asp?return=hangout/km_whoIAm

•http://www.fyitransition.com/whatistransition.html

www.transitioncoalition.org

http://www.beachcenter.org/resource_library/beach_resource_detail_page.aspx?intResourceID=1754&Type=tip

http://www.ncset.org/tacommunities/transition/default.asp

http://www.ndss.org/Resources/Adolescence-Adulthood/Thinking-About-Tomorrow/

Resource Materials

Missouri

• Missouri Department of Mental Health: Development Disabilities http://dmh.mo.gov/dd/ • Missouri Department of Mental Health: Development Disabilities-

Kansas City Regional Office http://dmh.mo.gov/kcro/index.htm

Kansas • Wyandotte County CDDO http://www.wycokck.org/Internetdept.aspx?id=764&menu_id=964&b

anner=15284 • Johnson County CDDO

http://cddo.jocogov.org/