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Konprann Pwosesis Planifikasyon Tranzisyon (Transition Planning: Haitian Creole) 2018

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© Federation for Children with Special Needs , 2015
The Schrafft Center ● 529 Main Street, Suite 1M3 ● Boston, MA 02129
61...
What are Transition Services? Kisa sèvis tranzisyon yo ye ?
Transition Services are services
designed to:
1.Improve studen...
All Youth must be prepared
for Adult Life
Tout jèn yo dwe prepare yo
pou lavi adilt
Transition services are designed to me...

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Konprann Pwosesis Planifikasyon Tranzisyon (Transition Planning: Haitian Creole) 2018

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Prezantasyon sa a bay pwosesis planifikasyon tranzisyon enfòmasyon pou jèn ki gen andikap IEP yo. Planifikasyon tranzisyon kòmanse nan laj 14 an pou prepare elèv ki gen andikap pou lavi apre lekòl segondè. Li egzije planifikasyon, devlopman konpetans, ak sipò rezo.

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This presentation provides information transition planning process for youth with disabilities IEPs. Transition planning begins at age 14 to prepare students with disabilities for life after high school. It requires planning, skill development, and network support.

Prezantasyon sa a bay pwosesis planifikasyon tranzisyon enfòmasyon pou jèn ki gen andikap IEP yo. Planifikasyon tranzisyon kòmanse nan laj 14 an pou prepare elèv ki gen andikap pou lavi apre lekòl segondè. Li egzije planifikasyon, devlopman konpetans, ak sipò rezo.

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This presentation provides information transition planning process for youth with disabilities IEPs. Transition planning begins at age 14 to prepare students with disabilities for life after high school. It requires planning, skill development, and network support.

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Konprann Pwosesis Planifikasyon Tranzisyon (Transition Planning: Haitian Creole) 2018

  1. 1. © Federation for Children with Special Needs , 2015 The Schrafft Center ● 529 Main Street, Suite 1M3 ● Boston, MA 02129 617-236-7210 ● Toll Free 1-800-33-0688 ● Fax 617-241-0330 The LINK Center (Sant pou lyen) Parent Training and Information Center (Sant pou fòmasyon ak enfòmasyon pou paran yo) Understanding Transition Planning Process Konprann pwosesis planifikasyon tranzisyon an
  2. 2. What are Transition Services? Kisa sèvis tranzisyon yo ye ? Transition Services are services designed to: 1.Improve students’ academic and functional achievement based on student’s vision, strength and interest. 2.Prepare student for life after high school. 3.Support students with IEPs learn skills they need to live successfully as an adult in their community. Yo kreye sèvis tranzisyon yo pou : 1. Amelyore siksè akademik ak fonksyonèl elèv yo baze sou vizyon, pwen fò ak enterè elèv yo. 2. Prepare elèv yo pou lavi apre yo gradye nan lekòl segondè. 3. Soutni elèv ki gen IEP (an kreyòl : Pwogram edikasyon endividyalize) yo pou yo aprann konpetans y ap bezwen pou yo reyisi nan lavi a kòm adilt nan kominote yo.
  3. 3. All Youth must be prepared for Adult Life Tout jèn yo dwe prepare yo pou lavi adilt Transition services are designed to meet a student’s unique needs and prepare them for: •Further Education •Employment; and •Independent Living. Yo te kreye sèvis tranzisyon yo pou reponn a bezwen inik yon elèv ak pou prepare l pou l : •Pouswiv edikasyon l •Travay ; ak •Mennen yon lavi endepandan
  4. 4. Important Life Skills Konpetans ki enpòtan nan lavi Transition Planning can also address: •Self-Determination •Financial Literacy •Health – self care •Recreation & Leisure •Community Access •Interpersonal Skills Planifikasyon tranzisyon an ka adrese tou : • Oto-detèminasyon • Konesans sou finans • Lasante - swen pwòp tèt ou • Detant ak lwazi • Aksè a kominote a • Konpetans entèpèsonèl
  5. 5. Who gets Transition Services? Kilès k ap jwenn sèvis tranzisyon yo ? In Massachusetts: • Students between ages 14-22 • Must be on an IEP – receiving special education services • Covers all disability types Nan Massachusetts : • Elèv ant 14 a 22 zan • Elèv yo dwe gen IEP - ap resevwa sèvis edikasyon espesyal • Kouvri tout kalite andikap yo
  6. 6. Tranzisyo n !!! Transition Planning Process Pwosesis planifikasyon tranzisyon an • Conduct transition assessments • Create a student’s Vision • Complete the Transition Planning Form (TPF) • Discuss IEP goals using information from TPF • Review TPF annually to update IEP goals until student graduates or turns age 22 • List anticipated graduation date on IEP Note: Student at age 14 is invited to IEP team meeting • Fè evalyasyon pou tranzisyon an : • Kreye yon vizyon pou elèv la • Ranpli Fòmilè Planifikasyon Tranzisyon (TPF an anglè) an • Diskite objektif IEP yo pandan w ap itilize enfòmasyon w pran nan TPF la • Revize TPF la chak ane pou mete objektif IEP yo ajou jiskaske elèv la gradye oswa l vin gen 22 zan • Mete nan IEP a dat yo prevwa pou gradyasyon an Remak : Yo envite elèv ki gen 14 zan yo nan reyinyon ekip IEP a ap fè IEP is the legal document; Nothing on TPF is mandated to occur. IEP se dokiman legal la ; Li pa obligatwa pou okenn bagay nan TPF la fèt.
  7. 7. Transition Assessments Evalyasyon yo pou tranzisyon an FORMAL assessments involve standardized testing, measuring specific skills. Examples: achievement tests, career interest inventories, career preference tests, vocational skills evaluations Evalyasyon FÒMÈL yo gen ladan yo tès estandadize, k ap mezire konpetans espesifik. Egzanp : tès pou mezire siksè, bilan sou sa k enterese elèv yo pou karyè yo, tès pou preferans nan karyè yo, evalyasyon konpetans pwofesyonèl yo INFORMAL assessments are useful to identify individual strengths and needs. Examples: teacher or parent observation, self-evaluation, portfolio, job site assessments Evalyasyon ENFÒMÈL yo itil pou idantifye pwen fò ak bezwen endividi a. Egzanp : obsèvasyon mèt yo oswa paran yo, evalyasyon elèv yo fè pou tèt yo, koleksyon travay elèv yo, evalyasyon milye travay Fich ki gen egzanp evalyasyon Depatman Edikasyon Elemantè ak Segondè (DESE an anglè) http://www.doe.mass.edu/sped/advisories/transition-assessments-example-sheet.docx
  8. 8. WHERE TO START? Observe/Make lists/Take pictures Create a Portfolio What do you want to be when you grow up? Where are you going to live? What do you want to do for fun? Sports Recreation and Social Activities Personality Job or Volunteer Activities With Family Favorite Things Independently Shared Living Strength or Preference
  9. 9. KI KOTE POU W KÒMANSE ? Obsève / Fè lis / Fè foto Kreye yon koleksyon travay pou elèv la Kisa w vle ye lè w vin gran ? Ki kote w pral abite ? Kisa w vle fè kòm plezi ? Espò Detant ak aktivite sosyal Pèsonalite Travay oswa Aktivite volontè Avèk fanmi Bagay ou pi renmen yo Poukont ou Abite ak lòt moun Pwen fò oswa preferans
  10. 10. Se vizyon elèv la k ap gide pwosesis la
  11. 11. Transition Planning Form (TPF) Fòmilè Planifikasyon Tranzisyon (TPF an anglè) an 1. Post-Secondary Vision considers the student’s preferences, interests and the desired outcomes for education/training, employment and adult living. 1. Vizyon apre lekòl segondè konsidere preferans elèv la, enterè l yo ak siksè l vle aive jwen nan domèn edikasyon / fòmasyon, travay ak nan lavi kòm yon adilt. 2. Disability Related Needs addresses disability-related skills that require IEP goals and/or related services. 2. Bezwen yo ki gen rapò ak andikap adrese konpetans ki gen rapò ak andikap ki egzije objektif IEP yo ak / oswa sèvis ki gen rapò ak objektif sa yo. 3. Action Plan outlines how students can develop skills to be prepared both academically and functionally to meet their vision for the future and who will support them. 3. Plan Aksyon an dekri kòman elèv yo ka devlope konpetans pou yo prepare yo alafwa sou plan akademik ak fonksyonèl pou reponn a vizyon yo pou lavni ak kiyès ki pral sipòte yo. * Anticipated date of graduation * Dat yo prevwa pou gradyasyon an
  12. 12. Transition in the IEP Tranzisyon nan IEP a Post Secondary Vision: •What does your student hope to achieve? •Which services will your student need to get there? Vizyon apre lekòl segondè : •Kisa elèv ou a espere akonpli ? •Ki sèvis elèv ou a ap bezwen resevwa pou l rive akonpli l ? Annual Goals: Should be related to Vision Objektif anyèl yo : Yo dwe an rapò a vizyon an Additional Information: Date of Graduation Enfòmasyon siplemantè : Dat gradyasyon an
  13. 13. Education Goals Objektif edikasyon an • Work on academic goals • Complete classes and earn credits toward graduation • Succeed in the general curriculum • Make progress towards post-high school plans • Travay sou objektif akademik yo • Fini kou yo epi resevwa kredi pou w ka gradye • Reyisi nan kourikoulòm jeneral la • Fè pwogrè nan plan yo pou apre lekòl segondè
  14. 14. Employment or Vocational Goals Objektif pou travay oswa pou pwofesyon Preparing for employment is an important part of your student’s postsecondary goals. It teaches your student about a particular job that may interest your student and its needed skills (i.e. cosmetology or mechanics) Preparasyon pou travay se yon pati enpòtan nan objektif elèv ou a apre lekòl segondè. Nan preparasyon an, y ap anseye elèv ou a yon travay espesifik ki ka enterese l ak konpetans ki nesesè pou travay sa a (pa egzanp kosmetoloji oswa mekanik) What jobs match your student’s interests and skills? Consider work-based learning options: volunteering and internships. Ki travay ki koresponn a enterè ak konpetans elèv ou a ? Konsidere opsyon aprantisaj nan milye travay yo : fè volontarya ak fè estaj.
  15. 15. Independent Living Goals Objektif pou mennen yon lavi otonòm Independent Living Skills to address if appropriate: Preparing meals Paying bills and banking Doing laundry Having good personal hygiene Managing medications/healthcare Maintaining a home Traveling around town Shopping, Eating out Work out at a fitness center Maintaining Safety Konpetans sou mennen yon lavi endepandan pou adrese si l apwopriye : Preparasyon manje Peye bòdwo ak jere tranzaksyon labank Fè lesiv Fè bon ijyèn pèsonèl Pran anchaj medikaman / swen lasante Fè antretyen yon kay Al kote w bezwen nan komin nan Fè acha, al nan restoran Fè egzèsis nan yon sant jimnastik Kenbe tèt ou an sekirite
  16. 16. Questions to discuss with your student Kesyon pou w diskite avèk elèv ou a • What skills does your student need to reach his or her dream? • What job would he or she like to have one day? • Where does he or she want to live as an adult? • What is your student good at? • What skills need to be improved? • Where can your student work on these skills in school and in the community? • Who, specifically, will be able to help your student reach each goal? • Ki konpetans elèv ou a bezwen pou l rive jwen rèv li ? • Ki travay li ta renmen jwenn yon jou ? • Ki kote l vle abite lè l vin adilt ? • Nan kisa elèv ou a bon ? • Nan ki konpetans li bezwen amelyorasyon ? • Ki kote elèv ou a ka travay sou konpetans sa yo nan lekòl ak nan kominote a ? • Ki moun, espesifikman, k ap kapab ede elèv ou a atenn chak objektif ?
  17. 17. What do I Need to Know about my Student to Help Develop Goals? Kisa m dwe konnen sou elèv mwen an pou m ka ede l devlope objektif sa yo ? • Can my student learn to drive? • Can he work more than 4 hours during an average work day? • Can she write a 5 paragraph essay for a college application? • Can she navigate on the bus to the gym independently using her phone? • Can he work in a group? • Can she follow multi-step directions? • Èske elèv mwen an ka aprann kondui ? • Èske l ka travay plis pase 4 èdtan an mwayèn nan yon jounen travay ? • Èske l ka ekri yon redaksyon ki gen 5 paragraf pou yon aplikasyon pou inivèsite ? • Èske l ka itilize telefòn li pou l navige al nan sant jimnastik nan bis poukont li ? • Èske l ka travay nan yon gwoup ? • Èske l ka swiv enstriksyon ki gen plizyè etap ?
  18. 18. Parent’s Role in Transition Planning Wòl paran yo nan planifikasyon tranzisyon an • Provide increasing opportunities to help student develop skills needed to become independent • Assist student in developing a vision of what student wants to do in life • Ofri opòtinite san rete pou ede elèv la devlope konpetans l ap bezwen pou l vin endepandan • Ede elèv la devlope yon vizyon de kisa l vle fè nan lavi EXAMPLES– visit places in the community where student could volunteer, support extra-curricula activities and clubs, use professional connections to help youth identify real world career opportunities, practice soft skills with youth EGZANP YO– vizite kote nan kominote a pou elèv la ta ka fè volontarya, soutni aktivite ki pa nan kourikoulòm lekòl ak klib, itilize koneksyon pwofesyonèl pou ede jèn yo idantifye opòtinite pou karyè ki reyèl, pratike kalite pèsonèl ak jèn yo
  19. 19. Student’s Role in Transition Planning Wòl elèv la nan planifikasyon tranzisyon an • Participate in IEP Meeting at age 14 or earlier (eventually lead IEP meeting) • Develop their own vision statement to share at the IEP meeting, identify their interests and preferences • Take courses to prepare them for postsecondary goals • Identify career options that match their interests and strengths/skills • Set goals, aim high – sustain motivation • Patisipe nan reyinyon IEP yo a 14 zan oswa anvan sa (alafen pran direksyon reyinyon IEP yo) • Devlope pwòp deklarasyon vizyon l pou l pataje nan reyinyon IEP a, idantifye enterè ak preferans li • Pran kou pou prepare l pou objektif li genyen apre l fini lekòl segondè • Idantifye opsyon karyè l ki koresponn a enterè l ak pwen fò / konpetans li • Fikse objektif yo, vize wo - rete motive Students should be at the center of the Transition Planning Process Elèv yo dwe sèvi kòm poto mitan pwosesis planifikasyon tranzisyon an
  20. 20. Sandy’s Postsecondary Vision: I want to attend a culinary program, work part-time in a restaurant and live at home. Action Step Who can help? By When? 1. Look into culinary programs -Parents -Student -Guidance Counselor Need to apply by February 2. Apply to some restaurants -Student -Vocational rehabilitation -Teacher April/May- need summer job 3. Community Safety -Family -Teacher Ongoing
  21. 21. Vizyon Sandy apre l fini lekòl segondè : Mwen vle ale nan yon kou kuizin, travay a tan pasyèl nan yon restoran epi abite lakay. Plan aksyon yo Kiyès ki ka ede ? Jiska ki dat ? 1. Enfòme sou kou kuizin yo -Paran yo -Elèv la -Konseye sou oryantasyon an Li dwe aplike jiska fevriye 2. Aplike nan kèk restoran -Elèv la -Re-adaptasyon pwofesyonèl -Mèt la Avril/me- Li bezwen travay nan ete a 3. Sekirite nan kominote a -Fanmi an -Mèt la Ap kontinye
  22. 22. Self-Determination and Self- Advocacy Oto-detèminasyon ak Oto- defans Self-determination: Student has ability to make choices and decisions based on her/her own preferences and interests. Oto-detèminasyon : Elèv la gen kapasite pou l fè chwa ak pran desizyon ki baze sou pwòp preferans ak enterè l yo. Self-advocacy: student has ability to give a voice to those choices. These skills need to be taught and practiced • in school • at home, and • in the community Student needs opportunities to problem-solve, make mistakes and advocate for him/herself. Oto-defans : Elèv la gen kapasite pou l defann chwa sa yo. Li dwe aprann ak pratike konpetans sa yo • nan lekòl li • lakay li, ak • nan kominote a Elèv la bezwen opòtinite pou l rezoud pwoblèm, fè erè ak defann tèt li.
  23. 23. Graduation Gradyasyon To earn a state standard diploma, student must: •meet the Competency Determination (CD) standard (pass all three 10th grade MCAS tests), and •meet all local graduation requirements Pou pran yon diplòm leta estanda, elèv la dwe : •reponn a nòm Detèminasyon Konpetans (CD an anglè) la (pase tout twa egzamen MCAS 10è ane yo), ak •reponn a tout egzijans pou gradyasyon nan zòn li an An Educational Proficiency Plan (EPP) must be developed for any student who does not meet or exceed the Proficient level (score of 240) on the grade 10 ELA and/or Mathematics tests. Yo bezwen devlope yon Plan pou Konpetans Edikatif (EPP an anglè) pou nenpòt elèv ki pa fè oswa pa depase nòt pou nivo Konpetans lan (nòt 240) nan egzamen ELA ak / oswa Matematik klas 10è ane a. Certificate of Achievement or Attendance is not a state diploma. Sètifika pou Reyisit oswa pou Prezans pa yon diplòm leta.
  24. 24. Turning 18 Vin gen 18 tan At 18, youth can vote, buy a house or get married. In the eyes of the law, the individual is presumed to have the capacity to make informed legal, financial and healthcare decisions. A 18 tan, jèn yo ka vote, achte yon kay oubyen marye. Devan lalwa a, endividi a sipoze gen kapasite pou l pran desizyon eklere nan domèn legal, finansye ak swen lasante. Age of Majority - at age 18, all of the decision-making rights in special education that have been exercised by the parent transfer to the adult student. Laj Majorite - a 18 tan, yo transfere tout dwa paran an te genyen pou l pran desizyon nan edikasyon espesyal bay elèv ki vin adilt la. Selective Service - all males must register at age 18. Sèvis selektif - tout gason yo dwe enskri a 18 tan. Eligible for SSI & Medicaid/MassHealth - be aware of the financial eligibility criteria to qualify. Kalifye pou SSI (Revni siplemantè nan Sekirite Sosyal) ak Medicaid / MassHealth - ou dwe konnen kritè pou kalifikasyon ki baze sou finans ou. Apply for Section 8 Housing Voucher Aplike pou bon sibvansyon pou lojman Section 8
  25. 25. Decision-making Options Opsyon pou pran desizyon Does my child have the capacity to make personal and financial decisions? Èske pitit mwen an gen kapasite pou l pran desizyon pèsonèl ak sou finans li ? Options: (from Least to Most Restrictive) • Joint/Custodial Bank Accounts • Trusts • Representative Payee • Durable Power of Attorney for Property • Advocate • Health Care Proxy • Conservatorship • Guardianship Opsyon yo : (sot nan mwens restriktif pou rive sou pi restriktif) • Kont labank ansanm ak yon moun / Moun ki responsab li a • Fidisi • Reprezantan benefisyè • Pwokirasyon dirab pou pwopriyete • Defansè • Mandatè pou swen lasante • Tribinal oswa jij chwazi l kòm titè pou yon adilt • Responsab legal timoun
  26. 26. Chapter 688 Referral Rekòmandasyon pou Chapter 688 (Chapit 688) Massachusetts “Turning 22” law addresses transition planning needs of students with significant disabilities who will need adult services. (one referral per student) Lwa lè moun vin gen 22 zan nan Massachusetts (“Turning 22” law ) adrese bezwen planifikasyon tranzisyon yo pou elèv ki gen gwo andikap k ap bezwen sèvis kòm adilt. (yon rekòmandasyon pa elèv)  Unable to work more than 20 hours per week w/out supports  Two year planning process  School makes the referral to Adult Human Service Agency  Agency develops an Individualized Transition Plan (ITP)  Pa ka travay plis pase 20 èdtan pa semèn avèk / san sipò  Pwosesis planifikasyon de ane  Lekòl la voye rekòmandasyon an bay Ajans pou sèvis imen pou adilt la  Ajans lan devlope yon Plan Tranzisyon Endividyèl (ITP an anglè) Chapter 688 is NOT: • Continuation of Special Education • Adult Eligibility Determination • Entitlement to adult services Chapter 688 PA : • Kontinyasyon Edikasyon Espesyal • Detèminasyon kalifikasyon pou resevwa sèvis kòm adilt • Dwa pou resevwa sèvis kòm adilt
  27. 27. Adult Human Service Agencies Ajans k ap bay sèvis imen pou adilt • Massachusetts Rehabilitation Commission - MRC • Department of Developmental Services - DDS • Department of Mental Health - DMH • Massachusetts Commission for the Blind - MCB • Mass. Comm. for the Deaf and Hard of Hearing - MCDHH • Massachusetts Department of Children and Families- DCF • Department of Youth Services - DYS • Bureau of Transition Planning- BTP (if unsure where to refer) • Chapter 688 Referral FORM - http://www.doe.mass.edu/sped/28mr/28m11.pdf • Massachusetts Rehabilitation Commission - MRC (Komisyon pou re-adaptasyon nan Massachusetts) • Department of Developmental Services - DDS (Depatman sèvis pou devlopman) • Department of Mental Health - DMH (Depatman lasante mantal) • Massachusetts Commission for the Blind - MCB (Komisyon pou moun avèg nan Massachusetts) • Mass. Comm. for the Deaf and Hard of Hearing - MCDHH (Komisyon pou moun soud ak tande di nan Massachusetts) • Massachusetts Department of Children and Families- DCF (Depatman pou timoun ak fanmi nan Massachusetts) • Department of Youth Services - DYS (Depatman sèvis pou jèn) • Bureau of Transition Planning- BTP (Biwo pou planifikasyon tranzisyon) (si w pa sèten ki kote pou voye elèv la) • Chapter 688 Referral FORM (FÒMILÈ pou rekòmandasyon Chapit 688) - http://www.doe.mass.edu/sped/28mr/28m11.pdf
  28. 28. A Continuum of Options Yon pakèt lòt opsyon • Focus on building the system of support • Make sure actions reflect a young adult’s vision and that they have buy-in • Be creative and adaptable • Deep breaths • Prepare as early as possible. • Konsantre sou bati sistèm sipò a • Asire w aksyon yo reflete vizyon yon jèn adilt epi jèn adilt la gen yon kontra • Se pou w kreyatif ak fleksib • Pran gwo souf • Prepare pi bonè possib
  29. 29. Family Discussions before student turns 22 Diskisyon nan fanmi an anvan elèv la vin gen 22 zan 1. What will they do all day? 2. Where will they live? 3. How will they get around? 4. What government assistance do they qualify for? 5. Who will pay for their expenses? 6. What will happen when I can no longer care for them? 1. Kisa l pral fè tout lajounen ? 2. Ki kote l pral rete ? 3. Kòman l pral fè al kote l bezwen ? 4. Pou ki èd gouvènman l ap kalifye ? 5. Kiyès k ap peye pou depans li yo ? 6. Sa k ap rive lè m pa ka pran swen l ankò ?
  30. 30. Transition Laws Lwa yo sou tranzisyon 1. IDEA 2004 2. M.G.L. c.71B – MA Special Education Law 3. M.G.L. c.688 – “Turning 22” Law 4. Rehabilitation Act of 1973 (Amended in 1992 and 1998) 5. Workforce Innovation and Opportunity Act of 2014 (WIOA) 1. IDEA 2004 2. M.G.L. c.71B – MA Special Education Law (Lwa sou Edikasyon Espesyal nan MA) 3. M.G.L. c.688 – “Turning 22” Law (Lwa lè moun vin gen 22 an) 4. Rehabilitation Act of 1973 (Amended in 1992 and 1998) (Lwa sou re-adaptasyon 1973 / yo te amande l an 1992 ak 1998) 5. Workforce Innovation and Opportunity Act of 2014 (WIOA) (Lwa sou inovasyon mendèv ak opòtinite 2014)
  31. 31. Stay Informed about Transition Kontinye pran enfòmasyon sou tranzisyon an Join the Conversation! FCSNTransition Listserve – a free Yahoo group for parents and professionals fcsntransition- subscribe@yahoogroups.com Patisipe nan konvèsasyon an ! FCSNTransition Listserve – yon gwoup gratis sou yahoo pou paran ak pwofesyonèl fcsntransition- subscribe@yahoogroups.com •Learn More! FCSN’s The LINK Center website www.fcsn.org/linkcenter •Aprann plis ! Sit entènèt The LINK Center FCSN (Federasyon pou timoun ki gen bezwen espesyal yo) nan www.fcsn.org/linkcenter DESE Secondary Transition website http://www.doe.mass.edu/spe d/secondary- transition/default.html Sit entènèt Tranzisyon segondè DESE a http://www.doe.mass.edu/spe d/secondary- transition/default.html
  32. 32. Resous yo A Family Guide to Transition Services in Massachusetts (Yon gid pou fanmi pou sèvis tranzisyon nan Massachusetts) http://fcsn.org/transition_guide/english.pdf http://fcsn.org/transition_guide/spanish.pdf Transition Planning Form (Fòmilè pou planifikasyon tranzisyon an) http://www.doe.mass.edu/sped/28MR/28m9.pdf DESE Technical Assistance SPED Advisories (Komite konsiltatif pou asistans teknik pou Edikasyon Espesyal pou Depatman Edikasyon Elemantè ak Segondè) : Postsecondary Goals and Annual IEP Goals in the Transition Planning Process (Objektif pou apre lekòl segondè ak objektif pou IEP anyèl nan pwosesis planifikasyon tranzisyon an) http://www.doe.mass.edu/sped/advisories/13_1ta.html Transition Assessment in the Secondary Transition Planning Process (Evalyasyon tranzisyon nan pwosesis planifikasyon tranzisyon segondè a) http://www.doe.mass.edu/sped/advisories/2014-4ta.html Promoting Student Self-Determination to Improve Student Outcomes (Fè pwomosyon pou Oto-detèminasyon kay elèv yo pou amelyore siksè elèv yo) http://www.doe.mass.edu/sped/advisories/2016-2ta.pdf
  33. 33. ENFÒME, EDIKE, FÈ FANMI YO SANTI YO GEN POUVWA 617-236-7210 | www.fcsn.org | fcsninfo@fcsn.org Mèsi paske w vini ! Parent Training and Information Center (PTIC) (Sant pou fòmasyon ak enfòmasyon pou paran yo) and The Link Center (Sant pou lyen an) jwenn soutyen an pati nan sibvansyon ki soti nan U.S. Dept. of Education, Office of Special Education Programs (Depatman Edikasyon nan Etazini, Biwo pou Pwogram Edikasyon Espesyal yo), Rehabilitation Services Administration (Administrasyon Sèvis Re-adaptasyon yo) ak MA Dept. of Elementary and Secondary Education (Depatman Edikasyon Elemantè ak Segondè nan Massachusetts) Ou gen kesyon ?

Notas

  • Purpose of the Slide: Introduce the topic of the workshop – note that it is an introductory workshop on the topic of transition
    Notes to presenter:
    Talking points:
    The transition process can be overwhelming, so this workshop touches on some of the overarching key aspects to transition planning.
    Follow up workshops, webinars and the Planning a Life Conference are opportunities to learn more.
  • Purpose of the Slide: Help audience understand why planning for the future is so important, the statistics are grim for people with disabilities
    Notes to presenter:
    Talking points:
    Just read some or all of the statistics
    Point out that the data shows significant challenges for young adults with disabilities and how transition can help prepare young adults and hopefully influence their success
  • Purpose of the Slide: Planning process goes beyond just the three purposes in law – to meet unique needs of student
    Notes to presenter:
    Talking points:
    Students are not limited to the 3 areas highlighted in the IDEA, most important future planning must relate to a student’s unique needs.
  • Purpose of the Slide: Planning process goes beyond just the three purposes in law – to meet unique needs of student
    Notes to presenter:
    Talking points:
    Students are not limited to the 3 areas highlighted in the IDEA, most important future planning must relate to a student’s unique needs.
  • Purpose of the Slide: Planning process goes beyond just the three purposes in law – to meet unique needs of student
    Notes to presenter:
    Talking points:
    Students are not limited to the 3 areas highlighted in the IDEA, most important future planning must relate to a student’s unique needs.
    Purpose of the Slide: Defines who is eligible for transition services
    Notes to presenter:
    Talking points:
    Highlight bullet points
    Note – those on 504 plans are NOT eligible
    OK to start younger (students in DCF custody may exit system at age 18 – best to start as early as practical)
  • Purpose of the Slide: Define the types of assessments
    Notes to presenter:
    Talking points:
    Not always formal testing
    Explain when a formal consent form needs to be completed – All-Few-Some model
    Not required for assessments administered to all
    Not required if part of routine programming
    Not required for screening purposes
    Required if not given to all, not part of regular programming and not part of ongoing progress monitoring
    The team may rely on formal and informal transition assessments such as:
    input from the student, his/her family, and others who know the student well; student transcripts; MCAS results; teacher notes; previous IEPs; achievement tests; functional behavioral assessments; life skills and/or interest inventories, etc.
    Additional examples of possible transition assessments are available at Transition Assessments Example Sheet – citation on slide.
  • With family informal
  • With family informal
  • Purpose of the Slide: Review the handout/form
    Notes to presenter:
    Talking points:
    The TPF is a flexible, brainstorming tool
    Should be completed BEFORE drafting IEP – see DESE Advisory http://www.doe.mass.edu/sped/advisories/13_1ta.html
    “When developing annual IEP goals for Transition, the team should discuss and complete the TPF before completing the IEP form. “
    Go through each section – text on form is informative
    A clear and direct link should exist between the student's annual IEP goals and his/her postsecondary goals as delineated in the Vision section of the TPF and IEP.
  • Purpose of the Slide: Providing a little background on the IEP and where transition should go
    Notes to presenter:
    Talking points:
    Transition should read throughout the IEP. There are not Transition IEP goals- the WHOLE IEP is Transition!!!!!
    You should be able to pick up an IEP and without looking at age of student know that the student is 14-22
  • Schools might say that these independent living skills are not education-related and that the student should learn these skills outside of school. But if the skills are connected to what a student needs to learn in order to have a job or live independently as an adult, then they are related to his or her education and the school must address them. You student can work on independent living skills goals by participating in activities like school sports, drama, or other clubs. Sometimes students will also need specific instructions and/or services to learn these skills. Schools might say that these are not education-related and that the student should learn these skills outside of school. But if the skills are connected to what a student needs to learn in order to have a job or live independently as an adult, then they are related to his or her education and the school must address them. You should observe your student’s friendships and social involvement. Does he or she fit in with any particular part of the student body? Participation in activities can be an excellent way for your student to make progress.
  • Schools might say that these independent living skills are not education-related and that the student should learn these skills outside of school. But if the skills are connected to what a student needs to learn in order to have a job or live independently as an adult, then they are related to his or her education and the school must address them. You student can work on independent living skills goals by participating in activities like school sports, drama, or other clubs. Sometimes students will also need specific instructions and/or services to learn these skills. Schools might say that these are not education-related and that the student should learn these skills outside of school. But if the skills are connected to what a student needs to learn in order to have a job or live independently as an adult, then they are related to his or her education and the school must address them. You should observe your student’s friendships and social involvement. Does he or she fit in with any particular part of the student body? Participation in activities can be an excellent way for your student to make progress.
  • Schools might say that these independent living skills are not education-related and that the student should learn these skills outside of school. But if the skills are connected to what a student needs to learn in order to have a job or live independently as an adult, then they are related to his or her education and the school must address them. You student can work on independent living skills goals by participating in activities like school sports, drama, or other clubs. Sometimes students will also need specific instructions and/or services to learn these skills. Schools might say that these are not education-related and that the student should learn these skills outside of school. But if the skills are connected to what a student needs to learn in order to have a job or live independently as an adult, then they are related to his or her education and the school must address them. You should observe your student’s friendships and social involvement. Does he or she fit in with any particular part of the student body? Participation in activities can be an excellent way for your student to make progress.
  • Purpose of the Slide: Explain post-secondary goals = vision
    Notes to presenter:
    Talking points: DESE advisory states students should articulate at least two after HS goals in their vision statement.
    This goes on the TPF and the IEP and is the vision for after high school.
    Talk about what if they don’t know what they want to do……
    Talk about what if what they want to do is unrealistic….
    The team refers to the student's postsecondary goals and asks:
    What skills, strengths, interests, personal attributes, and accomplishments does the student currently have that will contribute to his/her postsecondary success?
    What skills and strengths will the student need to acquire in order to achieve his/her desired postsecondary outcomes?
    Given the student's disabilities, what supports and services will be necessary for the student to make progress towards achieving his/her postsecondary goals?
  • Purpose of the Slide: Families should be involved – important to the process
    Notes to presenter:
    Talking points:
    Make community connections
    Help with planning around the transition timelines and systems of support, but encourage young adults to be self-determined (ex: Social security, housing, health care…..)
  • Purpose of the Slide: Student should own a piece of the planning process
    Notes to presenter:
    Talking points: The more students are engaged in planning their own futures, the more promising those futures are likely to be.
    The more experiences youth have, the more they:
    understand themselves, including their likes/dislikes
    develop a bigger and more detailed vision
    grow in confidence
    acquire new skills
    become known in your community
    Developing a Portfolio can help them to prepare to participate and allows them to share their stories, experiences and expectations. A student’s portfolio begins to document life’s journey.
    Portfolios can also be useful as the student applies to community service, postsecondary and/or work environments.
    Portfolios also foster feelings of self worth as students ‘see’ their accomplishment and documents their successes.
  • Highlight that these are not IEP goals- this is an action plan that can be found on the back of the TPF
    Sandy’s Postsecondary Goal: I want to attend a culinary program at a community college and work part-time in a restaurant.
    Potential Transition Assessments:
    Work based learning assessment- Observe Sandy working at a restaurant. What does she do well? Does she listen to instruction? Does she use safety skills in the kitchen?
    Achievement tests- what are the requirements for the culinary program? Will Sandy need to pass MCAS? What experience will she need for the culinary program?
    Personality test- what does Sandy enjoy doing in her free time? Does she like to be in a loud, fast moving environment? How does she handle stress?
  • Highlight that these are not IEP goals- this is an action plan that can be found on the back of the TPF
    Sandy’s Postsecondary Goal: I want to attend a culinary program at a community college and work part-time in a restaurant.
    Potential Transition Assessments:
    Work based learning assessment- Observe Sandy working at a restaurant. What does she do well? Does she listen to instruction? Does she use safety skills in the kitchen?
    Achievement tests- what are the requirements for the culinary program? Will Sandy need to pass MCAS? What experience will she need for the culinary program?
    Personality test- what does Sandy enjoy doing in her free time? Does she like to be in a loud, fast moving environment? How does she handle stress?
  • Purpose of the Slide: To emphasize the need for self-advocacy skills, to empower students to take more control over their own lives.
    Notes to presenter:
    Self-advocacy skills are essential; they are the key to a student’s successful independence and interdependence.
    It is important that self-advocacy goals include identifying a problem/issue/concern as well as someone who can help address or resolve that issue.
    Without these skills the student can become lost and overwhelmed.
    Talking points:
    Remember the VISION drives the TRANSITION process! It is the most important force behind the development of meaningful transition goals and a truly student driven process.
    IDEA encourages the involvement of students with disabilities in decisions regarding their own future to facilitate a more student-centered transition plan. Students need to be actively involved and when ready, lead transition planning if they have sufficient preparation and support. —it is their life being planned.
    Resource: http://www.doe.mass.edu/sped/advisories/2016-2ta.pdf
  • Purpose of the Slide: Graduation and MCAS requirements
    Notes to presenter:
    Talking points:
    Graduation means exit from high school not receiving a diploma
    Anticipated Date of Graduation – make sure you are on the same timeline as the school district!
    Competency Determination - http://www.doe.mass.edu/lawsregs/603cmr30.html?section=03
    MCAS - http://www.doe.mass.edu/mcas/graduation.html
    Educational Proficiency Plans - http://www.doe.mass.edu/ccr/epp/
  • Purpose of the Slide: Highlighting some of the big changes at 18
    Notes to presenter:
    Talking points:
    You are just touching on the topic and then you can talk about how the FCSN offers workshops on these topics or other organizations for more information.
    Age of Majority - http://www.parentcenterhub.org/repository/age-of-majority-parentguide/
    Guardianship - FCSN YouTube #18 - Guardianship and the Alternatives with Attorney Hilary Dunn of DLC
    https://www.youtube.com/playlist?list=PLoxXvZyVuP_adWcRy3LZwyeKvtPD2I89v
    Selective Service - https://www.sss.gov/Home/Registration
    SSI - http://www.mass.gov/eohhs/consumer/basic-needs/financial/ssi-ssdi/
    Section 8 – new video from Autism Housing Pathways - http://18section8.org/
  • Purpose of the Slide: Guardianship and the Alternatives discussion
    Notes to presenter:
    Talking points:
    Talk about the continuum of options and that guardianship is certainly not for everyone, especially as we encourage our youth to be more self-determined.
    This is an area where families need to follow up with more workshops- there is a webinar online FCSN on guardianship with Hillary Dunn that they can watch to learn more.
  • Purpose of the Slide: The Referral form- show a copy (simple one page form)
    Notes to presenter:
    Talking points:
    Make sure it is clear this is a process of referral- not an application. Follow up must occur with actually apply for adult services.
    Anyone can apply without a Chapter 688 referral from the school
    The school does not take care of this process for you always- make sure you ask and follow up!
  • Purpose of the Slide: MA state agencies
    Notes to presenter:
    Talking points:
    MRC- vocational services (all disabilities)
    In general, you go to the agency that most that serves individuals with your disability.
    Can invite the agency to attend the IEP meeting
  • Purpose of the Slide: Reviewing all of the Options in Education, Employment and Ind. Living
    Notes to presenter:
    Talking points:
    There is not one right pathway and with acquisition of skills , an individual can move into new opportunities.
  • Purpose of the Slide: Getting people thinking about the future and importance of planning.
    Notes to presenter:
    Talking points:
    Pose these questions to highlight there are many things to think about for when your student leaves the school system.
    Follow up with the LINK Center with specific questions or find more workshops that cover these topic areas.
    Suggest don’t think about all these questions at once- use a transition timeline and remember one step at a time and BREATHE.
  • Purpose of the Slide: Review that transition planning is supported by federal and state laws.
    Talking points: Page highlights key laws that impact transition services, but we are just providing an overview and not getting into the law details.
    IDEA- 1990 requires transition services are provided to students with disabilities
    MA Law- Specific to MA, so more focused and includes younger students starting at 14
    Turning 22/ Ch. 688- talk more about it later but it is a referral process for some students to get referred to an adult service agency to receive supports beyond high school.
    Rehab act- prohibits discrimination on the basis on disability both in school and employment- for example section 504 to support accommodations.
    WIOA- law on July 22, 2014. WIOA is designed to help job seekers access employment, education, training, and support services to succeed in the labor market and to match employers with the skilled workers they need to compete in the global economy. Pre-employment transition Services (PETS) specifically to increase for youth with disabilities – 15% of MRC funding to go to PETS projects.
  • Purpose of the Slide: More resources – how to learn more about the topic of transition
    Notes to presenter:
    Talking points:
    FCSN Transition Listserve is a free Yahoo group – can get daily emails, weekly digest or just view online
    New LINK Center website just coming online
    DESE new website debut in Fall 2015
  • Purpose of the Slide: Share some resources
    Notes to presenter:
    Talking points:
    The Family Guide is available online in both English and Spanish
    You can access the Transition Planning Form at http://www.doe.mass.edu/sped/iep/
    (English Version, Spanish Version, Portuguese Version, Haitian Creole Version, Chinese Version
  • Purpose of the Slide:
    Notes to presenter:
    Talking point
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