Transition

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Transition by Mind Map: Transition

1. Stakeholders

1.1. Education Decision Makers

1.1.1. Parent/Guardian/Student (18+)

1.2. Student

1.2.1. Primary advocate

1.2.2. Encouraged participation

1.2.3. Educational Decision Maker at 18 yrs old

1.3. Mental Health Practitioners

1.3.1. Therapist

1.3.1.1. Facilitates group and individual therapy. Consults with mental health and IEP team on student goals.

1.3.2. Waiver Facilitator

1.3.2.1. Facilitates meetings, maintains compliance, provides service oversight to IDD, SED and other waivers

1.3.3. CPST (Community Psychiatric Support and Treatment) Team

1.3.3.1. Meet with individual clients once or twice a week working on goals developed as a part of the Plan of Care process

1.3.4. School Social Worker

1.3.4.1. Consulting with IEP team and student through either direct or indirect services.

1.3.5. School Psychologist

1.3.5.1. Facilitates initial evaluations and reevaluations for the IEP process.

1.4. Transition Coordinator

1.4.1. Facilitates transition meetings and transition goal development.

1.4.2. Utilize annual transition meetings to ensure transition goals, services and minutes are all implemented.

1.5. School Lead Case Manager

1.5.1. Facilitate IEP Meetings

1.5.2. Collaborate with IEP stakeholders

1.5.3. Develop IEP and collect data supporting them.

1.6. General Education Teachers

1.6.1. Update Academic Progress

1.6.2. Support Transition Goals Through Curriculum

1.7. Others

1.7.1. Vocational Rehab Facilitators

1.7.2. Employers

1.7.3. Work Experience Coordinator

1.7.3.1. Facilitates career development and work experience opportunities specific to the student and their transition goals.

2. Legalities

2.1. IDEA Compliant Considerations

2.1.1. Must offer all students a FAPE (Free and Appropriate Public Education) and IEP (Individual Education Plan), preparing them for independent living and work

2.1.1.1. For all special education students 16 and up

2.1.1.1.1. Age 14 course of study considerations introduced to support transition services

2.1.1.2. Must include employment, independent living goals

2.1.1.2.1. Must be based upon students needs and goals

2.1.1.3. Must consider community experience goals

2.1.1.3.1. Informs decisions through information collected on basic living skills, community experience, work experience, etc.

2.1.1.4. Must include all participating IEP stakeholders and outside agencies offering necessary services

2.1.1.4.1. Parents must be invited

2.1.1.4.2. Outside agencies expected to pay for services must be invited

2.1.1.4.3. Student must be invited to participate

2.1.1.5. IEP must include SDI (specially designed instruction), take into consideration LRE (least restrictive environment, and meaningful and appropriate modifications and accomodations.

2.1.2. Transition from Part C to Part B

2.1.2.1. A major transition required within IDEA is when children transition out of Part C early intervention services, Child Find and IFSP, into Part B preschool special education services including IEP implementation.

2.1.2.1.1. Families must be fully informed about the process and afforded their rights, responsibilities, and options.

2.1.2.1.2. IDEA requires states to ensure that 100% of the children enrolled in Part C and eligible for Part B, have Part B services in place by each child’s third birthday.

2.1.2.1.3. Educational Decision Maker Consent is required

2.1.2.1.4. Education administrator (LEA) required to participate in transition

3. Facets

3.1. Postsecondary School

3.1.1. College

3.1.1.1. Identifying Qualifying Supports

3.1.1.2. Touring Campuses

3.1.1.3. Working Through Applications

3.1.1.4. Assistance in Meeting Admission Requirements

3.1.2. Trade Schools

3.2. Community Engagement

3.2.1. Volunteer Work

3.2.2. Social Skill Building

3.2.3. Introduction to Community Services

3.3. Work Experience

3.3.1. Work Transition Programs

3.3.1.1. Project Search

3.3.1.2. C-Tran

3.3.2. Resume Building

3.3.3. Interview/Application Practice

3.3.4. Volunteer Work

3.3.5. Identifying Mentors

3.4. Adult Services

3.4.1. Medcards

3.4.2. Continued Waiver Support

3.4.3. Assisted Living/ Community Living

3.5. Pursuing Interests, Hobbys

3.5.1. Empowering Joyful Activities

3.5.2. Joining Clubs

3.6. Independent Livings Skills

3.6.1. Budgeting

3.6.1.1. Shopping

3.6.1.2. Researching Housing Prices

3.6.1.2.1. Comparing Rent Rates

3.6.1.2.2. Researching Utilities

3.6.1.3. Creating a Budget

3.6.2. Housekeeping Skills

3.6.2.1. Maintaining Regular Chores

3.6.2.2. Hygeine Maintenance

3.6.3. Transportation

3.6.3.1. Attaining Driver's License

3.6.3.2. Public Transit Practice

4. General Definition

4.1. The Transition from School-based to Adult Services

4.2. Component of all Student Services for Students with IEPs 16 and Older

5. Types of Transitions

5.1. From one grade classroom to another

5.1.1. Will require

5.1.1.1. Current level of performance in his current placement

5.1.1.2. Requirements in placement

5.1.1.3. Adjustments needed to facilitate transition

5.2. From one school to another

5.2.1. Will require

5.2.1.1. Collaboration between IEP team and various stakeholders between both schools

5.2.1.2. Introduction to new space

5.2.1.3. Adjustments needed to facilitate acclimation

5.3. From one program to another

5.3.1. A formal district level referral process

5.3.2. IEP team collaboration based upon data supporting transition

5.3.3. Consideration of LRE

5.4. From school to postsecondary, college, vocational program or elsewhere

5.4.1. Application/referral process

5.4.2. Collaboration of stakeholders led by transition coordinator

5.4.3. Introductions of various options done by transition coordinator to help student acclimate

5.4.4. Summary of Performance completed by School Case Manager

6. Transition Timeline

6.1. Early Intervention (Birth to 2 years old)

6.1.1. IFSP (Individualized Family Service Plan)

6.1.1.1. For young children with developmental delays

6.1.1.2. Only applies to children 0-3 years old

6.1.1.3. Once a child turns three an IEP is put into place as a replacement

6.1.1.4. Includes services, service minutes, centers family, identifies coordinators,

6.1.1.5. It takes 45 days for Child Find to conduct an assessment.

6.1.2. Early Head Start

6.1.2.1. Head Start is a federally-funded resource for parents with children from birth to 5 years old who have disabilities.

6.1.2.2. IFSP led

6.2. IEP Begins

6.2.1. Head Start (3 to 5 years old)

6.2.1.1. Head Start is a federally-funded resource for parents with children from birth to 5 years old who have disabilities.

6.2.1.2. IEP led

6.2.2. Early Childhood Intervention (3 to 5 years old)

6.2.2.1. IFSP team collaborates with IEP team to ensure smooth transition for student.

6.2.2.2. IEP becomes legal document providing student with services up to 21 years old

6.2.2.3. Promotes development and learning, considers parent concerns, and coordinates services.

6.2.3. Kindergarten to Secondary Education (6to 16 years old)

6.2.3.1. Annual IEP meetings

6.2.3.2. Transition plans made in relationship to course of study

6.2.4. Transition Planning to Adulthood (14 to 16 years old)

6.2.4.1. Provides services necessary to move to a post-secondary education and education.

6.2.4.2. Includes independent living, adult services, and community participation.

6.2.5. Transition into Secondary and Postsecondary Transition Services (16 to 21)

6.2.5.1. When the student graduates from high school or ages out of special education services, the IEP ends