Creating a Post-Secondary Vision
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The document outlines resources and training provided by the Federation for Children with Special Needs to assist families of children with disabilities in creating postsecondary visions and transition plans. It emphasizes the importance of student involvement in the planning process, focusing on their preferences and aspirations for education, employment, and independent living. Additionally, it highlights various assessment tools and strategies to effectively support young adults transitioning to postsecondary opportunities.
Creating a Post-Secondary Vision
- 1. INFORMING, EDUCATING, EMPOWERING FAMILIES 617-236-7210 | www.fcsn.org | fcsninfo@fcsn.org
- 2. Creating a Postsecondary Vision The LINK Center Parent Training and Information Center © 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
- 3. The Federation for Children with Special Needs advocates for quality education, parent participation and access to quality health care services for all children, especially those with disabilities. Who We Are …
- 4. The LINK Center connects families and individuals with disabilities who are transition age (14-26) to information, supports and services to achieve their future vision. The Parent Training and Information Center (PTIC), provides free information, support, technical assistance and affordable workshops to families who have children with disabilities and the professionals who work with them.
- 5. Workshop Agenda • What is a Postsecondary Vision • Student Driven • Where to Start • Person Centered Planning • Transition Assessment • IDEA and Vision in School • Writing a Vision Statement • Vision Steps
- 6. • A plan for life after high school • Includes ideas for: – Employment – More Education – Adult Living • A dream for the future What is a Postsecondary Vision?
- 7. Definitions: Vision = Postsecondary Vision (Goals) Individualized Education Program (IEP) Vision Statement: What is the vision for this student? Consider the next 1 to 5 year period when developing this statement. Beginning no later than age 14, the statement should be based on the student’s preferences and interest, and should include desired outcomes in adult living, post-secondary and working environments. Transition Planning Form (TPF) Postsecondary Vision: In collaboration with the family, consider the student’s preferences and interests, and the desired outcomes for post-secondary education/ training, employment, and adult living. This section should correspond with the vision statement on IEP 1. What is Vision?
- 8. Vision is a part of the school IEP and TPF process BUT GO Beyond!! It starts with transition planning Failure to Plan is Planning to Fail Vision is a Process
- 9. Vision
- 10. Vision Drives the Process An individualized vision will drive the transition planning process
- 11. Students should be the focus of the special education process – their preferences, interests and desired outcomes “The more students are engaged in planning their own futures, the more promising those futures are likely to be.” Student Driven Technical Assistance Advisory SPED 2013-1: Postsecondary Goals and Annual IEP Goals in the Transition Planning Process
- 12. Self-Determination Students who are self-determined know themselves, know how to interact effectively with others, and know how to purposefully set goals and attain them. Each student can be self-determined in his or her own way. Technical Assistance Advisory SPED 2016-2: Promoting Student Self-Determination to Improve Student Outcomes
- 13. Students are a part of the Process •Starting at age 14 students are invited to meeting •High expectations •Student has a role to talk about their own vision •Shift from parents to students
- 14. Everyone’s plan is different – Starting place – Detours – Road blocks – Finish line WHERE TO START?
- 15. An ongoing process for a team to think about what an individual would like to do in their future. Everyone sees a young adult differently … Teachers Specialists Coaches/Tutors Agency Representatives Community Leaders/Employers Friends and Family Person Centered Planning
- 16. Relationship Map CODYCODY Parents Sister Grandma School service providers Mrs. Chaplan Mrs. Smith Barbara W. Mr. Cool Family friends Extended family Dunkin donuts DDS MRC School friends Dr. Woods
- 17. WHERE TO START? Observe/Make lists/Take pictures Create a Portfolio Sports Recreation and Social Activities Personality shy/outgoing Job or Volunteer Activities Likes/ Dislikes Favorite Things What do you want to be when you grow up? Where are you going to live? What do you want to do for fun?
- 19. What if there is no clear vision? • Provide various types of experiences and assess strengths, interests and preferences • Use transition assessments • Ask others who know the individual what they think their strengths are • Don’t panic- visions will continually change!!! (discussed annually at IEP meeting, but on going conversations can happen throughout the year about hopes, desires, dreams)
- 20. What if it’s not realistic? • Respect every vision • See the vision as the start of an exploration • Identify opportunities to practice skills related to the young adult’s vision. The process is to take steps toward the vision- not that it is possible in the present day • Be creative to provide employment opportunities/experiences, including informational interviews, job shadowing, job carving, internships, or competitive integrated employment
- 21. Transition Assessment FORMAL assessments involve standardized testing, measuring specific skills. Examples: achievement tests, aptitude tests, career interest inventories INFORMAL assessments are useful to identify individual strengths and needs. Examples: teacher or parent observation, Self-evaluation/Portfolio, Situational assessments of work skills on job sites DESE Assessment Example Sheet: http://www.doe.mass.edu/sped/advisories/transition- assessments-example-sheet.docx
- 22. Transition Assessments for Vision 1. NO ONE Test!! 2. Ask school what assessments they use 3. Learn about assessments • Career Interest Inventory- Career Cluster, Interest Profiler https://masscis.intocareers.org/materials/portal/home2.html • Transition Assessment Matrix http://www.iidc.indiana.edu/styles/iidc/defiles/CCLC/transition_matrix/Tr ansition_Matrix.html
- 23. Sandy’s Postsecondary Vision: I want to attend a culinary program at a community college and work part-time in a restaurant and live at home. 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?
- 24. Improving educational results for children with disabilities is an essential element of our national policy of ensuring • quality of opportunity • full participation • independent living and • economic self-sufficiency for individuals with disabilities IDEA Sec 1400 (c) (1) VISION – What a Great IDEA!
- 25. Reflects student’s Strengths, Preferences and Interests and Desired Outcomes for: • Postsecondary Education/Training • Employment • Adult living Writing a Vision Statement TPF and IEP should detail at least two postsecondary goals
- 26. Vision in School Transition Planning IEP Form ● What is the vision for this student? “Consider the next 1 to 5 year period when developing this statement. Beginning no later than age 14, the statement should be based on the student’s preferences and interest, and should include desired outcomes in adult living, post-secondary and working environments. Vision statements should represent high expectations and dreams.” (DESE - Directions for Mass. IEP Form) Transition Planning Form ● Write the student’s POST- SECONDARY VISION In collaboration with the family, consider the student’s - preferences, - interests, and - desired outcomes for postsecondary ● education/training ● employment ● independent living Assessments
- 27. Martin Luther King Jr. “You don't have to see the whole staircase, just take the first step”
- 28. Vision Steps- Mapping it Out WHO ARE YOU??
- 29. Vision Steps- Mapping it Out WHAT IS YOUR CURRENT SITUATION?
- 30. Vision Steps- Mapping it Out WHERE DO YOU WANT TO GO?
- 31. Things to Consider • Where are some gaps in activity/skill building? • What needs and obstacles need to be addressed? • What can be a first step toward the future vision? • Who can help in taking some first steps? • When can this happen by? • Make sure you have student buy-in
- 32. 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 Sandy’s Postsecondary Vision: I want to attend a culinary program, work part-time in a restaurant and live at home.
- 33. Stay Informed about Transition • Join the Conversation! FCSNTransition Listserve – a free Yahoo group for parents and professionals fcsntransition-subscribe@yahoogroups.com • Learn More! FCSN’s The LINK Center website www.fcsn.org/linkcenter DESE Secondary Transition website http://www.doe.mass.edu/sped/secondary- transition/default.html
- 34. Planning a Life Two day conference (Friday/Saturday) with information and resources for families and professionals. 2015-2016 Dates: REGISTER at: www.fcsn.org/linkcenter/pal Nov. 13 and 14, 2015 Bradford – Whittier Rehabilitation Hospital Feb. 5 and 6, 2016 Boston-FCSN April 8 and 9, 2016 Holyoke Community College
- 35. Resources A Family Guide to Transition Services in Massachusetts http://fcsn.org/transition_guide/english.pdf http://fcsn.org/transition_guide/spanish.pdf Transition Planning Form http://www.doe.mass.edu/sped/28MR/28m9.pdf DESE Technical Assistance SPED Advisories: Postsecondary Goals and Annual IEP Goals in the Transition Planning Process http://www.doe.mass.edu/sped/advisories/13_1ta.html Transition Assessment in the Secondary Transition Planning Process http://www.doe.mass.edu/sped/advisories/2014-4ta.html Promoting Student Self-Determination to Improve Student Outcomes http://www.doe.mass.edu/sped/advisories/2016-2ta.pdf
- 36. Contact our Call Center 617-236-7210 Visit our website www.fcsn.org Email Us info@fcsn.org Follow Us on . . . How Can We Help You?
- 37. INFORMING, EDUCATING, EMPOWERING FAMILIES 617-236-7210 | www.fcsn.org | fcsninfo@fcsn.org Thank you for coming! Parent Training and Information Center (PTIC) and The Link Center are supported in part by grants from the U.S. Dept. of Education, Office of Special Education Programs, the Rehabilitation Services Administration and the MA Dept. of Elementary and Secondary Education Any questions?