Transition Services

Best Practices for Transition Services from School to Adult Life from the Consumer/Family Viewpoint

(Person-Centered Planning Implies Person-Centered Services)

"It makes little (or no) sense to ask people about their desired future
 unless people can respond to what is wanted, and help others move toward their preferred futures."

(Excerpt from "On Hopes, Dreams, Preferences and Unrealistic
Expectations" by John Shea, Allen, Shea & Associates)

SWITP is funded by U.S. Department of Education Grant Award #H159a10043.

The materials in this packet were compiled and developed
by SWITP Parents and Partners of
the Local Interagency Teams.

Parent Developers:

• Napa County Project TRANSITION
  Joan Lockhart
• Placer-Nevada BEST STEP Program (Shared Transition to Employment Possibilities Program)
  Beverly Hill
• Santa Clara County Interagency Transition Partnership Project
  Claire Heinzelman
• Southern California Transition Coalition
  Marta Anchondo and Kathleen Rivet
• Outreach Materials Production:
  Joan Kilburn, SWITP Family Consultant

Special thanks to: Nicholas Certo, San Francisco State University; Deidre Hayden, Director, Matrix; John Shea, Allen, Shea & Associates; Janice Critchlow, Placer-Nevada Coordinator; Rita Harrington, Placer-Nevada; Roberta Ross, Project Director, Southern California Transition Coalition ; Judy Hegenauer and Judy Reichle, SWITP Coordinators.

Revised November, 1996

Contents

1. Transition from School to Adult Life
2. California School to Work Interagency Transition Partnership
3. Memorandum of Understanding
4. SWITP Guiding Principles
5. Improving Individual Transition Plans
6. The SWITP Process has Three Main Components
7. Person-Centered Planning is an Important Tool for Developing Individual Transition Plans, Traditional Planning and Person-Centered Planning
8. How to Begin Transition Planning
9. Some Key People and How They Can Help
10. Summary of Transition Services Support
11. Deciding Which Services to Investigate
12. Community Resources
13. Transition Checklist
14. Transition: The Personal Team Meetings
15. The SWITP Transition System
16. What You Can Do to Help

Appendix

A. "Getting from Where I Am..."
B. "Individual Interagency Transition Plan"
C. Key Legislation
D. Contacts for Information

Transition from School
to Adult Life

Any major transition can present problems and anxiety. It can be traumatic when young people with disabilities leave the structured environment of school and confront a maze of public and private agencies in the community. Planning for this transition before leaving school will help the student sort out the maze of resources, overcome the gaps in services, and get him or her started on a productive path. Transition planning is a life-line to adulthood and should begin early, at least by age 14.

"Transition is a purposeful, organized and outcome-oriented process designed to help students with disabilities move from school to employment and a quality adult life...

"The California educational system is responsible for providing quality educational opportunities and for coordinating with other service delivery systems to provide a broad array of services and activities to help the student move to a successful adult life." (Policy statement of the California Department of Education)

"The Individuals with Disabilities Education Act requires that a TRANSITION PLAN be included in IEPs for students 16 years of age and older...

"It's important to begin early to allow time for planning the services and support needed in the future. Many families, as well as professionals, believe transition planning should begin at age 14...

"Early transition planning is important because:

• Transition from special education services and its entitlements is complicated
• For students with severe disabilities and complex needs it will take time to put post-school services and supports in place.
• Some students will likely be using the services of many agencies and time will be needed to figure out who can do what and who will pay for what."
  (from the National Transition Network Parent Brief, Winter 1993)

In the following pages we discuss the proposed transition changes to the current transition system. These changes promote coordination and collaboration between consumers, their families and agencies. We believe these changes will result in smoother transitions and outcomes.

TO MAKE THESE TRANSITION CHANGES A REALITY, it will take all of us -
students, families and agencies - working together collaboratively.

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California School to Work
Interagency Transition Partnership

Transition System Change Grant and
the Memorandum Understanding

In 1991, California Department of Education was awarded a "transition system change" grant by the U.S. Department of Education. California's state agencies recognized that if quality transition services were going to be offered, transition planning needed to be re-designed. The "transition system change" grant resulted in the formation of the California School to Work Interagency Transition Partnership (SWITP) to create a comprehensive, collaborative transition service system.

Agencies involved in this partnership are: California Department of Education/ Local Education Agencies, California Community Colleges, California Institutions of Higher Education, Consumer/Parent/Family Coalition, Department of Developmental Services/Regional Centers, Department of Mental Health, Department of Rehabilitation, Employment Development Department, SJTCC/Private Industry Councils/Service Delivery Areas, and Social Security Administration,

During the five years of the grant, SWITP agencies developed a transition planning model based on forming local interagency transition teams. The teams foster equality among team participants, consensus decision making, and shared responsibility to assist youth with disabilities reach their desired futures.

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Memorandum of Understanding

Signed on July 22, 1996, the nine SWITP parent agencies and the Consumer/Parent/Family Coalition signed a Memorandum of Understanding agreeing to support and seek statewide implementation of the collaborative transition system which contains these goals:

1. Focus on who the system is for, the individual in transition.
2. Include the individual and family as partners.
3. Eliminate barriers to interagency transition planning.
4. Reduce duplication by improving interagency coordination and collaboration.
5. Provide incentives for participation in local teams.
6. Utilize a common transition planning process and document.
7. Provide interagency cross training.
8. Continue the coalition of state level partners developed during the School to Work Interagency Partnership Project, to collaborate with and be a resource to the California Workforce Preparation System and recommend solutions to barriers that individuals with disabilities face in school to work programs.

The foundation for a coordinated transition system to assist each youth to achieve his or her hopes and dreams in the adult world is based on the following recommendations.

1. Interagency Transition Planning Process - at the local and state levels, there will be:

• a unified interagency transition planning process for youth with disabilities;
• a single transition planning document across agencies;
• acceptance of other agencies services (i.e., assessments) to reduce duplication; and
• selection of single transition service coordinator when several agencies are providing services.

2. Collaborative Interagency Coordination -

• appointment of a Transition Liaison, or information provider, within each agency's offices; and
• promote the organization of local and state interagency teams to continuously improve coordination and address barriers to implementation.

3. Interagency Training -

• organize cross training on systems change, interagency team work, and
• develop and present a basic transition training guide which includes SWITP principles and goals.

In the MOU, each agency describes how it plans to support and promote each of the above goals and recommendations. For a copy of the SWITP State Policy Board MOU, please contact:


SWITP
717 K Street, Suite 400
Sacramento, CA 95814
916-443-8693
FAX: 916-443-3289
e-mail: SWITP@sna.com

SWITP World Wide Web Home Page:
http://www.sna.com/switp

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SWITP Guiding Principles

• Focus on consumers/families
• Focus on improved outcomes for consumers
• Implement person-centered planning
• Improve quality and quantity of services
• Provide user friendly and culturally ensitive services
• Eliminate duplication
• Be cost effective and cost neutral
• Reward collaboration between and within agencies

SWITP CHANGES for Transition Planning

1. Coordinated Service Delivery
   No more multiple transition coordinators (case managers) deciding what is best. A single coordinator will help a youth work through his or her transition.
2. Reciprocal assessment, eligibility and referral procedures
   Families and youth in transition will not need to endure duplicative assessments, intake meetings or referrals.
3. Joint Planning Process, working toward a Single Transition Planning Document
   Each agency, providing transition services, will plan together with the family and youth - the result is a comprehensive plan with one set of objectives and ideas. Elimination of each agency preparing a separate plan with a separate sets of objectives. Families and youth in transition will only need to fill out one document
4. Interagency Training
   Agencies will share training opportunities, reduce duplication and everyone will learn more about each other, including families and persons with disabilities.
5. Local, State and Federal Interagency Teams to Ensure Coordination and Quality of Services
   Different agencies will work together to reduce duplication and make it easier to access transition services.
6. Interagency Accountability
   The Partner agencies will continually check to see that transition planning and services really do result in positive outcomes for the person in transition.
7. Shared Resources
   Flexible funding will allow agencies and the transition team members to make services work better for a young person and his or her transition.

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Improving Individual Transition Plans

• Focuses on and driven by the individual's strengths, interests and preferences:
• The person actively participates/drives the process and assists in selecting the Personal Transition Planning team.
• Individual preferences and interests drive the process.
• Focuses on capacities and opportunities - establishes a vision:
• Information is presented in a manner that highlights the positive.
• Individual, facilitator and participants look for opportunities to expand a future vision.
• The process is flexible, dynamic and informal:
• There is no one right way - there are many ways to develop a successful plan
• Flexible format and flexible strategies are the key.
• Requires collaborative team work:
• People come prepared to listen and work for solutions, realizing that this is a process that requires creativity, collaboration, hard work and brainstorming as well. 
• Requires an effective facilitator:
• An effective facilitator listens to people with an open mind, while helping to express the person's dreams. Creates an environment to share information and ideas in a non-judgemental manner.

Planning Transition Services and IEP Requirements

Planning transition services cannot be done in isolation but must reach beyond the school boundaries into the community. Planning must also reach beyond a student's limitations to explore the student's strengths, interests, hopes and dreams. Transition planning is: "First, to help students and families think about their life after high school and identify long-range goals; second, to design the high school experience to ensure that students gain the skills and connections they need to achieve those goals." (Source: Individuals with Disabilities Education Act: Transition Requirements, A Guide for States, Districts, Schools and Families.)

Individual Transition Plan (ITP)

The ITP must be based on the student's needs, preferences and interests. This is the student's guide to his or her adult life and it must capture and reflect the student's own goals.

1. Student or advocate actively shares his or her vision for life as an adult in these areas:
- work
- adult living
- community involvement
- interests and preferences.

2. From this vision, needed transition services are identified.
Transition services may include:
- post-secondary education
- vocational training
- integrated employment (including supported employment
- continuing and adult education
- adult services
- independent living
- community participation
- if appropriate, daily living skills and a functional vocational evaluation.

3. Instructional activities, community experiences and post-secondary objectives must be identified and incorporated into the student's IEP. Long-range, future goals and objectives will also be identified. These objectives and activities should serve as guidelines and reference points for the student's instructional program.

(Source: Transition Services Language Survival Guide for California, revised June 1996)

Required Transition Activities for the IEP

Whether transition planning begins for a student at age 14 or 16 or later, the IEP must include:

A coordinated set of activities must be included in the individual transition planning process for each of these areas:

1. Instruction - typically provided in schools (e.g., general education classes, academic instruction, tutoring arrangements). There may be other ways to deliver skill development utilizing other agencies, adult education, post-secondary schools.

2. Community experiences - provided outside the school building, in community settings, or perhaps by schools or other agencies, such as, community-based work experiences, job site training programs, banking, shopping, transportation, community counseling, recreational services, independent living centers, adult services providers, etc.

3. Development of employment and other post-secondary adult living objectives - services that lead to a job or career, such as work experience and job site training and important adult activities that are done occasionally, such as registering to vote, filing taxes, accessing medical services, applying for Supplemental Security Income (SSI), etc. This type of training could be provided by schools or other agencies.

When appropriate:

4. Daily living skills - training in tasks or activities adults do everyday such as preparing meals, paying bills, etc. This training could be provided by schools or other agencies.

5. A functional vocational evaluation - provides information about job or career interests, aptitudes and skills. Information may be gathered through observation or formal measures. It should be practical. The evaluation may be conducted by the school or other agencies.
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THE SWITP PROCESS HAS
THREE MAIN COMPONENTS

1. Person-Centered Planning Tools
Using person-centered methods will help the youth transition to identify his or her interests and strengths. One tool is "Getting from Where I Am to Where I Want to Be!" (See Appendix.)

2. Personal Transition Team meeting
The information generated by taking time to think about interests, strengths, and personal goals will indicate who should be invited to this first team meeting. Having all of the potential direct service providers, family members and community members is critical to develop a successful, realistic, and practical transition plan.

"1. Services should be provided in a way that encourages the very best efforts of the person
with a disability and his family and friends to do as much as they can for themselves.

"2. Public resources should be used to create and extend natural supports, and to fill in
or supplement what individuals, families and friends are able and willing to do for
themselves."
(Excerpt from On Hopes, Dreams, Preferences and Unrealistic Expectations by John Shea.)

3. Local Interagency Transition Team
A goal of the SWITP's system change is to form local teams throughout the state. The purpose of a Local Interagency Transition Team is:
Local management level representatives from the SWITP Partner agencies, consumers and families meet together on a regular basis to promote collaboration, build trust, promote teamwork, to exchange information, and address any barriers to interagency work.

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Person-Centered Planning Is An Important Tool for Developing Individual Transition Plans

Person-Centered planning is an important tool in assuring that the transition plan reflects the individual's preferences and interests as called for in I.D.E.A.

Transition planning differs greatly from developing an Individual Educational Plan (IEP). Historically, the IEP is based upon a student's deficits. The transition plan is based on interests and strengths. It means that we have to ask questions differently. It is a whole new approach. It also requires exploring what is involved in learning a job or living independently and starting to understand personal abilities and areas of concern.

On the next page is a comparison of a Traditional Transition Plan and one using Person-Centered planning tools. One plan ends up with activities that utilizes what an agency usually provides. The youth's interests and needs are shaped to fit what is generally available.

The other plan, using person-centered planning, is more flexible and needs more coordination but, it is shaped by the youth's goals. When you think about it, you may conclude, as we have, that the individual will have a better shot at leading a satisfying life.

Transition System Change Requires

• Listening better to what people say they want and need.
• Using Person-Centered planning tools and methods.
• Forming Interagency Transition Teams and Personal Transition Teams.
• Working together and reducing barriers -
  Services will be coordinated and easier to use;
  and barriers will be reduced when everyone works together including:
  youth in transition, families, agencies, and transition service providers.
• Being more creative and flexible in planning and delivering transition services.
• Eliminating duplication by working out ways for different agencies to accept another agency's assessment and decisions about eligibility for an individual.

Traditional Planning Process

Who is Ed?

Ed is 20 years old, has a mental age of 3 years, two months, and an I.Q. of 18. He is easily agitated. He has severe limited verbal ability and is unable to comprehend abstract concepts. He learns through imitation. He has learned to unlock and restock a soft drink machine. When he gets angry, he destroys his environment. He was in a special day class and because of his frequent outbursts, the staff became afraid of him. He is now at a school for students with severe behavior problems and developmental disabilitie

His Traditional Plan:

1. Daily Living
a. will wash his face and hands using soap and wash cloth before lunch
b. will control his outbursts and follow directions 75% of the time.

2. School / Work
a. will operate a lawn mower correctly
b. will participate in 3 hours of basic work skills training per week.
c. will learn to write his name by tracing over an outline.

3. Leisure/recreation:
a. will participate in organized activities in the community
b. will listen to music for 30 minutes a day.

Person-Centered Planning Process.
A Search for Strengths and Interests

Who is Ed?

He lives with his mother in a housing project. He has an extended family who are involved with him. He is in good health , takes a lot of medication for behavior control. Ed has 6 relatives who care about him, take him places, and spend time with him.

He has freedom to move around in his neighborhood and visits with neighbors. He goes to church occasionally. He does not like the school he is in and it is a problem getting him on the bus.
He picks out his clothes, his food and music. He has help in managing his money to buy clothes, etc. Ed is a big man, dresses neatly and is friendly. He cusses and talks to himself which frightens people who do not know him.

Ed likes people and visiting. He loves music, dancing and sweeping. He likes loading soft drink machines. He likes to cook and can operate the stove by himself. He helps with the laundry. He is good at tasks that require strength and movement.

His Person-Centered Plan:

1. Support in being a good student / neighbor
a. help other people and work with staff to develop tasks that require moving around, being outside
b. help with laundry at home
c. being a good to neighborhood children; helping older people with tasks that require physical strength.

2. School / Work:
a. doing tasks that require physical, active work in outdoor and social settings
b. a route filling soft drink machines
c. arrangements to do yard work and cut grass with lawn mower
d. use a job coach to support work on a lawn crew.

3. Having fun:
a. taking walks and going places with his family
b. likes going to church and disco.

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HOW TO BEGIN
TRANSITION PLANNING

To begin the transition planning and person-centered planning ask someone who knows the student well such as a teacher, counselor, a family member to start the process.

There are two parts:
1. Gathering information using Person-Centered planning tools, and
2. Convening a Personal Transition Planning meeting to develop the transition plan.

(See Appendix section for the above tools.)

More than one meeting may be needed to develop a complete plan.

If the student is still in school there should be at least yearly meetings to check on the progress and update the plan. (See Transition Checklist)

SOME KEY PEOPLE AND HOW THEY CAN HELP

The Transition Initiator

• Starts the transition planning. The Transition Initiator should be someone who knows the person in transition and has and will work closely with that young person.

(The Transition Initiator is usually someone who has convened other individual planning meetings - could be a teacher, a counselor or a family member, etc.)

Transition Services Coordinator

• Transition Services Coordinator is chosen or identified at the personal team meeting.

The Transition Services Coordinator:

• Assures that all members of the personal planning team receive the plan written by the team.
• Follows-up to see that everyone does what they said they would do, in a timely fashion.
• Sets up a method for feedback and exchange of information.
• Prompts, assists (where needed), and helps solve problems.
• Facilitates on-going communication and prepares progress reports.
• Calls the team (or elements of the team) back together, as needed.

The Transition Liaison

• The Transition Liaison is typically a member of the local Interagency Transition Team. The Liaison's role is to problem solve and answer questions related to transition procedures for that particular agency.

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Summary of
Transition Services Support

I.D.E.A. / REHAB ACT/ ADA
and the LANTERMAN ACT provide access to Transition Services for persons with disabilities. (See Appendix, Key Legislation.)

All of the SWITP Partner Agencies can help in providing Transition Services ...

depending on the individual's goals and
the agency's eligibility requirements.

DECIDING WHICH SERVICES
TO INVESTIGATE

How do you decide which services you will need to help in the transition from school to adult life?

This is the time to start asking questions about:

what you like to do;
what can you do;
what you need to explore; and
what you need to learn how to do to reach your goals.

On the following pages are a series of questions to help young persons to explore what assistance they may need to reach their desired future.

Transition: What does the Future Hold?
Goal areas to consider -

• What will you do after leaving high school?
• What about college or adult education?
• Community College
• Adult education
• Trade/technical school
• College or University
• How about a job?
• Competitive employment
• Supported employment
• Volunteer placement
• Community based adult day programs
• Where to find employment and training services, if needed?
• Specific vocational trainin
• Placement programs
• What about accommodations and technology?
• What about getting around - transportation?
• Where to live?
• Your own apartment
• Live independently
• With a roommate
• College dormitory
• Residential care facility
• Family residence
• Making ends meet?
• Wages and benefits
• Income/ Trusts
• Supplemental Security Income (SSI)
• Plan for Achieving Self Support (PASS)
• Food stamps
• Funding for assistive devices and technology
• Medical Services?
• Health insurance
• Health plan
• Medical needs
• Dental needs
• MediCal
• Living on your own?
• Domestic activities
• Personal attendant
• Consumer skills
• Money management
• Draft registration
• Voter registration
• What about legal help?
• Guardianship
• Conservatorship
• Wills
• What about friends, relationships and social life?
• Friends
• Family support
• Co-workers
• Sex Education
• Marriage
• Family Planning
• Children
• Religion
• Spirituality
• How will you spend your leisure time?
• Hobbies
• Sports
• Clubs
• Health/fitness activities
• Community Center programs
• Community College programs - credit and non-credit classes
• What about making your own choices / self-advocacy?
• Making decisions?
• Who does this?
• Do you?
• Setting goals for yourself
• Problem-solving
• Advocacy skills
• Negotiating skills
• Standing up for yourself
• Know how to get help you need to meet your goals
• Know what you need to learn in school
• Know how to find out about agencies and other resources
• Well-being and happiness?
• Do you feel free to ask quaestions?
• Can you tell others about your ideas?
• Do you dare to dream - have high hopes and expectations for yourself?
• Understand your rights?
• Know your rights - Laws: ADA / IDEA / Rehabilitation Act
• Know the eligibility guidelines of different agencies
• Know what to do if you need assistive devices
• Know about other accommodations
• Know someone who can help you with your rights

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Community Resources

The government agencies listed below are part of the California Interagency Transition MOU and are committed to assisting youth and their families in transition. These agencies can help you access the services and assistance in the goal areas you have identified. Remember:

• Services will vary from region to region.
• The services listed below are not intended to be inclusive
• Please check with your local offices about specific services.

EDUCATION / CALIFORNIA DEPARTMENT OF EDUCATION

• Skill Training
• Vocational Education
• General Education
• Special Education
• Work Experience
• Career Counseling
• Transportation
• Placement in Workshop
• Health Screening
• Life Skills Training
• WorkAbility I
• Transition Partnership Program (TPP)*
• Adult Education Regional Occupational Program and Centers
• WorkAbility II*

* (Department of Rehabilitation eligibility is also required.)

Eligibility: To be eligible for transition services from a school district the student should have an IEP or, in some circumstances, students may have a Section 504 plan. Under School to Work or other initiatives, all students should have individual career plans.

DEPARTMENT OF REHABILITATION

• Job Placement
• Training
• Assistive Technology
• Service Coordination (Case Management)
• Career Counseling
• Supported Employment
• Assessment
• WorkAbility II *
• WorkAbility III & IV *
• TPP * * (Local education agencies provide matching funds through a contract with the Department of Rehabilitation.

Eligibility: If you are an individual with a disability and the physical or mental impairment is a substantial impediment to employment and you require vocational, rehabilitation services to prepare for, enter, engage in, or retain gainful employment, you are eligible for services. In some cases, financial considerations may apply.

REGIONAL CENTERS/ Department of Developmental Services

• Service Coordination (Case Management)
• Independent Living Skills Training
• Assistance in securing:
• Housing
• Transportation
• Medical Services
• Day Activities
• Supported Employment
• Respite

Eligibility: Disability due to mental retardation, cerebral palsy, epilepsy, autism or a condition requiring treatment similar to that required by mentally retarded persons and the disability began before age 18, is likely to continue and is substantially disabling for the individual.

SOCIAL SECURITY

• Supplemental Security Income (SSI)
• Social Security Disability Insurance (SSDI)
• Impairment-Related Work Expenses (IRWE)
• Plan for Achieving Self-Support (PASS)
• MediCal - California's Medicaid Program

(not a direct program of SSA, but persons qualifying for SSI can be enrolled.)

Eligibility: To be enrolled in any of the above programs, except for Social Security Disability Insurance, you must meet financial eligibility criteria. To receive SSI, a person under the age of 65 must have a disability that will keep the person from working for at least 12 months or is expected to result in death. Contact the Social Security toll free number 1-800-772-1213 or the office in your area to find out about specific requirements for each of the above programs.

COMMUNITY COLLEGE

• Job Placement through WorkAbility III*
• Accommodations to classes
• General Education
• Learning Disability Programs
• Certificated Vocational Education Programs
• Associate of Art degrees
• Developmental Disability Programs or Special Education
• Assistive Technology
• Disabled Students Programs and Services (DSPS)
• Regional Occupational Programs

*(Department of Rehabilitation eligibility applies.)

Eligibility: Confidential support services are available for all students with a verified temporary or permanent disability who are regularly enrolled. Students may be eligible for one or more services, depending on the specific nature of their disabilities. Disability verification must be provided when registering with DSPS. Support services may include: registration assistance, classroom accommodations, mobility services, deaf services, print access, and learning disability services.

STATE UNIVERSITY

• Accommodations for Classes
• General Education
• Job Placement through WorkAbility IV*
• Bachelor and Post-Secondary Degrees
• Disabled Student Services (see Eligibility)

*(Department of Rehabilitation eligibility applies.)

Eligibility: Confidential support services are available for all students with a verified temporary or permanent disability who are regularly enrolled or enrolled through the Extended Learning Program. Students may be eligible for one or more services, depending on the specific nature of their disabilities. Disability verification must be provided when registering with DSS. Support services may include: registration assistance, classroom accommodations, mobility services, deaf services, print access, and learning disability services.

EMPLOYMENT DEVELOPMENT DEPARTMENT

• Job Search Workshop
• Job Referrals
• Labor Market Information

Eligibility: Employment placement services for job ready individuals 16 years and older (and for ages 12-16 with special work permits from students' schools).

JTPA - SERVICE DELIVERY AREAS (SDAS)
STATE JOB TRAINING COORDINATING COUNCIL (SJTCC)

• Assessment
• Job Placement
• Training
• Service Coordination (Case Management)
• Child Care
• Paid Work Experience

Eligibility: Varies according to EACH JTPA funding source. JTPA serves low income adults and youth, and displaced workers.

MENTAL HEALTH

• Psychiatric In-Patient and Long Term Care Services
• Psychiatric Diagnosis and Adjustment
• Medication
• 24 Hour Crisis Counseling
• Mental Health Rehabilitative Services
• Youth and Children Services, including Day Treatment Services

Eligibility: Mental Health is charged to provide services to those who meet statutory definitions of "target population" criterion, which includes a Diagnostic and Statistical Manual definition for psychiatric, behavioral disorders and certain specified behavioral patterns. If services are funded by MediCal, individuals must meet "medical necessity" criterion.

PARENTS and FAMILY MEMBERS
(Of course not a government agency, but a vital part of the Transition Team)

• Continued or lifelong encouragement and support
• Guidance
• Financial Support
• Utilize additional community resources
• Health and safety
• Supporting self-advocacy for their children
• Supporting self-determination for young adults
• Provide opportunities to explore interests and learning activities

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TRANSITION CHECKLIST

The following is a checklist of transition activities to consider when preparing individual transition plans (ITP) with the IEP team. The student's skills and interests will determine which items on the checklist are relevant. Use this checklist as a guide for developing transition activities that should be included in the IEP. It can help identify who should be part of the ITP/IEP team. Responsibility for carrying out the specific activities should be determined at the ITP/IEP meetings.

Four to Five Years Before Leaving the School District

• Identify personal learning styles and the necessary accommodations to be a successful learner and worker.
• Identify career interests and skills, complete interest and career inventories, and identify additional education or training requirements.
• Explore options for post-secondary education and admission criteria.
• Identify interests and options for future living arrangements, including supports.
• Learn to communicate effectively your interests, preferences, and needs.
• Be able to explain your disability and the accommodations you need.
• Learn and practice informed decision making skills.
• Investigate assistive technology tools that can increase community involvement and employment opportunities
• Broaden your experiences with community activities and expand your friendships.
• Pursue and use local transportation options outside of family.
• Investigate money management and identify necessary skills.
• Acquire identification card and the ability to communicate personal information.
• Identify and begin learning skills necessary for independent living.
• Learn and practice personal health care.

Two to Three Years Before Leaving the School District

• Identify community support services and programs (Vocational Rehabilitation, County Services, Centers for Independent Living, etc.)
• Invite adult service providers, peers, and others to the ITP/IEP meeting.
• Match career interests and skills with vocational course work and community work experiences.
• Gather more information on post secondary programs and the support services offered; and make
• arrangements for accommodations to take college entrance exams.
• Identify health care providers and become informed about sexuality and family planning issues.
• Determine the need for financial support (Supplemental Security Income, state financial supplemental programs, medicare.)
• Learn and practice appropriate interpersonal communication, and social skills for different settings, (employment, school, recreation, etc.).
• Explore legal status with regards to decision making prior to age of majority.
• Begin a resume and update it as needed.
• Practice independent living skills, e.g., budgeting, shopping, cooking, and housekeeping.
• Identify needed personal assistant services, and if appropriate, learn to direct and manage these services.

One Year Before Leaving the School District

• Apply for financial support programs. (Supplemental Security Income, Independent Living Services, Vocational Rehabilitation, and Personal Assistant Services.)
• Identify the post-secondary school you plan to attend and arrange for accommodations.
• Practice effective communication by developing interview skills, asking for help, and identifying necessary accommodations at post secondary and work environments.
• Specify desired job and obtain paid employment with supports as needed.
• Take responsibility for arriving on time to work, appointments, and social activities.
• Register to vote and for selective service (if male).

(Parent Brief, Winter 1996,
National Transition Network)

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Transition: The Personal Team Meetings Meeting

Before the meeting, the Transition Initiator:

• Assists the person in transition in identifying or clarifying his/her needs, wants, and preferences for the future.
• Explains the transition process and system to the person in transition and his/her family, if necessary.
• Helps the person in transition and family decide:
• Whether needs can be met by one agency or if a team approach is needed;
• Who should be invited to the team meeting;
• What's most important to deal with now;
• The purpose for this Transition Team meeting.
• Finds out whether there are differences of opinion or plans between the person in transition and the family members. Tries to clarify and settle them. If not, helps decide how this would be handled during the meeting.
• Gathers information about any current or previous assessments or services.
• Arranges, or helps to arrange, the team meeting.
• Obtains any required consent forms (release of information) for the sharing of information.
• Shares pertinent information with team members.
• Arranges for a translator or interpreter, if necessary.
• Helps the person in transition and family prepare for the meeting.

Suggested Order for Personal Transition Team Meetings

1. Facilitator starts the meeting

• Passes around attendance list
• Defines roles for meeting
• Suggests meeting agreements (such as: one person speaks at a time)
• Helps team decide how decisions will be made (For example: by consensus, voting, person in transition decides).

2. Facilitator reviews the Agenda:

• Lists issues in order of priority
• Example:
• 1) Employment
• 2) Transportation
• 3) Independent living
• Any necessary changes are made to the agenda.

3. Transition Initiator states reasons for this Transition Team Meeting.

4. Facilitator reminds the team that the meeting is for the Person in Transition:

• The person in transition is the focus of the meeting - eye contact and conversation are directed to him/her
• He/she gets first chance to talk for each area
• The team talks to, not about, the person in transition.

5. Facilitator introduces parents and significant others of the person in transition (such as sisters/ brothers, friends, fiancee)

• Gives permission/authority to participate and to be equal members of the team.

6. Each of the other team members introduces self and states why he/she is at the meeting.
Members may briefly describe services they can offer.

7. Facilitator reminds team members to focus on the needs of the person in transition and not the usual services of the agencies; to "color outside the lines"; to find solutions that reflect the youth's personal goals.

8. The team works through each issue:

• State desired outcome
• Clarify the situation
• Related experiences
• Problems that got in the way
• Brainstorming and problem solving
• Is this local policy or law?
• Check with the person in transition and other members familiar with the person
• Choose best option
• Write option on plan, person responsible, timeline.

9. Choose Transition Services Coordinator:

• To keep track of things
• To serve as central point of contact
• To contact if problems arise
• Call group back together as needed.
• Involve the youth in transition in carrying out the plan.

10. Facilitator:

• Reviews what's written on the plan
• Checks for clarity and agreement
• States "What Happens Next."

11. Final check:

• Anything else?
• Anything anyone is uncomfortable with?

12, Evaluate the meeting

• What worked
• What could have been improved.

13. Close the meeting.

14. Make copies of the plan and hand out to each member.
(May need to be mailed later).

Possible Roles During Transition Team Meetings

Person in Transition

• Conveys to the group his or her interests, goals, expectations
• Indicates if suggestions or plans are okay
• If the person is non-verbal, arrangements have been made for his or her representative to convey information that reflects personal interests, goals and
• expectations.

Parents/Family Members

• Provides information
• Source of resources and resource information
• Source of support
• Assists with specified transition goals.

Friends/ Significant Others

• Provides information
• Source of support
• Source of resource and resource information
• Assists with specified transition goals.

Facilitator

• Keeps track of process
• Starts and ends the meeting
• Keeps the focus on the Person in Transition
• Ensures that the plan is written
• Reminds team to "color outside the lines."

Transition Initiator

• Helps the Person in Transition present the situation to the rest of the team
• States the purpose of the meeting.

Timekeeper

• Team decides how long they want to spend on each issue and meeting as a whole
• Reminds the team of how long they've spent on an issue.

Recorder / Writer of the Plan

• Writes decisions on the transition plan form
• Records person responsible for each task and when it is to be completed (timeline)
• Keeps notes of the major points discussed during the meeting.

(Timekeeper and Recorder tasks may be done by the Facilitator.)

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The SWITP Transition System
for Youth with Disabilities

1. SERVICES OF TWO OR MORE AGENCIES NEEDED:

Many young persons will need services provided by several different agencies. The SWITP system can make a difference.

2. PREPARATION ASSISTANCE PROVIDED:

Assistance will be offered to the student in preparing for the transition planning meetings. Person-centered planning methods will be used to assure the student's interests and strengths are brought forward and recognized.

3. INDIVIDUALIZED PROCESS:

A Transition Initiator (someone who knows the student well) will assist the student and call the first Transition Planning meeting. The youth's personal transition team will be chosen based on the student's needs and goals. It is expected and encouraged that the student and the family will play central roles at the meeting and in developing the plan. At the meeting someone will be identified as the Transition Services Coordinator to make sure plan is implemented in a timely manner.

4. MUTUAL ACCEPTANCE OF ELIGIBILITY AND ASSESSMENT:

A goal of the SWITP transition system is to develop agreements and procedures that will enable agencies providing transition services to accept each others' assessment and eligibility findings.

5. A SINGLE PLANNING PROCESS:

Another SWITP goal is the implementation of a single planning process that will be used by all of the Partner agencies and, ultimately, all agencies will use a single planning document.

6. EQUAL PARTNERS:

The youth and family will be equal partners with service providers throughout the entire transition planning process.

7. LOCAL INTERAGENCY TRANSITION TEAMS:

Another recommendation of the SWITP transition system is to form Interagency Transition Teams at the local level which will include agencies, consumer and parents. The local teams will meet on a regular basis to assure services are coordinated, promote cooperation, develop policies, and assist in finding solutions to problems that a student's personal transition team may confront when developing an individual plan.

8. DUE PROCESS GUARANTEED:

The due process safeguards guaranteed under federal and state law will remain in force under this new system.

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What You Can Do to Help?

1. Discuss with the school and others how the SWITP Transition System can be used in transition planning...

• person centered planning
• use of interagency teams to insure coordination and quality of services
• single planning process, and in time, a single planning document
• one lead transition services coordinator
• minimum number of eligibility and service planning assessment (use of reciprocal idea)
• interagency team problem solving appeals process, when necessary.

2. Find out if there is an Interagency Transition Planning group in your area...

• ask for information
• find out about the Memorandum of Understanding for Transition.
• ask what you can do to promote improved Transition Planning in your community
• find out what is working.

3. Find out how you can promote collaboration and team building between young people in transition, families, professionals and agencies...

• learn more about what makes collaboration work
• work with others in the community to build partnerships around transition services
• explore ways to use community resources to help students achieve successful transitions
• call the SWITP Technical Assistance hotline - 800-711-4711
• call the Parent Training and Information Center or the Family Resource Center in your area for more information about services and transition.

4. Network with other interested parties - ask them to talk to Policymakers...

• young people in transition
• families
• professionals
• businesses.

5. Talk SWITP partner agencies about how they are implementing the
Memorandum of Understanding

• are steps being taken to form a local Interagency Transition Team?
• are there plans for cross-training with other agencies?
• are there plans for having a single transition planning process?

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Appendix

TRANSITION PLANNING TOOLS

1. "Getting from Where I Am to Where I Want to Be!" is a person-centered planning tool which will help you organize your thoughts and begin to ask questions which can incorporate strengths and dreams as well as concerns and fears.

2. "Individual Interagency Transition Plan" is an example of a set of forms which can be used by the different agencies involved in transition planning. A single document will promote collaboration and coordination. It also simplifies your and your family's involvement.

3. "Key Legislation" is a handy reference to some of the laws dealing with disabilities.

4. "Contacts for Information about Transition and System Change" is a list of agencies and individuals who you may call for more information.

CONTACTS FOR INFORMATION ABOUT
TRANSITION AND SYSTEM CHANGES

California School to Work
Interagency Transition Partnership (SWITP)

Judy Reichle, Coordinator
717 K Street, Suite 400
Sacramento, CA 95814
916-443-8693 FAX: 916-443-3289
e-mail - switp@sna.com

Internet home page: http://www.sna.com/switp.


Parent Training & Information Centers

PHP, The Family Resource Center
Claire Heinzelman,
PHP Transition Contact
Mary Ellen Peterson, Executive Director
408-727-5775 FAX - 408-727-0182
Internet -
http://www.php.com/


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Page updated: 04/07/2008