Core Values of the Transition Action Guide .3

For PostSchool Planning

In Support of

The Interagency

Agreement

A. Preface

Core Values of the Transition Action Guide………………………….3

B. Introduction

Supporting the Interagency Agreement………………………………4

C. Transition Process

Iowa’s Promise in Transition………………………………………….5

What Student’s Can Expect…………………………………………...7

What Parents Can Expect……………………………………………..9

What IVRS Can Expect………………………………………………. 11

What Teachers/Schools Can Expect………………………………….. 12

D. Commonly Asked Questions……………………………………………… 14

E. Best Practices……………………………………………………………… 20

F. Appendices

Required Duties……………………………………………………… 23

Eligibility…………………………………………………………….. 25

Indicator 13 and 14…………………………………………………… 26

Glossary of Acronyms and Terms……………………………………. 28

This Transition Action Guide (TAG) was developed to provide guidance to agency staff, local school districts, parents and students regarding the effective transition practices provided by the Iowa Vocational Rehabilitation Services (IVRS). It is not intended to restrict how local staffing teams work together but rather to provide a minimum base upon which all staffing teams may operate when they consider the services and supports available through the IVRS.

The following core values were agreed upon by the Iowa Vocational Rehabilitation Services and the Department of Education in serving youth in transition:

Transition is Essential: Transition is important for all students, regardless of disability. Transition provides the focus and early planning for all youth with disabilities to move toward achieving their goals.
Outcome Focused: Transition services help(s) students achieve their goals of training/education, employment and independent living (living, learning and work.)
Achieve More Together: By working together, as equal partners, we can create a seamless system of transition from school to work. We can make sure that each student’s needs are identified and addressed. We all have something to contribute!
Student and Family Involvement: Students and their families should actively be involved in the entire transition process. They should be full and meaningful partners in the process.
Identification of Roles and Process: By identifying the roles of the partners and the process, we can know what to expect and what to ask. Possibilities and options can then be discussed.
Increase Understanding: Sharing information allows all partners to understand roles, responsibilities, and resources to help in transitioning.
Individualization: Transition services are not the same for all students. Services should revolve around each student’s specific interests, abilities and needs.
Iowa’s Promise: Every child and youth needs and deserves ongoing relationships with caring adults who offer support, care and guidance. They deserve to live, learn and work in safe places with structured activities during non school hours so they can learn and grow. They deserve adequate nutrition, exercise and health care so their minds are healthy, and they develop healthy habits for adulthood. Through effective education, they will develop marketable skills that help them navigate the transition from school to work successfully. They will have opportunities to help others which will enhance their self-esteem, boost their confidence and heighten a sense of responsibility to their community.

This Transition Action Guide was developed to support the Interagency Agreement between the Department of Education and the Iowa Vocational Rehabilitation Services (IVRS). First and foremost, it must be recognized that IVRS is a division within the Department of Education. As such, this allows greater exchange of information and collaboration than would normally be allowed if the entities were from different departments. In state government, the following organizational chart illustrates the agency infrastructure related to transition:

This guide suggests “best practices” and resources to assist individuals (students, parents, teachers, counselors, case managers, etc.) involved in the transition process. This tool can be used as a framework for improved communication, coordination and services for students with disabilities transitioning from school to work.

This guide will no doubt transform over time as additional partners express an interest to be represented in the guide as their work with students in the transition process involves. It is hoped that one day all entities that work with students with disabilities will be represented in this document so that effective communication and understanding of the process of transition is realized.

The following areas are processes in which effective collaboration among schools, IVRS, parents, students and other partners will facilitate the transition for students as they considerpost-secondary school, living, learning and working environments. Iowa’s Promise to youth provides a framework to communicate a messageregarding the services, opportunities and supports they need to succeed in life. By mobilizing Iowans to fulfill Iowa’s Promise - the fundamental resources that create opportunities for success in life – Iowa’s Promise brings together people and resources to improve the lives of young people throughout the state. Critical to students in transition are the following key elements of the Iowa’s Promise as it pertains to IVRS work in the schools:

Promise Number 1 – Caring Adults:
Providing information and referral to IVRS and service providers allows for: The schools, IVRS and other service providers will provide opportunities for outreach to allow students and their parents to learn about IVRS services, supports and partnerships that will enhance transition. Information is provided through various means such as presentations, Individual Education Plan (IEP) meetings, brochures, counselor meetings, etc. Parental consent is not necessary to refer the student to IVRS because IVRS is part of the Department of Education and considered a necessary support for students in transition. IVRS will obtain parental consent after meeting with the student and his/her parent(s) to ensure the parents want the student working with a governmental entity post- graduation.
Developing transition plans: The IVRS counselor, case manager, school personnel, and other designated liaisons invited to participate on the IEP team will devote the time necessary in writing, reviewing, coordinating and planning the IEP and IPE so that they align,thus ensuring needed services to achieve individual goals are identified in the plans.

Promise Number 4 - Effective Education for Marketable Skills:
Identifying the measurable post-school goals: Teachers, students, parents and other stakeholders will help the student develop their post school employment goals in education or training, employment and, if appropriate, independent living. Successful experiences throughout the school experience help identifygoals for transition. Unsuccessful experiences are learning opportunities serving to identify necessary supports and assistance that may be needed as planning continues.
Orientation to transition planning: IVRS will work with the student, parents and school personnel to develop a plan for career development. In some cases, this may mean the student is planning to attend a post-secondary program of education while other students may desire to obtain employment immediately following graduation. In other instances, a plan for employment may be developed while the student is in high school. If a studentis placed in a job prior to graduation, theIVRS counselor will work with the student and employer to enhance the student’s career development potential. The IVRS file can be closed once it is determined that the student has achieved his/her maximum employment potential.
Plan coordination for Students: The school, IVRS and other providers will work together to coordinate services needed for eligible students to achieve their post- school goals. The school will arrange s and monitor services agreed to in the IEP. IVRS will arrange and monitor services identified on the IPE.
Implementation, review and changes: Each IPE and IEP must be reviewed annually to assess progress and determine any need for change. A copy of the revised IEP and IPE will be provided to parents, students, school personnel and the IVRS counselor. Once the student turns 18, they must sign a consent form to allow IVRS to exchange information with parents.

Promise Number 5 – Opportunities to Help Others and Promise Number 2- Safe Places:
Work experiences: Students will find that experiences working and volunteering in local businesses better prepare them for their adult life if those experiences are connected to the school curriculum. As such, the IEP team will strive to identify courses in the high school that will reinforce a student’s work experiences resulting in increased (or enhanced) success in both classroom and business settings. Students who participate in two or more work experiences are more likely to be employed after high school than students who do not participate. All students who receive Supplemental Social Security Income (SSI) will find that the Disability Determination Services Bureau, a function of the Social Security Administration, will have their disability reviewed for benefits continuation by the age of 18. Historical data suggests that almost 2/3 of those students are not recertified as having a disability that meets the adult definition to qualify for benefits. Therefore, in order for those students to be better prepared for their future it is critical that they participate in work experiences and training. The IVRS counselor will work with the school to coordinate work experiences and classroom instruction in order for each student to achieve a successful experience.

Teachers and Schools:

Help you identify your post school goals related to employment and independent living through positive school experiences and activities beginning at the age of 14 and even earlier if necessary.
Help you develop and complete activities, as YOU actively participate, toward achieving your goal and communicate your progress.
Coordinate and align services and your IEP with IVRS.
Provide you with a written summary of your performance your last year of school that provides recommendations to assist you in achieving your goals.
Provide a meaningful educational experience that inspires you to achieve your post school goals.
Develop and deliver a coordinated plan of study that will lead to your post school goals.
Invite IVRS and appropriate service personnel to your IEPs.

Iowa Vocational Rehabilitation Services:

Will provide you with information on services and eligibility in various formats such as presentations, handouts, attend IEP meetings, meetings with counselors, and arrange work experience opportunities so you can realize your potential.
Will provide you counseling and guidance to understand your unique strengths, preferences, capabilities, and opportunities to work.
Will arrange long term support structures for post school living and working environments when necessary.
Will arrange for supported employment opportunities no later than the second semester of your junior year if appropriate.
Will work with your employer to help you develop a career path so you can realize your maximum potential.
Will provide job seeking skills training and other appropriate trainings that are not the obligation of the school to provide.
Will arrange communication with colleges and universities to enhance your transition and support at the post secondary education environment.
Will develop an Individualized Plan for Employment and coordinate services with your school.
Will provide varied experiences so that you can make an informed choice about your future.

Parents/Guardians:

Explore your interests and strengths with you to help identify your post school employment goals.
Communicate with the school and IVRS regarding your progress at home so appropriate supports and plans can be made for post school activities.
Participate in IEP meetings and meetings with the IVRS counselor.
Ensure that the IEP and IPE coordinate and align so that you have a comprehensive plan that will lead to success.

County of Responsibility:

Attend your IEP meetings, if invited.
Will inform you and your parent/guardian of the eligibility process for county services and availability of long term support when appropriate.

Disability Determinations Services (DDS) Bureau – Social Security Administration

Have their case reviewed by the age of 18 to determine if the student may continue to qualify for social security benefits.
Be informed that almost 2/3 of students receiving SSI while in high school are not determined to meet the adult definition of disability and as such no longer qualify for benefits.
Have the right to appeal the decision of the DDS examiner in charge of the student’s case.
Be allowed to continue on SSI even if determined ineligible as long as you are working toward completion of an IEP or IPE.

Service Provider:

Attend the IEP meeting, if invited.
Work with IVRS to provide appropriate supported employment services, when appropriate.
Work with IVRS to provide recommendations on post school living, learning and working environments.
Will discuss the specific services they offer.

Teachers and Schools:

Help the student to develop appropriate measurable post school goals for their IEP starting at the age of 14.
Encourage your student to be an active participant in the transition process and assist your student in developing self-advocacy skills and familiarize you with service representatives.
Work with your student to complete activities towards accomplishing their goals and evaluate their progress.
Invite you and service representatives to your student’s IEP meetings.
Coordinate services with IVRS.
Align your student’s IEP with the IVRS plan for employment.
Provide you with a summary of your student’s performance and recommendations to assist your student in achieving his/her goals.
Coordinate and provide a meaningful course of study for your student.
Develop and deliver a coordinated course of study that aligns with your student’s post school goals.