The Sevier County Department of Special Education is interested in promoting quality educational services for students who are transitioning from high school to the adult community.

Summary: Youth who are transitioning from high school to adult environments will benefit from improved planning, service coordination and interagency collaboration for a seamless, non-interrupted system of service to prepare then for success in their next environment.

Background: The Individuals with Disabilities Act Amendments of 1997 (PL 105-17) requires the consideration of transition needs for student beginning at age 14.

Key provisions include:

1.Inviting the student to the IEP meeting when transition will be discussed (beginning no later than age 14).

2.Inviting other agency representatives to the IEP who may be responsible for providing or paying for transition services and if they are not able to attend, taking other steps to obtain their participation (typical agencies but not limited to: community college, vocational rehabilitation, mental health).

3.Beginning at age 14 and annually thereafter a statement of the transition service needs that focuses on the child’s course of study.

4.Beginning at age 16 a statement of the transition services needed which is defined as: A coordinated set of activities that are designed with an outcome-oriented process, promoting movement from school to post school activities (including post-secondary education, vocational training, integrated employment, adult education, adult services, independent living or community participation), Is based in student needs and takes into account students’ interests and preferences, Includes instruction, related services, community experiences, development of employment, adult living objectives and when appropriate acquisition of daily living skills and functional vocation evaluation.

Issues:

1.Lowering the drop rate for student with disabilities to be at least the rate of students without disabilities

2.Collection of information on student employment, post secondary educational outcomes and agency support after students leave school (develop common identifiers and use the existing shared information systems to collect information)

3.Continued development of training throughout the state so that all students have the opportunity to benefit from effective practices.

4.Removing barriers for students so that they may fully participate in the general curriculum.

5.Interagency collaboration so that students experience a seamless transition to post school activities.

Important things to think about as you plan for your future

Grown-ups ask that a lot. Now that you are 14 or older, "What you want to do after you finish high school?" really needs exploring. When teachers or parents talk about transition planning, they are talking about how to help you prepare for life after high school. Your IEP and what you do in school should include activities and opportunities to help you begin to plan and prepare for the transition to the adult world. Ask your family and others whom you trust what they see for your future.

What are your needs and who can help you?

While you are in school, what do you need to learn and do to reach your dreams? How can the school help you? Who else can help you?

If you need help or can’t decide, talk to others—sisters, brothers, friends, parents, or teachers.

Think About Yourself: Think about your career

What do want to be doing in 5 years? In ten years?

Where do you want to live? In the country? In the city?

Where do you want to work? In the city? In the country?

Do you want to work with others? Or by yourself?

What can you do well?

What do you need help with?

Do you need special training for your career choice?

Do you want to go to college, trade school or other training?

Things you should know to live on your own:

How much money will you need to live on?

Do you know how much rent is? Transportation? Food and recreation?

How will you get to work or school? Do you need to learn how to drive? Do you need to learn how to take the bus?

Do you know your medical history and how to make an appointment with your doctor?

Are you registered to vote?

Do you know how to speak up for yourself and make good choices?

Getting ready to assume adult rights and responsibilities

Your IEP and your schoolwork should help you:

· Learn how to problem-solve and make decisions.

· Develop your communication skills – express yourself and your ideas.

· Practice setting your own goals and planning how to reach those goals.

· Learn to ask for what you may need at school or work, for example- talking books, mobility training, more time when taking tests, sign language, a spell-checker or other devices.

· Learn where to go for help.

· Learn about your rights and responsibilities.

· Find out about laws - Section 504, A.D.A, (Americans with Disabilities Act), I.D.E.A. - that can help you reach your goals.

The Age of Majority:

When you become 18 years old you have reached the "age of majority." So what does that mean? You can agree to your IEP. There are other rights that you have as part of the IEP planning that your school district will inform you of one year before you turn 18. There are other things such as paying taxes, voting, and, if you are male, signing up for the draft.

Participate in your IEP and other transition planning to make your dreams come true

Beginning at age 14, you must be involved in the IEP meeting to plan transition activities. Your IEP team must include YOU. If you are under age 18, your parents are members too. Other team members include: a special education teacher, a general education teacher, and an administrator. Other people who are working with you also may be included, especially those from agencies that may provide services to you before and after you leave school.

At the IEP meeting, based on your ideas, interests, and abilities, you and the members of your team will identify and develop goals, objectives, and activities to work toward. Each objective and activity in your IEP must state:

· how it will be carried out.

· where will it happen – when and for how long.

· what you are expected to do.

· what service(s) the school is responsible for.

· what other service providers are needed.

· what their responsibilities are.

· what your responsibilities are.

· who will help you.

TIPS for communicating with others about your dreams

· If you do not understand what is being said, speak up and ask for help.

· Find allies - make sure the people attending the meeting know who you are or have information or expertise you need for your school program.

· Come to the meeting prepared. Know what you want to accomplish. Learn how to communicate your dreams clearly.

Check it Out-Prepare for Adult Life

Training and Learning

ü Discover your personal learning style

ü Explore career options and interests

ü Take classes that support your career choice

ü Become aware of post-secondary enrollment options

ü Identify sources of financial support

ü Visit post-secondary institutions

ü Learn to use accommodations and learning strategies

ü Understand your disability and its impact on learning

Jobs

ü Participate in chores at home

ü Visit possible employment sites

ü Volunteer in your community

ü Learn how to interview, write resumes, cover letters, and do a job search

ü Get a part-time job in your area of interest

ü Go on informational interviews with employers

ü Learn your strengths and skills

Community Participation

ü Practice banking, budgeting, and shopping skills

ü Learn to schedule appointments

ü Use public transportation or get a driver’s license

ü Join local organizations

ü Register to vote, learn how to vote

Home Living and Personal Skills

ü Develop personal care skills

ü Learn about acceptable dating behavior

ü Develop housekeeping and cooking skills

ü Identify available transportation

ü Learn about living options in your community

ü Look for affordable housing

ü Learn how to comparison shop

ü Learn how to open a bank account, write a check, use a credit card, use an ATM, and keep a monthly budget

ü Work on self-advocacy skills

Develop Resources

ü Develop a list of people, phone numbers, etc., who can be resources to you once you leave school. Keep this information in a safe place that you remember!!!

ü Apply at adult support agencies

Recreation and Leisure

ü Explore new ways to use leisure time

ü Join local clubs

ü Identify any supports you may need to participate in activities