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RESNA Catalyst Project Webinars

Webinar One: State Transition Teams - September 12, 2012
Presenters: Janice Carson (ID) and Susy Wood (IL)

PowerPoint Presentation from webinar (ppt)


State Transition Teams Webinar
September 12, 2012, 3:00-4:00p.m. Eastern Time
>> Good afternoon and welcome to the first of three transition webinars hosted by the RESNA project. My name is Paul Galonsky and I am a project associate with the catalyst project and I'm going to be moderating today's webinar. I think we have an exciting webinar for everyone to take part in today.

>> As many of the state programs on the line know, most statewide programs must budget for 5% or 30% if applicable of state leadership funds toward transition activities. In addition transition activities must include two separate types of transition activities which are activities related to students with disabilities transitioning as well as activities with disabilities maintaining or transitioning to the community. Today we have been to presenters, Suzy Woods from the Illinois AT program and Janice Carson from the Idaho AT project. They will be discussing their activities related to students with disabilities transitioning with the focus on collaboration. Before we get started, I do have some housekeeping. As you can see this screen, the first thing is to call into the webinar. Most of you I hope have we would be able to hear me. If you want to mute or unmute your phone, press * 6.* 6. I would appreciate if most of you at least for the beginning of this webinar mute your phones and at the end of the webinar we will have questions and answers for both presentations. And those will be taken at the end. For the live captioning, I have a very long link that is on this page and you can log onto that link to see the captioning if you choose. Also, please check to make sure your computer has the latest version of Java and I have the link there as well. If not, you're going to want to download it and it is free. After the webinar you will receive a brief survey through e-mail and I ask you if you could take a moment to complete it and this will help us to understand how we can better provide these webinars to you in the future so we appreciate that very much.

>> Without further ado, I would like to welcome Suzy Woods, public policy and education liaison for the Illinois state AT program. It is all yours.

>> Good afternoon everybody. I'm at a disadvantage because I'm having computer problems so you would hear me say next slide after each slide because I cannot get on the webinar like you. I can only get on the phone. Anyhow, welcome from Springfield Illinois.

>> Learning objective, I am hoping this presentation will show how the Illinois assistive technology program is involved in transition for Illinois students and the importance of AT permitting these students no matter where their transition journey takes them. When transition starts, in IDEA a transition is mandated to start at age 16. In Illinois, transition is mandated to start at age 14 and a half in order for students to have an extra year and a half of transition services. I also serve on the State advisory Council on special education. When IDEA was reauthorized in 2004, we thought this was extremely necessary, especially for students that may be graduating at age 18 so they have a good transition plan in place by the time they graduate.

>> Two documents in Illinois are important to transition, crucial to map out good transition and both help in the planning of good transition services. Illinois is the big state and right now as you may or may not know, our Chicago teachers are on strike. Chicago-based 350,000 students Justin the Chicago school district which give you some idea of how many students we have in the state and not all of them are transition students but they will be.

>> Document one are the transition pages. There are two pages specific to transition. Transition assessments are suggested in the following a reas, employment, education, training and independent living skills.

>> Contained in these there are five parts to each of these assessments. One is the assessment type, what kind of assessment are you going to do for the student? One is the responsible agency and the person from that agency, who are you going to bring in to help the school put good transition into place. One is when it is connect did, the fourth is the report attached and the fifth is the goal for each. How are you going to reach the goals for transition students? You can't wait until the student exits to start. This work doesn't work.

>> Outcomes for each. For employment, we look at camp federative sheltered not paid as a volunteer or training or military. We are really pushing away from sheltered workshop in Illinois even though we have tons of sheltered workshops and trainings. The governor began a task force last year called employment first and this is to look at paid competitive employment or paid employment as a first option and not the last. Under education and postsecondary this could mean community college for your university, a technical school or vocational school and AT is involved in all of these.

>> Under training and postsecondary training, this is the vocational or career field, independent living skills training, apprenticeship and on-the-job training. Under independent living, this also includes health and safety, self advocacy, future planning, transportation, mobility, social relations, recreation, leisure, financial and income needs. In Illinois transportation is a huge issue as I know it is in many states because we have many places they still don't have public transportation.

>> Also included in the transition plan is the course of study that maps out what educational programs and courses will be taken. This includes the first year of transition at age 14 and 15, typically a freshman in high school but not necessarily because some students are 14 and a half before they get to high school. Your two is ages 15 and 16 then ages 16 and 17, your four is 17 and 18 and for the Independent living peace for the students who don't exit school until the day before the 22nd birthday, that would be 18 to 21.

>> Page two of transition includes needed linkages to outside agencies. There are six areas of importance in the Illinois transition plan. Instruction including tutoring skills training, prep for college entrance exam, accommodations needed, the adult basic education. Many students may not be able to finish high school with the typical to Plymouth and maybe working on a GED. The second is related services, transportation, social services, medical services, technology and support services. Also a community experience. This can include job shadowing, work experience, how to bank and shop, how to use transportation and postsecondary settings. Then the development of employment and other post- school adult living objectives including career planning, guidance counseling, job try out and registering to vote and benefits planning.

>> Appropriate acquisition of daily living skills and functional vocational evaluation including self-care, home r epair, home health, money, independent living, job and career interest, aptitudes and skills. Some of the agencies we may link to after graduation include rehab services, the department of mental health, specialized care for children, Social Security, the centers were independent center and IATP is a big part. We have a grant from the Department of rehab services where we can do evaluations for people who are going to work right after they transition right out of high school. The second grant we have is with the state Board of Education where we can do evaluations on people, educational evaluations to see what kind of devices may help somebody as they transition to college. I go to college meetings with students who need help in that area.

>> Transition forms and with the explanation of the home-based support services program and to qualifies. For somebody who is going to be living independently in college or in the community, this is crucial. It is interesting in Illinois, but if you need a personal assistant, they are paid out of two pots. If you need someone to help you get dressed in the morning it out of one pot and if you need someone in the classroom as an educational personal assistant it is out of a different pot and there's like a $3 difference in what people make. The educational assistant makes more.

>> Document two is a summary of performance. This is filled out and supports the student’s post- school success. It is required for two groups of people. One of the students graduated with a regular diploma and the others aging out of special education where they're not going to have a regular academic diploma but a certification of completion.

>> What should be on this? Student information, post secondary goals, a summary of academic achievement and functional performance are important because they were students that may struggle academically who are capable of living independently. Recommendations for post- school student perspective. Student demographic profile, Illinois started collecting data five years out after graduation to see if these students have the transition support they need to live in the community.

>> What should this look like? Academic area and need area. How well do they read, do math, calculators skills. Functional performance is the ability and problem solving. Organization and social skills. Social skills are huge even for students that are very bright and going to go on to college and they have like a 33 on their AZT but don't know how to socially interact with people. >> Independent living including self-care, transportation, life skills, safety skills, communication status and that includes state language, writing ability, and vocational and career training. Job exploration.

>> What are the needs the students have? Recommended accommodations and modifications and who's in the community that will be able to help them? You can see is I'm talking about this how important assistive technology is where many people in making all this happened. The four areas are post secondary, vocational training, employment, independent living and community participation.

>> Four questions should be answered by the student and they may or may not need assistance from an adult but they should be what the student wants. How should your disability affect work environment, and what strengths do you have in this environment? What strengths and needs should professionals know about you as you either go to school or into the workforce? How does your disability affect your schoolwork? List accommodations and supports that have been tried in the past and whether they were s uccessful. Where does AT fitting? It fits into three areas. The first is educational. Will the student need AT to be successful in college? What will that look like and who will fund it especially if the school has bought the student the iPad or whatever because that will belong to the school. Secondary is employment. Will the student need a tee to be successful in the job and what will look -- that look l ike. The third is independent living. What were they need to live independently and what will that look like and how will that be funded?

>> Programs in Illinois have had success with the transition. We fed the programs we started specifically in Illinois and they have been very helpful for transition. Transition planning committees, this is a consortium of local members in schools and agencies and not-for-profit organizations, parents of students with his abilities and adults with disabilities and they need monthly or bimonthly to ensure the transition from high school to adult life is smooth. They are small areas. The one that meets in Springfield takes in several counties and they meet together and share resources.

>> Benefits include information exchanged about local, regional and statewide agencies services and organizations. Duplication and overlap of services are avoided hopefully. Community participation increases awareness of needs and clarification of varying agency roles and responsibilities. It's interesting many times the schools have no idea what's out there in the community for the students.

>> Action goals include exchange of information, assessing the activities, identify needs, recommend what needs to be changed, providing network and developing user friendly tools. Last year he went to present at a community college and everybody from their county was there was in transition, there were 350 kids and they hit put together a day where the kids learned about this themselves.

>> We have a statewide transition conference in its 8-year. Our tech program has been involved since the beginning. It is held in different places to ensure availability. Those involved in the state Board of Education, Department of rehab and as, centers for independent living and other organizations and agencies depending on where we haven't that you're. We also try to get local people involved.

>> The intended audience his parents, students and professionals including teachers, it is traders, therapists, nurses, rehab staff. We have national speakers that keynote the session and many sessions offer the course of three days and we divide our sessions into four tracks, education, employment, health, including mental health and community living. We will continue education credits. Our numbers range from 52900 depending on where we are. We have more up by Chicago because it is a big place and less in the role areas. Our theme this year is steppingstone to transition.

>> The step programs over program that some of the high schools have funded through rehab services. Students work in a variety of jobs to learn hard and soft skills to help them in the work place. AT is essential for some students in the workplace and I mentioned before we have the grant to evaluate people to see what would be the most useful to them and help them be successful. Sometimes the student with a learning disability is just having text to speech software on their computer so when they write reports they are able to do it and do it well.

>> The next step is geared aged 18 to 22 who do not have a diploma and have significant transition needs. It emphasizes general transition skills, social skills and communication. AT is a crucial part of this program especially for students with significant communication or social skill challenges. It's amazing what some students whose people thought why not educate about. You put in iPad in their hand and the way they can communicate is surprising to a lot of p eople.

>> The Illinois transition planning Institute is put on by the state board by invitation only with 20 to 25 teams invited each year. They try to invite schools were transition is not going as well as it should be. District teams and educators and agency personnel combine conference learning and the purpose is to focus on team -based strategic planning with targeted content. It is really a great group. This is a route many peoples are -- parents are taking. They focus on the identity needs and express wishes of the person who is supported. They develop and maintain an active circle of support and the person with the disability retains all elements of control.

>> -- is an independent Incorporated nonprofit surface that receives funds and manages supports around one person. The state funds the micro board correctly and the micro board is the employer of record and has complete freedom as to where and from whom goods can be purchased. To -- purchased. AT is often part of support for individuals.

>> Great destinies is an example for families with children who have significant developmental disabilities. This nonprofit is located in southern Illinois for the S t. Louis area. The family have children between 12 and 24 and 61 members. They've only been in existence not quite a year. Their mission is to allow individuals with disabilities to lead lives with determination and empowerment and their vision is independence for their children with disabilities by being an integral part of the community where they live. This includes health, employment and regulation and AT is a part for many people.

>> In conclusion, the times are changing. As this happens in Illinois, IATP is a crucial part of making this happen for young adults as they transition from high school into the adult world. We continue to be involved in this from all aspects including education, employment, recreation, community living an independent living. I am finished so Janice is up.

>> Thanks so much. This is Paul. Wonderful presentation. I want to state real quickly before Janice get on that we did have a question that will this information be available and yes it will. We’re going to have an archive of both of these presentations along with a recording and transcript and will eventually be posted on the catalyst project website. I just wanted to mention that quickly. Thanks again and now here is Janice.

>> Good afternoon everyone. Susie did a nice job walking to the secondary transition IEP as well as a summary of performance. I'm going to briefly touch on that.

>> My presentation objective will be to provide an understanding of Idaho code and introduce the regional interagency groups planning activities they support and state level interagency Council and the activities they support as well.

>> Idaho code follows the IDEA requirements for secondary transition and that the secondary transition plan must be in place by the time the student turns 16 or earlier if it is deemed necessary. What's a little different and interesting about the secondary transition plan for Idaho, there are couple steaks we actually embed our IEP -- that happens in Idaho, there's a first page of demographic information and then the secondary transition plan. We include everything required under IDEA and as Susie spelled out and with great detail, all the components required under IDEA, Idaho has all of those components necessary under the statute.

>> I'm going to take it to a different twist. I want to talk about original interagency groups and how we interact with their activities and state level interagency groups. We had interagency groups located regionally all-around Idaho. They conduct transition fares, disability mentoring days, high school transition classes where they go in and teach courses and in the high schools on secondary transition and college days.

>> The members of each one of the regional interagency groups have representation on the Idaho interagency Council. The membership is quite interesting. This membership from abroad group of stakeholders across Idaho. The commission for the blind, we have -- the state Department of Education is a huge stakeholder in that. We are part of it. The University of disability staff. Local education agencies. What is different about the regional state level, at the state level your memberships are the top level at ministration from each of the listed agencies. Something else this group works on is they provide stakeholder input for the Idaho state Department of Education and their APR and state performance plan. And it's also used as a particular group for other agencies that have federal requirements for reporting back on their annual reports so it's nice they give input a reflection as to the needs for secondary transition in Idaho from a variety of views. They take all the data and then they do an analysis in this is how they derive different activities they think are necessary to provide support for students with disabilities transitioning out of school.

>> One of the projects this group worked on is the moving on binder. It is available in elect try print and Braille and it is a venue for the teachers in the school districts to train on secondary transition skills for their students as well as a binder that can be done electronically or physically were the student is able to put all the information they need as they transition out. If they're going to go one to post secondary, they have the assessment data they need for student support at the college or university level. As well as anything they would need for getting a job such as a resume. Like I said we provide input as it is updated every year.

>> Another at to the, probably our biggest secondary transition is tools for life. Tools is our secondary conference with students with disabilities and their families. We have provided training for teachers, [Background Noise]. We’re going to be aligning our goal to have a primary focus on supporting students that come to the conference. Our conference travels the entire state. We go to the Southeast, Idaho Falls, and northern Idaho and back to central Idaho and Boise.

>> The IATP works with the Department of Education to provide assessments, training and -- we provide oversight and facilitate tools. It's very time consuming and takes time from our education coordinator and as you can see, we get everything put away from the previous conference and we start planning the next one. It is like I said a tremendous amount of work. Our conference is always in the first week of March. Monthly call speaking in August and then we go to weekly calls in February so it seems like we’re always talking about tools for life.

>> I was shocked at how many people Susie said go to the conference. We have a number of individuals who attend from a variety of walks of life. Our attendance is about 400 plus. In Boise, we would have a larger group of people. Up until this year we would bus in students with commercial buses from around the state to attend the conference so we would bus students to attend the conference. Because of it being cost inhibitive, were not going to continue that. Since we rotate around the state, once every three years tools will be located regionally for the students. Within their school career they will be able to attend tools for life. Although we will be doing buses we have had districts provide buses to take students on their own dime and at one point we did have [Indiscernible]. Also within our budget it is a cooperative between many agencies to provide the support. We provide stipends for the students and families and we also have small grants.

>> Tools for life, you can see our last one was a little bit unique. We had a district that really wanted this to be in their district and so we were. We had 124 students attend, 52 family members, 33 educators. Again, the emphasis on students we were excited to have lots of students attend.

>> We have five strands.

>> I have this line for each one of the five strands with the title and presentations and agency or group resented. This is from our last tools for life. The reason I listed those is because I wanted you to get an idea of how the interagency Council and the interagency state level counsel as well as the regional interagency councils, they present. The reason I wanted you to see that is I wanted you to see collaborative and hands-on and supportive we work together on this task.

>> You can see for community living, I just wanted to point that we had staff from Boise State University present.

>> We had a local education agency from that area.

>> From the assistive technologies strand, IATP and the University of Idaho student support.

>> The Moscow school district. The Idaho Falls community transition team. The Idaho Falls community transition team is all the way across Idaho. This particular tools for life is north and they are in southern Idaho so they traveled all the way up to present. We had self advocates present. Idaho parents unlimited and the University of Idaho extension office.

>> One of the highlights of our conference is the dance on the first night. The students eat pizza and enjoy an evening getting to know their new friends. During the dance we run an evening program and presentation for parents to attend. This provides an opportunity to attend recitations. They are able to work with other parents that have children with disabilities who have transitioned out of school and so it is a great ask whatever you need to ask collaborative opportunity.

>> As you know under IDEA we are being told that a national level is asking our state education agencies to start looking at outcome driven data. One way we can do that is we wanted to look at knowledge acquisition so we put together a self-assessment pre- and post for the student and information from our teachers. We had about a 40% response rate and working on different activities to raise that to get pre- and post data. We did it visually so there would be a connection as to what the different components meant. I also included in the notes the instructions asked to have to take this survey. We -- what they found interesting, what did they learn in the presentation as an open-ended question.

>> Changes in the air for our ninth annual Tools for life in March 2013. Instead of the general call for presenters, when we do that we feel received a hodgepodge of transition related presentations. Different members of the inter- agency counsel state level will take the lead on the five strands. A committee will be -- and presenters that will meet the objectives. Each year one of the strands will be the theme for the conference. FY 2013 we will have an employment theme. The group will identify key note speakers and all of the different strands will try to involve the theme in the presentations. Another component is taking the shift away back from providing information for teachers and back to our original focus conference for students which was our original goal and our intent. Were also asking the presenters to make sure their sessions will be predominately geared toward the students and have hands-on elements to increased learning.

>> That is it. If you have any questions I what I presented, if you would like to see copies of our secondary transition plan or if you would like a copy of our moving up binder, I would be happy to provide that. We do a final -- if you would like a copy, let me know.

>> Thank you so much. Those were two excellent presentations. Now we would like to open it up for questions for the presenters. If you have any questions, press * 6 to unmute your phones. Do we have any questions?

>> This is Steve in Florida. I really appreciate the presentations and he reaffirms some of the work we're doing here in Florida that is similar to the great work Illinois and Idaho are doing. We have coming out with a transition self-help resource guide and a number of national transition resources that are hyperlinked that will come out October 1st and I think it may be of help as well and we would be glad to provide that.

>> That would be fabulous. I would love to see that. I'm glad you said that because as I'm sitting here I'm wondering if there are any things you need to other states people could offer so thanks for starting that.

>> This is Susie, I don't know about your states but in Illinois, transition is one of the areas is where we still -- so that is something the state board has really pushed everybody to do better on.

>> Idaho is in the same boat. Under federal reporting, Idaho is not where they need to be. Something I used to do was work as a secondary transition coordinator in monitoring. I don't think most states are pretty need to be. They are coming along and it's looking fabulous, much more so than it used to but it's still not where it needs to be.

>> Steve, this is Paul, please send me this information when you get it and I will make sure to post that in our monthly newsletter as well as on the website.

>> Sure.

>> Thank you. Other questions or comments?

>> This is Susie; I just wanted to make the comment that things have changed so much for students with disabilities as they get ready to exit school. AT plays a huge part in that personae students. It's an exciting time to be involved in that I think.

>> Thanks for that comment. I don't hear anybody, that's okay. Hopefully all of you got something important out of today's webinar. I want to first say thank you again to Janice and Susie for bringing their state information to all of us and sharing it. I also want to thank you all out there who have participated in the webinar. This is the first of three transition webinars the rest of the catalyst project is hosting. The next one is in October and I will be sending out more information on those webinars as we get closer. In the meantime, you may receive a brief survey through your e-mail and if you could just take a few moments to complete that, it would really help us and I look forward to having you participate in the next couple of webinars in October. Thank you very much for participating. Have a good day. [Event Concluded]