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Transition Portfolio Guide Ventura County SELPA Mary E. Samples Assistant Superintendent Reflecting the requirements of the 2004 Individuals with Disabilities Education Act . A toolkit for Secondary Special Education teachers and staff to use in assisting their students with designing their own Transition Goals and Transition Portfolios VENTURA COUNTY SELPA Joanna Della Gatta, Director, Technical Support & Transition (805) 437-1560 (805) 437-1599 fax [email protected] Ventura County Transition Project and Ventura County SELPA WorkAbility I Program (California Department of Education, Project 034-03) for more information about transition to Adult Life for students with disabilities go to www.venturacountyselpa.com/Transition to Adult Life Teacher’s IInnttrroodduuccttoorryy SSeeccttiioonn TEACHER’S INFORMATION FOR USING THE “TEACHER’S GUIDE FOR TRANSITION PORTFOLIOS” PURPOSE The purpose of the “Teacher’s Guide for Transition Portfolios” is to provide special education students and their families the necessary information to begin to set transition goals for themselves as well as access services after exiting the school system. It is recommended to begin creating student portfolios with students within their last 4 years of public school and is a requirement for all WorkAbility I students. The portfolio will be a resource for students to take with them into the world of work and adult living. USE WHAT YOU NEED You may find that you already are using some segments of this guide as part of your curriculum (i.e. resumes). The guide is designed to give you the opportunity to use the segments that are pertinent to your students. You have been provided masters of documents and resources for many different types of needs and disabilities, as well as geographical locations. It is anticipated that most teachers will pull out the materials that are most relevant to their students as well as geographical location, and discard others. SETTING UP THE NOTEBOOK 1) Either provide binders or have students bring in. Clear vue covers are nice if possible. 1-1 ½” should be big enough. 2) Arrange for tabs – either provide them or have student make them. 3) Have students create their own cover page. Don’t forget to have them label the spine, also! i STUDENT PORTFOLIO TABLE OF CONTENTS 1. Personal Information and Self Advocacy ................... 2 2. Independent Living .................................................. 45 3. Employment ............................................................ 67 4. Education/Training ................................................ 136 5. Adult Agencies ....................................................... 183 ii STUDENT INTRODUCTION SHEET Being prepared is the key to securing your future. This booklet is designed to help you obtain the adult life that you would like to have. Developing a Transition Portfolio will help to pull together the resources you will need in order to get services and employment according to your goals. In this booklet, you will find names and phone numbers of the organizations you may need to contact to assist you. In addition, you will find a list of what you should bring with you to make your transition smoother. Remember that with each agency, there is a process; so any delay on your part may result in a prolonged period without services. So let's get started… 1 2 In this section, have student place any of the following: Transcript Psychoeducational assessment reports Most recent IEP Copies of cards: . Social security . Driver/CA ID . Health cards Letters of reference/commendations Awards and certificates Exit summary (upon leaving) Any self-determination tools they have completed (many samples provided) 3 PROOF OF IDENTITY AND ELIGIBILITY Agencies such as the Tri-Counties Regional Center and the Department of Rehabilitation may require documentation to establish your eligibility. REMEMBER: Some information is personal and should be shared only with the people who require it. Check off when copied. 1. Personal Information Sheet (A blank personal Information Sheet follows this page). 2. Medical Report that refers to a specific diagnosis of disability, if available. 3. Psychological Report that has results of any psychometric test taken, if available. 4. School ID card 5. Social Security card 6. Identification (California ID, Birth Certificate, School ID, etc.) 7. Insurance Information (copy of Medical Card or other Insurance Card.) 8. Child custody agreements or conservatorship or guardianship documents, if applicable. Potential employers will require: Numbers 5 and 6 from above list. Application Letters of recommendation Resume Proof of eligibility to legally work in the United States Colleges will require: Numbers 1, 3, 4, 5, and 6 from above list. School transcripts and IEP. 4 Ventura County SELPA Student Input Sheet for IEP This form is to help you get ready to be a participating member of your IEP team! These are areas where it is very important for you to speak up and be heard. It’s a good idea to jot in a few points on each one. You may want to talk to your teachers, parents and other students for ideas. Present Levels of Academic Achievement and Functional Performance Page 1. Your IEP will say “Parent/student concerns”: Note the things that you are most concerned about for the next plan/school year (courses you want to take, things you want to learn, etc.) 2. Be sure and jot down anything you want to say in any of the following areas (you should note things you have learned, things you are proud of, and areas you are still concerned about . ) a) Your IEP will say: “Academics” (school work like reading, writing, math and English) b) Your IEP will say: “Communication” (talking, speaking, and other ways of letting people know what you want and think) c) Your IEP will say: “Motor” (getting around, playing sports, handwriting) d) Your IEP will say: “Social/emotional” (how well you make friends, get along with people, handle problems) 5 e) Your IEP will say: “Pre-vocational/vocational” (skills for work like being on time, having your materials, resolving conflicts) f) Your IEP will say: “Self-care” (taking care of your personal needs) g) Your IEP will say: “Health/medical” (wellness and your body) 3. On the IEP it will say “Impact of disability on performance in core curriculum” (Put down the types of things that make learning and school hard for you, and ideas for making it easier . .) 6 Transition to Adult Life Page It is important that you put down lots of ideas for this page. This is how you plan for the future! 1. Your IEP will say: “After high/postsecondary school, student hopes to achieve the following.” What are your dreams for: Independent Living- Training- Education- Employment- 2. Do you have ideas for vocational courses you would like to talk? 3. Agencies: (Put down any adult organizations that you might want to find out more about, or sign up for . .) Annual Goals Thinking about your success in school, as well as your goals for outcomes after school, what things do you think you need to work on in school this upcoming year? 1. 2. 3. 4. 5. 7 Least Restrictive Environment Page Jot down the kind of program you would like to have- general education classes, special education classes, Resource . Accommodations and Modifications Page Note any supports you feel would make it easier for you to learn and behave appropriately in your classes. You may include ideas that would help you with: Taking notes- Taking tests- Written assignments - Reading from the book- Being organized- Completing homework- Lab work- Other- 8 WHAT DO YOU WANT? Making a list of your wants is the best way to begin. Before doing so, think of all the people that might encourage you to consider all your options. Ask your parents, teachers, brothers or sisters to brainstorm with you. To help you, let’s consider areas of your life. Listed below are some examples of what you may want. PERSONAL / LIVING SKILLS I want to. Live by myself. Live with my friend. Learn to cook. Learn to ride the bus or take a cab. Learn how to get tickets to a baseball game. Learn how to use the bank. Learn how to make my money last all month. Learn how to stay calm when I am angry or upset. Learn how to keep my room clean. Education I want to. Go to college. Go to a trade school. Go to adult education for some classes. Jobs I want to . Get a job doing. Work but I don’t know what I want to do. Get some training. Work part-time. 9 “My Transition Plan” Worksheet Name: Grade: Age: Year: School: Program: SS# - - (see attached instructions and examples before completing goals!) Career (what you want to do to earn a living) My long term goal is: My short term goal is: Education (places where you can get additional training after high school) My long term goal is: My short term goal is: Community access (transportation) My long term goal is: My short term goal is: Independent living (living on your own) My long term goal is: My short term goal is: Social relationships (How you get along with people) My long term goal is: My short term goal is: Recreation My long term goal is: My short term goal is: Advocacy (telling people about your rights as an individual) My long term goal is: My short term goal is: Health and medical (things you might do to improve your health) My long term goal is: My short term goal is: Financial (who can provide money to help you achieve your goals) My long term goal is: My short term goal is: 10 MY TRANSITION PLAN Instructions and Examples Before you write down your long and short term goals, you need to think about what you want to achieve in life and how you are going to do it.
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