Transition Questions and Answers with Gretchen Levine

5/27/23

Interview Questions for Grethchen Levine

Who are the team members that play a significant role in the transition process?

These team members typically play a role in transition planning

Transition Coordinator

Special Ed Teacher/Case Manager

School Psychologist

Administrator

IEP Coordinator

The IEP to be the tool that guides a child towards a relevant transition out of Secondary school; a scaffold that builds on itself strengthening and informing the goal which is a smooth and appropriate transition. I believe this is how it works in Maryland. Do you feel this is being done effectively? How might it differ in other states? How early in the process should we be preparing for transition?

Transition services that a student receives can vary even within the state – my home state of Maryland has areas like Howard and Montgomery county where transition services and options are excellent and other areas of the state, particularly the more rural areas where the services aren’t as comprehensive.

Programs are people is a saying that comes to mind. If School Administrators are onboard with best practices in transition and they are able to have seasoned staff students and their have a better chance of getting the services that are outlined in IDEA. Preparing students to live, work,play and thrive in their communities, alongside their family and friends is the ultimate goal of Special Education.

In my recent experience – which has also been impacted by Covid, I have seen that not all states provide comprehensive transitional planning for their high school age students. In NC for example there is a cap on what the state will spend per student for Special Ed services, this has been challenged of course but while the legal battles roll out the impact is two fold, students go without services and community capacity and service development is muted because there is no public funding .

Ideally the high school program will offer a range of opportunities for students to participate in transitional activities instruction, related services, community experiences, employment, adult living skills, daily living skills, and evaluations of skills and abilties related to transitioning from high school. The transition coordinator will also actively assist students and families to engage adult services so that when the student leaves high school there are programs and benefits actually in place.

When should parents begin educating themselves on transition and what kind of questions should they be asking?

I think it is important to start at age 14 and have found that the following areas are critical to consider – list –

VISION

Vision for the Future – where does the student and their family see themselves after high school

Career Interest Information – can use a variety of tools and student interviews to discuss career pathways of interest with student

Developmental Disabilities Administration (DDA)

Department of Vocational Rehabilitation Services (DORS,RSA,DSR)

Career One Stop

DLLR Department of Labor, Licensing and Regulation (Maryland)

Social Security Administration (SSA/SSI)

Medicaid

College –

Level of Support Required ( AT lab, learning center etc)

Application Process

ACT required ?

Essay

Recommendation Letter

Scholarships

Records Sent

Meeting with Disabilities Support Services (DSS)

Accommodations Plan

Development of Schedule

Metro & Ride On ID Card

Travel Training

Eligibility for Paratransit

Department of Motor Vehicles (DMV) ID Card

Driver Education – Driver’s License

Housing

Application for housing porgrams and subsidies

Social & Recreational Contacts and Plans

Special Interest groups

Organized sports

Special Olympics

Friends& family

Summer Plans

Sleep away camps and/or travel

Summer Youth Employment programs

Summer College Preparatory program

Resume

Three References (Name, Address, Phone, Relationship)

How do we help parents become educated on their rights in this process?

By offering both group and one on one education to families about the transition process, often provided through programs like The Arc, Parent Educational Advocacy Training Center, Autism Society,

Important to help families and students visit potential providers before graduating or exiting the school – some transition coordinators set up field trips for their students and also arrange parental visits and presentation with providers.

In New York there is https://opwdd.ny.gov/community-involvement/school-transition-students-developmental-disabilities

In Virginia the PEATC has a wealth of resources and webinars for free

Nationally there are many groups and organizations around transition – https://www.parentcenterhub.org/find-your-center/

Think College is a wonderful resource of nationwide post secondary program and research

I speak to many parents who are struggling with the process. They feel uninformed or they feel stifled by the delays in response to their requests for guidance. It can be overwhelming. Why do you believe this is happening?

Unfortunately parents don’t get connected to the range of adult community programs and providers that can help them understand resources that are available to their student. They might be dealing with young teachers or novice staff that don’t have that breadth of knowledge or any experience with these adult services in their community. There are also many misconceptions about adult services and benefits such as through the Social Seccurity Administration

Transition planning is time consuming. Parents may be turned off by the labels of programs that provide services. The agencies involved are underfunded and under staffed which makes if more onerous to get help.

In addition to being time consuming and labor intensive transition planning also requires parents to accept the long term impact of their student’s disability and how they will support them long term as an adult.

What is the process that a school support system needs to implement that will help to scaffold a child’s academic path from childhood through HS graduation?

Providing individualized and school wide educational and informational sessions and encouraging parents to begin these no later than age 14 or 9th grade, 8th grade isn’t really too early to begin learning about the following areas – my list

There is a lot of planning involved in successful transition including graduation timing and credit requirements

Diploma or certificate pathway discussion

Opportunities to develop self advocacy and independence where students have opportunities to make choices, express their preferences, and become comfortable discssuing their strengths and needs relative to their disability

Job internships and opportunities through out high school that move from school to community based and are progressively more challenging for the student

Timely assessment and evaluation of students’ academic abilities, and independent living skills in addition to career interest and aptitude assessment

What are some things to look at in the student’s records that help to guide post-secondary choices and services?

I like to understand how a student learns and what types of supports they need and see this reflected in a neuropsychological assessment

Adaptive behavior scales, behavior rating scales and independent living assessment are helpful

Understanding the student’s learning profile also informs and supports the level of support, accommodations and modifications that translate to post secondary residential and daily living supports, educational programs and employment services – give example of Naveen

Is there a point early on in a student’s education that can be a significant indicator as to the direction a student is headed in terms of aging out of HS?

Between 9th and 10th grade – this is very indvidualized but at the very latest this is the time to decide on the student progression through hs how they will meet requirements and if they need a 4, 5 or 6 year plan to accomplish their grad requirements and IEP goals

Let’s speak about the student’s involvement in their own life path. Can you explain self-direction or self-determination?

I like the PACER Center definition of self determination as Self determination is believing you can control your own destiny. Self-determination is a combination of attitudes and abilities that lead people to set goals for themselves, and to take the initiative to reach these goals.

Parent ?: What type of service (category or specific) is most lacking for aged-out individuals?

Employment opportunities and supports

Funding for independent and residential supports

Who are you collaborating with in terms of post-secondary providers for education and employment?

Typically you are working with non profit agencies that receive state and or federal funding to provide services to eligible individuals.

Examples

OSTAR in New York

Vista Life Innovations

Chapel Haven

NYS has OPWDD (THE OFFICE OF PEOPLE WITH DEVELOPMENTAL DISABILITIES). What is comparable in Maryland and does each state have their own version of it?

Developmental Disabilities Administraiton

Do you think there are socio-economic reasons for why some kids get underserved in the system? Can you elaborate?

Students who are underserved face a myriad of challenges in accessing adult services. On a practical level accessing adult services is time consuming and students need varying levels of caregiver assistance and support to obtain services that MIGHT be available to them. Schools that facilitate these connections for families

Transportation can be a huge barrier for students.

What kind of help is out there for low income families?

Depending on the state you live in there are a variety of programs that can assist families – but often parents awareness of these programs is dependent on the school linkages and liaison

TANF Temporary Assistance for Needy Families

SNAP Supplemental Nutritional Assistance Program

SSI Supplemental Security Income – based on disability and resources

Medicaid

Reduced Fare Metro

Subsidized Housing

Energy Assistance

What are some good preparation experiences for the students during their high school years?

Reference Shelley’s project

developing interests and strengths

learning to self advocate

opportunities for volunteering, working and for managing their daily routines as independently as they can.

help to set up a bank account, obtain an id, practice using public transportation and or uber.

mock interviews

choice making opportunities

sleep away camps

pre College programs

Must an IEP include measurable postsecondary goals in each of the areas of training, education, employment, and independent living skills? Are there any circumstances in which goals for training and education can be combined?

All areas should be addressed in the IEP – this is a helpful checklist for ensuring if the IEP meets regulation – https://transitionta.org/wp-content/uploads/docs/Indicator13_Filled-Example.pdf

Are there activities at the Federal level to support secondary transition services

The Workforce Innovation and Opportunity Act (WIOA) was signed into law on July 22, 2014. WIOA is designed to help job seekers access employment, education, training, and support services to succeed in the labor market and to match employers with the skilled workers they need to compete in the global economy. Congress passed the Act with a wide bipartisan majority; it is the first legislative reform of the public workforce system since 1998