Post Secondary Transition

Transition Timelines
 
Planning and preparing for your future can be exciting!  For students with disabilities and their families, this task can be overwhelming, yet is one of the most important activities that must be done to ensure a successful future. In Ohio, transition planning begins when a student with a disability is 14 years of age or earlier if needed.

Liberty Center Schools focuses on integrating students with disabilities into their school and community by providing a variety of opportunities that support individual needs, interests and strengths. Transition services are coordinated by IEP team members to assist families and students in developing a transition plan that will move students toward their post-secondary education, employment and independent living/community integration goals. 
Transition is the change from one stage of a person’s life to another stage (such as moving from the school world to the adult world). It is a gradual process and a plan is important to make the process go smoothly. The process is called “transition planning” and is one of the most misunderstood parts of the IEP (Individual Education Program) process. Successful transitions begin as family, school and the community think about the future, plan ahead and work together. See below the transition timelines that explains the work and activities that need to happen at different ages during the transition process.
 
AGE 14:
  • Statement of transition needs that focuses on your child’s course of study (college or vocational training)
  • Assessment of student's preferences, interests, needs, strengths (PINS) and academic performance
  • Develop an understanding of own disability and learning style
  • Practice self advocacy skills, co-lead IEP meeting if appropriate
  • Identify job interest and abilities
  • Identify future career, education, independent living goals
  • Identify when student will leave school (can attend through age 21)
 

AGE 16:

  • Transition planning (focus on interagency responsibility or needed linkages including Butler County Board of Developmental Disabilities (BCBDD), Bureau of Vocational Rehabilitation (BVR), Social Security Administration (SSA) etc.
  • Identify when student will leave school (can attend through age 21)
  • Include activities such as career exploration, job sampling and some job training
  • Begin to identify community services that provide job training and placement
  • Begin application to adult service agencies
  • Consider summer employment or volunteer experience
  • If college bound, take PSAT and plan for test accommodations if needed
  • Consider AP classes and review class schedule with guidance counselor
  • Continue to practice self advocacy skills (request accommodations from teacher when needed, be ability to talk about your disability and its impact on learning)
 AGE 16 -18
  • Contact Adult Services Programs:
  • Colleges, vocational or technical schools
  • Social Security Administration
  • Residential or independent living services
  • Recreation/Leisure groups
  • Medical Services
  • Butler County Board of Developmental Disabilities (BCBDD)
  • Bureau of Vocational Rehabilitation (BVR)
  • Identify graduation date (may remain in school through age 21)
  • Begin formalized vocational assessments

AGE 17-18

  • Begin to consider and research guardianship (if appropriate)
  • Continue to review and update transition plan
  • Take ACT, SAT tests
  • Visit colleges and disability services office
  • Register with Disability Service Office of your preferred college by the end of Senior year
  • Pursue college scholarships, grants. etc.
  • Review eligibility of medical insurance due to age
  • Age of Majority, notified age 17, assumes age 18
  • If receiving SSI as a child, re-apply for services as an adult (age 18)

AGE 18-21

  • Establish health benefits (medicaid?), SSI if needed.
  • At age 18, males will need to register for Selective Service (mandatory registration, forms available at your local post office/library)
  • Check local taxation code for any yearly filings that will need to be done (ex. Middletown income tax is filed by each individual)
  • Continue to update and review Transition Plan
  • Develop long term financial support plan (ex. SSI) if needed
  • If long term support (i.e. supported living) is needed, check into possibilities
  • If working with adult service agencies, identify support coordinator, vocational counselor, etc. for student. Develop plans or necessary agreements (i.e. individual work plan with BVR, etc.)
  • Gather all appropriate documentation before leaving school (Evaluation Team Report, Summary of Performance, recommendation letters, transcripts, etc.)
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