Transition: The Process Key Players Vicki Murphy
Key Players “IDEA 2004 supports the notion that transition assessment and planning must involve a number of key stakeholders.”
Family Members Family members may include but are not limited to biological parents, foster parents, custodial parents, and/or grandparents. Their role is to help plan and explore for the students independence after graduation from high school. Help with finding post secondary training, employment or schooling. Help to set obtainable goals in the areas of living, learning and working based on the students strengths, interests and preferences. They are there to support and encourage the student.
High School Guidance Counselor The guidance counselor can serve as a key player in the transition process, they have access to all sorts of assessments and post secondary programs. They have assess to hundred of occupational surveys and profiles to help students make informed decisions regarding their career paths. Counselors help register for classes geared towards students post secondary goals and expectations. Maintain and keep student cum folders with all test information and documentation, special education information, IEP annual reviews, re-evals and initials. Schedule college visits, entrance exams, COMPASS test, ACT tests. Go over scores with student and parents.
Work Coordinator/ Transition Specialist Supports family members and teachers to aid in planning for student futures. Helps with assessing students to determine their needs and strengths. Observes and records students in both the school and work setting looking at work ethic, behavior and productivity. Provides entry level job skills instruction. Helps find supported employment options Observes and records students ability to work under supervision and to accept constructive criticism.
Interviews:Mary Hinderhofer (MS/HS Guidance Counselor)Dennis Dirks (Work Coordinator)Regina Rebitz (Parent of student with IEP)
Mary HinderhoferMary is a ms/hs guidance counselor. She sees her role in the transition process as essential. She likes to learn about the student careers interest first through differentassessment and likes using the I Have a Plan website and assessments to get to know what they want and what they want to be. She helps to develop their 8th grade plan and schedules their courses when they enter high school. Several assessments are used to determine what a student should take based on their ability and interests and schedules them accordingly. She works closely with the special education staff to help ensure that accommodation and modifications are being met in the generaleducation setting and that the student is scheduled in the correct classes. Students goto her to schedule college visits and to meet with different college reps at the school.
Dennis DirksDennis is the STW/Work Coordinator at the high school level. He works with both regular and special education students to place them in work setting outside the school. He meets with the students to determine what their career interests are and tries to align their job experiences with those interests.. He states that in a small community that is very hard to do because not all career options are available. Once a student is placed in a job site, he works closely with the staff at the job site and with the special education to make sure that all students are successful and learning what they need to. He also meets with the job site coordinator and student to go overevaluations and to make suggestions for improvement. Although Dennis does a good job I truly miss having a work coordinator/ transition specialist in our district. We are missing someone that knows assessments and can gear instruction towards their deficit work skills. I really liked the coordinator that we had with AEA she was a great resource, knew several different types of assessments to give and would attend the IEP meeting and help with constructing the IEP. Dennis has not been trained to do this yet, but when he is he will become a more valuable member of the team.
Family members...Family members are the most important members of the IEP and the transition process next to the student. The family member can provide critical information and insight to what is going on in the family and the student. Regina is the mother of 2 children one with and IEP and one without. She loves being a part the IEP process and wishes that all students had IEP. She likes the parent interview portion and feels it gives her time to explain her child and express her concerns and desires for the student. She says that the IEP can be a little cumbersome, but she think it is a valuable tool when planning for a childs future.