PARTNERS FOR TRANSITION
FROM SCHOOL TO WORK

Heartland is committed to collaborate with parents, students, Educators, community organizations, and state agencies in the implementation of transition services for students to create access to appropriate post-secondary opportunities of their choice. Transition planning should begin no later than 3 years before graduation and continue to be fine tuned until graduation.

PARTNERS

What can we do, as parents, to prepare?

Transition planning should begin no later than 3 years before graduation and continue to be fine tuned until graduation. There are many things which parents can do to increase the likelihood of a successful transition.

Parents should:

• Actively participate in their child's Individual Educational Program Team (I.E.P.T.'s) meetings from the time he/she begins school. Take an active role in seeking that the education plan includes student participation.
• Encourage daily living and independent living skills including personal hygiene (e.g. care of body/hair, appropriate clothing for various occasions and weather conditions, etc.) basic housekeeping, money handling, transportation and use of leisure time.
• Teach social skills including appropriate eye contact and conversation, turn taking, sharing, giving and accepting compliments and criticism.
• Support the development of academic skills including reading, mathematics, oral and written communication skills.
• Teach occupational and vocational skills including an awareness of realistic career options, an awareness of one's own strengths and weaknesses, and an understanding of personal preferences (e.g., I like and am good at working with my hands; or I don't like working with mechanical devices). As the child grows older, I.E.P.'s should increasingly emphasize career and vocational exploration and the development of work habits and behaviors, marketable vocational skills, and job seeking skills.
• Continue to be an active participating parent/team member.

Preparing for transition meetings . . . .

Bring your personal experience and opinions about your student to the meeting, ready to share. Bring your student and a friend (advocate) who can help you ask for what you need, communicate difficult ideas or topics and be your second set of ears and eyes. Bring your question hopes and dreams. Bring willingness to work as a team to explore those dreams.

• Start to learn what the transition process involves prior to the 3 years before graduation.
• Communicate with the school (give the teachers information they may not have about your child).
• Prepare your child for the meetings (encourage him/her to ask questions and express ideas).
• Join support groups and advocacy groups (share experiences, ask for help if you need it, and give help to other parents.
• Look for information from adult service agencies and complete the application process.
• Complete the responsibilities you have agreed to on the transition life plan.
• Listen carefully to student interests and future goals.
• Gather and review pertinent school records.
• Help your son/daughter identify his or her own interest, not just the things you would like to see him/her do.
• Determine with your son's or daughter's input, the level of expected independence in work, education, financial assistance, living arrangements and community participation, including recreation.
• Keeping this long range plan in mind will give you a sense of order and control over the smaller problems which may seen to get in the way.
• If the student is a client of Central Valley Regional Center, discuss with the caseworker possible options and services.
• Gather information about various service agencies and programs available.
• If the student is not a client of Central Valley Regional Center, contact the Regional Center to determine eligibility and how to obtain services.
• Write down questions, concerns, suggestions and/or comments about your student's transition.
• Bring a list of questions, concerns, school records and information from service agencies and questionnaires to the transition meeting.
• Visit post-secondary community service organizations such as Heartland Opportunity Center. Have prepared questions in mind regarding admissions requirements, accessibility, accommodations and available supports.
• Identify what services your child is going to need as an adult and contact your representatives to advocate for these services.

At the transition meetings:

• Have your son/daughter take part in the meeting.
• At the meeting, ask the educators and adult service providers to discuss the students options.
• At the meeting, ask questions to clarify thing that are unclear.
• See that career planning and/or vocational training is built into your child's transition plan.
• Provide information to the team about your child's interests, skills, and dreams/goals.
• Encourage school personnel to assist your child in career exploration and training while in school.
• Ask that a vocational rehabilitation counselor from the Department of Rehabilitation be present for the transition IEPT meeting in the 3 years before graduation.
• Visit adult service programs in your area, such as Heartland Opportunity Center. Attend informational meetings sponsoring adult service programs.
• Dare to dream and share that dream with the transition planning team.
• Let everyone involved know about your son or daughter's capabilities at home. Your child may not have an opportunity to display all his/her skills in other settings.
• Understand that the school and community service providers have limitations. Determine what portions of the plan will be the responsibility of the school, of the service providers and which objectives you will assist with at home.

www.maderacoe.k12.ca.us

Madera-Mariposa SELPA
Claudia Norris, Director

The Madera-Mariposa SELPA is responsible for the implementation of the Madera-Mariposa Special Education Local Plan and for insuring a free appropriate public education to all students with identified disabilities according to the Individuals with Disabilities Education Act. The Madera-Mariposa SELPA is a two county SELPA, serving over 3,000 students with disabilities. A full continuum of services is provided to students ranging in age from 0 to 22, with varying disabilities. The Madera-Mariposa SELPA office is available as a support to students, parents, and educators regarding special education issues.

Claudia Norris, Director
Susan Bobbitt, Program Specialist
Yvette Cisneros, Administrative Assistant II

Transition Program:

The Transition Program is specifically designed for students, ages 18-22 years, to help them prepare for adulthood by offering them vocational, domestic, and recreational opportunities that promote independence. The focus is to provide the necessary training students need to become active, contributing members of their community. The curriculum consists of teaching meaningful activities that enhance competence in real life situations.

Workability:

This program is available to Madera County students 18 years of age and older who meet criteria as established by the Workability state mandated guidelines. Students are placed at community based employment training sites and earn wages.

Madera County Workforce Development Office
Elaine Craig, Executive Director www.maderawac.org/workforce_development_office
209 East 7th Street
Madera, CA 93638
(559) 662-4600

The Workforce Development Office is a unit of the Madera County Office of Education as well as a partner and the operator of the One-Stop Center. One-Stop Centers were created by a Federal law called the Workforce Investment Act to make it easier for people to find the services they need to help them find jobs, education, and training in their local community. The Workforce Assistance Center includes several different agencies – all in one building – so customers can get services in one place.

The Madera County Workforce Development Office operates programs for both adults and youth who need help finding a good job. We provide a variety of services for the people living in Madera County who are interested in finding work, going to school and/or training or improving their skills to move up in their workplace.