Where are They Going After High School?

Starting to plan early and building particular life skills, postsecondary education, or employment goals into your child’s IEP will help to break the post-grad process into manageable steps.

Transition Planning

Federal law requires transition planning in each IEP beginning at age 16 -- however, it normally starts by age

14 in NJ when students in eighth grade start course selections for high school

It is part of your IEP and should be updated annually, at least.

The transition section of the IEP must include measurable postsecondary goals for education, training, employment and, where appropriate, independent living skills.

Your Role as a Parent You will need to:

• Be your son’s/daughter’s primary advocate in the absence of his ability to do so• Provide unique and personal information about your child that is not reflected in the school’s records• Facilitate your child’s independence, self-advocacy, and decision making skills• Plan for future financial and support needs, such as guardianship, estate planning, and Supplemental Security Income (SSI)• Government Issued Identification Card: State issued, from the Motor Vehicle Commission (NJ MVC) is necessary for those students without a driver’s license (this is required for many job applications and personal banking)• Registering to Vote (age 18)• Registering for the Draft (boys at age 18)

School – To - Work

Employment

Whether a job provides financial support, personal fulfillment, social opportunities, or

some combination of these, it is a very important component of adult life. Finding the right employment match for a student with disabilities may be challenging, but the rewards can also be great in terms of personal satisfaction in a job well done and as

an active, participating, well-regarded member of society.

Learning About Work

Early in high school or middle school, with support from both you and the transition team, your child should:

Learn more about the wide variety of careers that exist. Take part in vocational assessment activities in the

community through “job sampling” at the actual places of employment.

Have the opportunity to identify, by practice and exposure, what his work preferences might be.

Identify training needs and effective strategies to address deficits.

Be provided with sufficient opportunities to develop basic competencies in independence, self-monitoring, travel training, and life outside the classroom.

Learning about WorkWhile in high school, your young adult, you,

and the transition team should:

Develop effective disclosure strategies relative to your child’s abilities and needs.

Identify critical skill deficits that may impede the transition to post- grad life and provide individualized instruction to minimize the deficits.

Tour work programs with your child (secured and/or agencies providing supported employment)

If applicable, learn the basics of the interview process and practice being interviewed.

Continue more school-to-work programs in the community: training and employment through job sampling, apprenticeships, cooperative mentorships and/or internships.

Learning about Work

Become involved in early work experiences, particularly those emphasizing work based or on-the-job learning experiences, including volunteering, and part time summer jobs.

Identify transportation options for getting to and from work, as well as other community-based options; determine to what extent your young adult will need to develop the skills related to using public transportation.

Reassess interests and capabilities based on real-world experiences and redefine goals as necessary.

Contact the DVR or DD agency and/or the Social Security Administration (ideally before age 16) to determine eligibility for services or benefits post-graduation

Secured Supported Competitive

Segregated workshops Focus on group training Basic skills building Minimal compensation or unpaid Behavioral supports in place through job tenure

Community-based Ongoing job support Wages and benefits Place first, then train Flexible, wide-ranging supports in place that are personalized

Fully integrated into general work force Requires special skills Natural supports and natural consequences Employment supports offered as needed

Where can You Work after High School?:

Types of Employment

Supported Employment Services

“Supported Employment” means ongoing support services and other appropriate services needed to support an individual in maintainingtheir job. The person who assists is called a job coach.

The job coach mayassist the individual in learning how toperform specific job tasks. More intensive job coaching may be provided initially and then faded out over time.

New Jersey Department of New Jersey Department of Labor and Workforce DevelopmentLabor and Workforce Developmentnj.gov/labornj.gov/labor

Division of Vocational Rehabilitation ServicesDivision of Vocational Rehabilitation Services(DVRS)(DVRS)

MISSION STATEMENT

It is the mission of the New Jersey Division of Vocational Rehabilitation Services (NJDVRS) to enable eligible individuals with disabilities to achieve an employment outcome consistent with their strengths, priorities, needs, abilities and capabilities.

DVRS is a state agency, under the NJ Department of Labor and Workforce Development.

DVRS helps individuals with disabilities prepare for, obtain, and maintain gainful employment.

New Jersey DVRS Transition From School To Work Program

DVRS prepares students to enter the workplace by providing:

- vocational assessments - career counseling and goal setting - job training, search, and

placement assistance

Steps in DVRS Process

Student is referred to DVRS by school district, parents, or others. Referral requires completion of a DVRS Confidential Referral Form.

Student applies for services at an Intake appointment (Survey Interview) with DVR counselor.

Student is evaluated for eligibility of services based on classification under IDEA with IEP or ADA with 504 plan.

If made eligible, student completes an IPE which includes a vocational goal and specific services to be provided by DVRS.

Who is Eligible?

Individuals must have a documented physical, cognitive, or emotional impairment that poses a substantial barrier to employment.

Individual must require vocational rehabilitation services in order to prepare for, secure, maintain, or regain employment.

Individual is motivated and wishes to enter the workforce.

What is Available for Transitioning Students While Still In School?

Technical Consultation Participation in IEP Meetings Determination of Eligibility for DVRS

services Vocational Exploration Vocational Guidance and Counseling Development of Individualized Plan

for Employment (IPE) The IPE is an agreement between the student

and VR counselor and describes services that are believed necessary to get and keep a job.

Services are Tailored to the Specific Needs of the Student and can Include:

Diagnostic evaluations Vocational counseling and guidance Job-seeking skills and job placement Vocational, professional training, (OJT) On the Job Training SE (Supported Employment) Post-employment services Physical restoration Assistive Technology Other goods and services essential to preparing an

individual with a disability for employment Referral to Independent Living Centers

Vocational Counseling can include Review of Vocational

Assessments Career Planning Job Seeking Skills Resume Writing Interviewing Skills Job Retention Skills Information about and

referral for supported employment and job coaching services

Services are time limited, your case with DVRS will close after you have been successfully employed for at least 90 days.

Transportation

DVRS can provide bus/train passes on a temporarybasis while the individual is preparing for employment.

DVRS funds transportation expenses forindividuals certified as extendedemployees under DVRS.

An individual may qualifyfor Access Link through NJ Transitor County transportationservices. (application required)

Contact UsThere are eighteen offices located throughout New Jersey.

Somerville (Somerset, Hunterdon) 908-704-3030

NJDVRS, Central Office,

John Fitch PlazaP.O. BOX 39808625-0398Karen Carroll, LCSW, PPDS, Transition609-292-5987 609-292-8347 (FAX)609-292-2919 (TTY)

NJ Division of Developmental Disabilities

Provides advocacy, case management, family support, respite, specialized equipment, guardianship, residential, and vocational programs (DDD contracts for services to be provided by community agencies - including but not limited to The Arc)

Special education students are not automatically eligible for DDD services

Families are responsible for requesting and completing the application for DDD eligibility and submitting to DDD

More Information on DDD http://nj.gov/humanservices/ddd/home/

Who is Eligible? Persons with cognitive or physical impairment beginning

before the age of 22, which is lifelong and substantially limits an individual in three areas: self-care, learning, mobility, communication, self-direction, economic self-sufficiency and the ability to live independently

Individuals may receive services from both DDD and DVRS at the same time

Parents and students may contact DDD to talking about transition and day service options as early as age 14.

Somerset County (Upper Central Region) 732.424.3301

School – To - College

College Finding the right college match for your young adult with disabilities will be key

to their success, and different types of programs are available that may accommodate his needs.

Vocational school, community college, technical institute, state school, or a smaller liberal arts school may all be good options, depending on your young adult’s area of interest.

Certificate programs may provide good training in an area of interest.

Some individuals may prefer 2-year community colleges to start out because they can live at home yet begin the postsecondary process.

College Learning Experiences – are usually 2-year programs that provide intensive support services for specific populations. These programs allow students to learn independent living skills at the same time they are taking introductory level courses at college. These programs have separate application procedures and fees in addition to typical tuition/room and board.

However, at the end of these 2 years, some may want to transfer to a 4-year college, which would require, minimally, some degree of transition planning to identify and address the potential challenges and stressors associated with the new educational environment.

Students, parents and teachers should work together to determine transferrable readiness skills and develop effective programming to address challenging areas.

Social Skills Self-Awareness and Self-Advocacy Daily Living skills Knowledge of Academic Modifications and Accommodations Study Skills and Organization Responsibility and Time Management Ability to Access Campus and Community Resources

College

Preparation! Preparation! Preparation!

Students should:

Be directly involved in the IEP process Be able to articulate learning style, interests, and desires for the future Understand their disability, know how the disability impacts learning,

and be able to discuss areas of weakness and strength Learn practical strategies that help them to accomplish tasks that are

challenging Integrate the use of technology at home and in school Become comfortable and confident in their ability to advocate for themselves in a manner that is positive and effective

HS vs CollegeDifferences in: Documentation

High School Individual Education

Program (IEP), 504 Plan, and Summary of Performance (SOP)

School provides evaluation at no cost

Documentation focuses on determining if student is eligible for services under one or more disability categories of IDEA

College High School IEP and 504

Plan generally are not sufficient

Documentation guidelines specify information needed for documentation

Students must get evaluation often at their own expense

Documentation must provide information on specific functional limitations and demonstrate the need for specific services or accommodations

HS vs CollegeDifference in: Self-Advocacy

High SchoolSpecial Education Model

School personnel “find you” and decide on eligibility for services and supports

School staff identify the student as having a disability

School staff have the responsibility for arranging accommodations

CollegeAccommodation Model

You must request help; no one will come to find you

Student must self-identify to Disability Support staff, Learning Assistance Program (LAP) staff, or ADA/504 coordinator

Student is responsible to self-advocate and arrange accommodations

Professors can be open & helpful, but most expect students to initiate contact at the start of the semester

Disclosure? To Disclose or NOT to disclose?

This decision may change based on the particular person, situation or setting, and need for accommodations.

Remember that it is not essential to divulge specific personal information about your disability, but should include:

1– how your disability affects your capacity to learn and perform effectively

2– the environment, supports, and services you’ll need in order to access, participate in, and excel in your job, studies, and community.

HS vs CollegeDifference in: Testing/Grading

High School IEP or 504 Plan may

include modifications to test format or grading

Testing is frequent covering small amounts of material

Makeup tests are usually available

Teachers often take time to remind students of assignments and due dates

College Grading & test format

changes (e.g., multiple choice vs. essay) are generally not available. Accommodations in HOW tests are given (e.g., extended time, test proctors) available when supported by disability documentation

Testing is generally periodic and may be cumulative, covering large amounts of material

College’s with “Programs”

Programs vs. Support ServicesPrograms are specifically designed for students

with disabilities and provide more in-depth services and accommodations. Not all colleges have these types of programs. When offered, the most common types are designed for students with learning disabilities and/or ADHD. These programs usually have costs in addition to tuition. These programs often provide one-on-one tutoring and sessions with a learning disability specialist.

College’s with “Support Services

Programs vs. Support ServicesSupport Services are the resources available at

no cost for students with disabilities. Support services include reasonable accommodations, such as extended time for assignment and testing, note-takers, the use of a calculator, and preferential seating in classrooms.

While in HS…a suggested timeline

Sophomore Year Explore Options Meet with counselor and case manager Consider career options – Naviance (MHS Guidance

tool) Review testing and documentation Review course registration for Junior year Write to colleges or use college websites to explore for

information Contact the service providers on the college campus Participate in the IEP process and be actively involved

in the IEP meeting Work on developing good self-advocacy skills Understand learning styles & strengths & challenges Understand the disability

Junior Year Consider taking PSAT—request appropriate testing

accommodations Review achievement level Review course registration for Senior year Write to colleges or use college websites to explore for

information Review the level of services in high school Identify the level of services needed in college Be able to articulate the disability Be comfortable asking for support and accommodations Participate in the IEP process and be actively involved in the IEP

meeting Visit colleges Register for the ACT/SAT, standardized or non-standardized Request necessary updated psycho-educational testing (Including

the WAIS-R) (Wechsler Adult Intelligence Scale-Revised)

While in HS…a suggested timeline

Senior Year

Submit general applications Submit special applications (if required) Schedule Interviews (if appropriate) Write essays (if required) Disclose disability to college Release current psycho-educational testing* Release documentation of other health-related disabilities* Be sure that the documentation includes a description of the

disability and recommended accommodations Be sure to get copies of the entire special education file including

testing assessments and IEP summaries to have in your personal files after graduation

*Students under the age of 18 must have their parents’ signature to release information to each of the colleges.

While in HS…a suggested timeline

More Information The Postsecondary Education Research

Center (PERC) has put together a list of tips called Tips for Parents to Help Students with

Intellectual Disabilities Think about College

www.transitiontocollege.net www.transcen.org 2007 The Postsecondary Education Research Center

(PERC) Project, TransCen Inc. www.thinkcollege.net

What You Need to Know About SATs and ACTs

College Admissions Testing

SAT more common in the area, but ACT participation has increased dramatically

Most colleges accept both scores Some colleges do not require admissions

testing or may use it for course placement

Two-year programs do not require testing

SAT ACTLength 3 hours and 45 minutes in 10 sections (one experimental) 3 hours and 25 minutes in four sections (plus 30 minutes if taking

essay)

English/Writing

Three sections 25 min Essay25 min multiple choice (35 Questions)10 min multiple choice (14 Questions)

One Section45 min multiple choice (75 questions)

Reading Three sectionsTwo 25 minute sections One 20 minute sectionSentence completion and passage comprehension

One section35 minutesFour passages with 10 questions each

Math Three sectionsTwo 25 minute sectionsOne 20 minute sectionMultiple choice and grid in No Trig

One section60 minutes for 60 questionsSmall amount of trig

Science Not standard – can be assessed through SAT Subject Test, which assesses course knowledge

One section35 minutes40 questionsRead experiment summaries and data sets to interpret data and draw

conclusions

Essay First Section Part of Writing Score and Composite

Last SectionOptional Test – reported separately from composite

Given Seven times per year Six times per year

SAT vs. ACT

SAT is: More vocab heavy Math requires reasoning and

combined concepts Essay required and part of total

score More sections that are shorter

in length Switch between tested areas Schools will look at section

scores AND total score Fewer charts and data sets Requires careful reading on all

sections Good for good test takers with

good strategies

ACT is: More straightforward Assess reasoning through

science More advanced math, but only

a few questions Essay optional Fewer sections that are longer All questions in an area

presented at one time More “big picture” – total score

most important Good for students who work

hard and benefit from review of concepts

Good for students who need predictability

Accommodations

Accommodations available on both tests Not flagged on score reports Most common is 50% Extended Time

(Time and a Half) All other accommodations are much

harder to obtain Having accommodation in school does

not mean you will receive it on SAT or ACT

Sample Accommodations

Extended Time Use of a computer

(no spell or grammar check)

Scribe Enlarged print Enlarged scantron

Longer breaks Individual testing Testing over multiple

days Braille Small group testing Reader

How to Apply for AccommodationsSAT

Complete consent form with case manager (by Spring of 10th grade)

Case Manager will apply online Takes 6+ weeks for approval depending on

documentation needed Will be notified by mail and email to Case

Manager Will be assigned SSD Number that can be used

when registering for all PSAT, SAT and AP tests through graduation

How to Apply for AccommodationsACT

Decide on testing date Go to ACT.ORG and search for students with

disabilities Complete application for Extended Time

National Testing or Special Testing Both forms have sections to be completed at

school by case manager and may need documentation

Both forms have different submission directions and addresses

Must be done EARLY!

How to Increase the Odds of Being Approved

Apply early to allow time to submit additional documentation or to appeal

Have updated assessments and/or documentation (within three years for testing and within one for medical and psychiatric diagnoses)

The accommodations need to be used regularly in school

Other Options to SAT/ACT

Score Optional Colleges (fairtest.org): These schools do not require SAT or ACT for admission. Some may request it for course placement only (in lieu of placement testing)

Two-Year Colleges: Most have transfer agreements with several to many prestigious four year programs as long as the student achieves certain criteria (like GPA).

For More Information

Please contact your child’s CST case manager or school guidance counselor.

Thank you.