High School Halt: Ways to Support Youth Working on Adult Life Plans During the School Shutdown

School closures related to the COVID-19 pandemic have been a shock to families everywhere but may feel especially confusing for those who are working toward graduation and life-after-high-school plans. Parents and students may be wondering what will enable students to complete work toward their diplomas, to meet college admission requirements or to continue work toward vocational and/or independent living goals.

This article includes links to resources where information is being regularly updated to help families navigate some of these questions. Also included are ideas for organizing some at-home learning so that young people continue to make progress toward adult life planning.

On March 24, the National Technical Assistance Center on Transition (NCTACT) provided a webinar to promote home-based learning for transition-age youth with disabilities. This article includes some of the ideas and resources shared, and the NTACT website provides additional materials free for families and school staff: TransitionTA.org/COVID19.

Can my student stay on track to graduate?

The Washington State Board of Education (SBE) provides updated information about graduation impacts of the school shutdown and supports education agencies (school districts, private schools, etc.) to seek emergency waivers so students in the graduating Class of 2020, who were on track to graduate, are not held back. The State Legislature passed a law in response to coronavirus (EHB 2965) that supported the waivers. 

This year’s graduation standards also are impacted by a 2019 law that provides multiple pathways toward a diploma. The Office of Superintendent of Public Instruction (OSPI) offers a website page describing the Graduation Pathways and provides a handout specifically for the graduating Class of 2020 because of unique options while the 2019 law is still being implemented.

For a student eligible for an Individualized Education Program (IEP), the IEP team determines what criteria are met for the student to earn a diploma and the timeline for graduation. Families are encouraged to reach out to IEP case managers and school staff when possible to collaborate on how the IEP will be adjusted in light of the school closures.

OSPI provides a list of Resources for Continuous Learning During School Closures. Included is a list specifically for Supporting Students with Disabilities. On that list are various career cruising and secondary-transition planning tools that the school and family might use to support a student during this time of distance learning. More ideas are included below.

What about college admission requirements?

Students who are college-bound may have questions about admissions requirements and whether they can still be met. The National Association for College Admission Counseling has encouraged colleges to be flexible and has created a central resource of campus changes to the college admission process due to the coronavirus outbreak. The tool includes information on campus closures, deposit and decision deadlines, and other admission-related changes from more than 800 colleges and universities.

How can I help my student organize the day to include learning?

NCTACT offers home-based packets and toolkits to help schools and families work together to ensure that learning continues for transition-age youth. Included is a sample weekly scheduling tool. In its March 24 webinar, the agency encouraged creative ways to support regular work in each of the key areas of learning for a student with an IEP:

  • Life skills
  • Self-determination
  • Self-advocacy
  • Desire to work
  • Enriching experiences
  • Appropriate goals

Teachable moments might include real-life situations related to the pandemic and a new routine. Students still can have the opportunity to make choices and to live with the consequences of choices and actions. For example, a student-made meal might not be gourmet but can be enjoyed on its merits of life-skill-building and risk-taking.

How can the IEP support work at home?

NCTACT recommends development of a consistent routine and documentation of daily work and any progress or regression. To help with planning, anyone supporting the student can take a close look at the current IEP.

The Present Levels of Academic Achievement and Functional Performance, which are built from evaluation results, can provide inside about the student’s strengths, interests and capacities. Annual goals will highlight the areas of specially designed instruction being provided through the IEP. Consider how instruction might be adapted for at-home instruction in order for progress to continue toward the goal—or whether a more suitable goal might be considered. If school staff are available for consultation, parents can collaborate to set up a shared approach.

For a student older than 16, a post-secondary transition plan is included in the IEP and includes projections about adult goals and the skills being worked on to get there. NCTACT provides Choice Boards to support ongoing work in three key areas that are aspects of a transition plan:

  • Career exploration
  • Education and training
  • Independent living

The Choice Boards are pre-loaded with resource linkages and suggestions.

PAVE provides a webinar and a comprehensive article about life-after-high-school planning with further guidance about the transition process in general. More time at home together might give families a good opportunity to sit back and consider key questions to help the student make future plans:

  1. Where am I now? (strengths, interests, capacities—the Present Levels of Performance in the IEP)
  2. Where do I want to go? (aspirations, dreams, expectations—Transition Plan Goals in the IEP)
  3. How do I get there? (transition services, courses, activities, supports, service linkages, community connections, help to overcome barriers—Annual Goals, Accommodations and other provisions included in the IEP)

What can we do at home today?

Consider how transition programming can be adapted to current circumstances so that the student continues to be inspired and to make progress toward life goals in each day’s work and play.

NCTACT encourages adults and students to recognize what is appropriate and reasonable and to remain creative and flexible. Below are some typical home-based subject areas that might support learning and skill-building, with a few linkages to resources that might help.

  • Leisure and Recreation
  • Home Maintenance
    • Organizing
    • Cooking
    • Cleaning
    • Yard Work
  • Personal Care
    • Exercise—Planet Fitness offers “Home Work-Ins”
    • Personal Care—org offers ideas to assist young adults in taking charge of their healthcare
  • Finances
    • Budgeting—Cents and Sensibility from the Pennsylvania Assistive Technology Foundation provides an approach for individuals with autism.
    • Practice with money by paying for things throughout the day
  • Communication
    • Letter and email writing
    • Webinars
    • Phone calls/interview a friend or relative about their career path and write about it?

Additional resources to inspire planning

In addition to NCTACT’s suggestions and the OSPI resources listed above, here are a few other places that provide vocational questionnaires and forecasting tools:

  • AgExplorer.com helps students imagine themselves in fields related to farming and beyond
  • ExploreWork.com helps students with disabilities consider their strengths and interests and how to relate them to work options
  • RAISECenter.org offers a variety of tools related to vocational rehabilitation. (RAISE stands for Resources for Advocacy, Independence, Self-determination and Employment.)
  • CareerOneStop.org, sponsored by the US Department of Labor, provides career assessments through its website and a mobile app.
  • An agency called Nepris is providing online chats to help prepare students for the future of work.

To brainstorm options related to higher education, here are some options for further information:

For additional ideas about supporting a student with in-home learning please refer to PAVE’s Links for Learning at Home During School Closure.

Please note that any resource list provided by PAVE is not exhaustive, and PAVE does not endorse or support these agencies. Links are provided for information only.

 

School Shutdown: Pandemic Guidance for Families also Impacted by Disability

A Brief Overview

  • During school building closures because of the COVID-19 pandemic, schools grapple with how to provide basic education that is equitable for students with disabilities.
  • Washington’s Superintendent of Public Instruction, Chris Reykdal, provided information March 19, 2020, in a webinar, shortly before issuing guidance that all schools provide some form of distance learning by early April. Reykdal encouraged patience and creativity as families and schools collaborate.
  • PAVE’s program to provide Parent Training and Information (PTI) continues to offer 1:1 support by phone in addition to online learning opportunities. Please refer to our home page at wapave.org to “Get Help” or to check the Calendar for upcoming events.
  • The U.S. Department of Education has created a website page to address COVID-19. Links on the website, gov/coronavirus, include a Fact Sheet titled, Addressing the Risk of COVID-19 in Schools While Protecting the Civil Rights of Students, issued by the department’s Office for Civil Rights (OCR).
  • Federal changes related to student loans and standardized testing are among topics being discussed nationally.
  • For additional resources, see Links to Support Families During the Coronavirus Crisis and Links for Learning at Home During School Closure.

Full Article

With school buildings closed to help slow the spread of the novel coronavirus (COVID-19), families have many questions about how children can access meals, childcare and basic education. Recognizing that too much information can be overwhelming, PAVE provides this article to help families with children impacted by disability understand a few key issues during this challenging time. Included throughout are links to information on official websites that are frequently updated.

Nationally, agencies that provide guidance to schools have been in conversation about the challenge of providing equitable education to all students as learning that respects the requirement for “social distancing” becomes the only option. The U.S. Department of Education is tracking much of that work on its website, gov/coronavirus.

Most schools in Washington resumed services with distance learning on March 30, 2020. Some districts planned a later start because of spring break schedules. Chris Reykdal, Washington’s Superintendent of Public Instruction, issued guidance that all schools within the state offer something in order to engage students in learning.

He emphasized that families and schools should maintain an attitude of creativity and patience and that the goal is not to overwhelm parents and students. The guidance is not a mandate for students, Reykdal said, and the state is not directing schools to grade student work during this period of distance learning. The expectation is that districts “are sending opportunities for families and checking in,” he said in comments quoted in a March 30 broadcast and article from KNKX, a National Public Radio affiliate.

Various federal and state laws protect students with disabilities and their right to a Free Appropriate Public Education (FAPE), regardless of the nature or severity of the disability. How to provide education that is appropriate and equitable when school buildings are closed is a national conversation. In Washington State, the Office of Superintendent of Public Instruction (OSPI) is continuously updating guidance for schools and families on these topics.

An OSPI website page devoted to special education topics during the COVID-19 shutdown includes this guidance: “If the district continues providing education opportunities to students during the closure, this includes provision of special education and related services, too, as part of a comprehensive plan.”

In a March 18, 2020, letter to school staff who support Individualized Education Programs (IEPs), OSPI encouraged IEP reviews and evaluations to continue as possible: “School districts are encouraged to continue to hold IEP and evaluation meetings through distance technology whenever possible, and if agreed upon by parents and school staff are available.”

Meals are a top priority

The Superintendent of Public Instruction, Chris Reykdal, provided information March 19, 2020, in a webinar sponsored by the Washington League of Education Voters. Note: the League of Education Voters offers a comprehensive listing of COVID-19 resources.

Reykdal said that OSPI has prioritized food distribution for students as its most important role during the shutdown. He said some districts deliver food to stops along regular bus routes. Others have food pick-up available in school parking lots. For the most current information about how a district is making meals available for students, families are encouraged to check their local district website or call the district office. OSPI provides a list of districts throughout the state, with direct links to district websites and contact information.

Childcare options are difficult to design

Second priority, according to Reykdal, is childcare for parents who rely on outside help so they can work. Families are encouraged to contact local districts for current information about childcare. OSPI encourages only small and limited gatherings of children, so provisions for childcare and early learning have been difficult to organize, Reykdal said. He emphasized that public health is the top concern. “We have to flatten that curve,” he said, referencing a widely shared graphic that shows what may happen if the virus is not slowed by intentional measures.

Note that the Centers for Medicare and Medicaid have relaxed rules in order to give states more flexibility in providing medical and early learning services through remote technologies. The Early Childhood Technical Assistance Center (ECTA) has created a webpage on teleintervention. Topics include training for families learning to navigate technology for online learning and appointments.

Equity is required in education

Thirdly, Secretary Reykdal on March 19 addressed work underway to create additional options for distance learning. “The governor’s order doesn’t prohibit ongoing learning,” he emphasized. He asked community members to exercise patience as districts rethink the way schools deliver education. He noted that plans to reopen schools by the end of April may change and that OSPI is thinking far into the future in order to be prepared for unknown scenarios.

Reykdal said, “Everyone needs to be super patient about this because while districts are preparing to deploy some education, it will look different. And there are serious equity concerns we have to focus on. We expect districts as they launch this to have an equitable opportunity for all students. English language learners need special supports. Our students with disabilities need supports.”

Reykdal mentioned that districts are exploring new methods for outreach: School buses that deliver homework packets and online teaching are early examples. “Our expectation through guidance is that we will get every district to some point where they are engaging students and families in what learning can look like,” Reykdal said.

PAVE is here to help!

PAVE’s Parent Training and Information (PTI) program continues to provide 1:1 support by phone and offers online training. Please check our calendar of events and follow us on social media.

PTI director Jen Cole addressed some topics related to educational access during a March 19, 2020, podcast hosted by Once Upon a Gene. In addition to providing general information about the rights of students with disabilities, Cole shares her own experience as a parent of an elementary-age student with a disability.

PAVE has added new links on our website to help families navigate these new circumstances. On our homepage, wapave.org, find the large blue button labeled View Links. Clicking on that button will open a list of options. Two new options provide guidance related to the pandemic:

  1. Links for Learning at Home During School Closure: This a resource collection of agencies providing online learning opportunities for various ages.
  2. Links to Support Families During the Coronavirus Crisis: This is a resource collection of agencies that provide information related to the pandemic.

Please note that resources listed are not affiliated with PAVE, and PAVE does not recommend or endorse these programs or services. These lists are not exhaustive and are provided for informational purposes only.

OSPI offers guidance for families

The Office of Superintendent of Public Instruction (OSPI) is the state education agency charged with overseeing and supporting Washington’s 295 public school districts and seven state-tribal education compact schools. As communities respond to the COVID-19 outbreak, OSPI offers a downloadable guide for parents and families.

Included is a section for parents of students in special education. While in session, districts maintain the responsibility to provide a Free Appropriate Public Education (FAPE) to students eligible for special education. “Districts should be communicating with parents and guardians prior to, during, and after a school closure regarding their child’s IEP services,” OSPI states.

Parents may want to consider whether compensatory education or Extended School Year (ESY) services will be needed. The general rights to these services are further described in an article about ESY on PAVE’s website.

Making notes in order to collect informal data about any regression in learning during the shutdown may be important later. OSPI’s resource guide states: “After an extended closure, districts are responsible for reviewing how the closure impacted the delivery of special education and related services to students eligible for special education services.”

OSPI reminds families that schools are not required to provide special education services while they are fully closed to all students.

OSPI addresses issues related to racism

In its guidance, OSPI encourages schools to intentionally and persistently combat stigma through information sharing: “COVID-19 is not at all connected to race, ethnicity, or nationality.”

OSPI advises that bullying, intimidation, or harassment of students based on actual or perceived race, color, national origin, or disability (including the actual disability of being infected with COVID-19 or perception of being infected) may result in a violation of state and federal civil rights laws:

“School districts must take immediate and appropriate action to investigate what occurred when responding to reports of bullying or harassment. If parents and families believe their child has experienced bullying, harassment, or intimidation related to the COVID-19 outbreak, they should contact their school district’s designated civil rights compliance coordinator.”

U.S. Department of Education provides written guidance and a video

The U.S. Department of Education provides a website page to address COVID-19. Links on the website, ed.gov/coronavirus, include a Fact Sheet titled, Addressing the Risk of COVID-19 in Schools While Protecting the Civil Rights of Students, issued by the department’s Office for Civil Rights (OCR):

“Section 504 of the Rehabilitation Act of 1973 prohibits disability discrimination by schools receiving federal financial assistance. Title II of the Americans with Disabilities Act of 1990 prohibits disability discrimination by public entities, including schools. Title VI of the Civil Rights Act of 1964 prohibits race, color, and national origin discrimination by schools receiving federal funds….

“School districts and postsecondary schools have significant latitude and authority to take necessary actions to protect the health, safety, and welfare of students and school staff….As school leaders respond to evolving conditions related to coronavirus, they should be mindful of the requirements of Section 504, Title II, and Title VI, to ensure that all students are able to study and learn in an environment that is safe and free from discrimination.”

On March 21, 2020, the department issued a Supplemental Fact Sheet to clarify that the department does not want special education protections to create barriers to educational delivery options: “We recognize that educational institutions are straining to address the challenges of this national emergency. We also know that educators and parents are striving to provide a sense of normality while seeking ways to ensure that all students have access to meaningful educational opportunities even under these difficult circumstances.

“No one wants to have learning coming to a halt across America due to the COVID-19 outbreak, and the U.S. Department of Education does not want to stand in the way of good faith efforts to educate students on-line. The Department stands ready to offer guidance, technical assistance, and information on any available flexibility, within the confines of the law, to ensure that all students, including students with disabilities, continue receiving excellent education during this difficult time.”

The Department’s Office for Civil Rights (OCR) released a YouTube video March 17, 2020, to describe some ways that OCR is providing technical assistance to schools attempting to offer online learning that is disability accessible. Kenneth L. Marcus, assistant secretary for civil rights within the Department of Education, opens the video by describing federal disability protections:

“Online learning is a powerful tool for educational institutions as long as it is accessible for everyone. Services, programs and activities online must be accessible to persons, including individuals with disabilities, unless equally effective alternate access is provided in another manner.”

Help is available from Parent Training and Information (PTI)

Families who need direct assistance in navigating special education process can request help from PAVE’s Parent Training and Information Center (PTI). PTI is a federally funded program that helps parents, youth, and professionals understand and advocate for individuals with disabilities in the public education system. For direct assistance, click “Get Help” from the home page of PAVE’s website: wapave.org.

PTI’s free services include:

  • Training, information and assistance to help you be the best advocate you can be
  • Navigation support to help you access early intervention, special education, post-secondary planning and related systems in Washington State
  • Information to help you understand how disabilities impact learning and your role as a parent or self-advocate member of an educational team
  • Assistance in locating resources in your local community
  • Training and vocabulary to help you understand concepts such as Free Appropriate Public Education (FAPE), an entitlement for individuals who qualify for special education under the Individuals with Disabilities Education Act (IDEA). 

Behavior and Discipline in Special Education: What to do if the School Calls Because of a Behavior Incident

Some disabilities make it difficult for students to manage their behavior in ways that schools expect or require. Sometimes the school calls parents, recommending the student go home. Parents need to know that students have specific rights when they are sent home because of behavior: An official suspension triggers access to disability protections.

For example, schools are responsible to provide behavioral support, sometimes called Positive Behavior Interventions and Supports (PBIS), to students with identified behavior disabilities that significantly impact access to learning. Schools also are responsible to evaluate students who may be acting out because of an unidentified disability. Another protection for students with disabilities is a specific due process called Manifestation Determination. A Manifestation Determination Hearing is required if a student with disabilities is excluded from school for 10 or more days because of behavior.

This video provides information about disability protections and what to do if the school is calling to have a student taken home. PAVE has a comprehensive article with additional information: What Parents Need to Know when Disability Impacts Behavior and Discipline at School.

A key federal resource about disability rights related to school discipline was released Jan. 9, 2020: The Office for Civil Rights (OCR), in collaboration with the Office of Special Education and Rehabilitative Services (OSERS), provides the 46-minute YouTube video: Students with Disabilities and the Use of Restraint and Seclusion in K-12 Public Schools.

Attention Students: Lead your own IEP meetings and take charge of your future

A Brief Overview

  • By the time you are 16 years old, the school is required to invite you to your IEP meetings. You can attend any time, and leading your own meeting is a great way to learn important skills.
  • If you need more help at school or aren’t learning what you need to learn, then your IEP might need some fixing. Your voice matters on the IEP team.
  • A website, I’m Determined.org, provides videos of students describing their goals. You can also print a goal-tracking worksheet from that website.
  • Read on to learn more about the parts of an IEP and how to get more involved in your own education.

Full Article

If you are a student with an Individualized Education Program (IEP), read this article to find out how you can be a leader on your IEP team. Your future is counting on you!

By the time you are 16 years old, the school is required to invite you to your IEP meetings. From that year on, your school program is matched to your long-term goals. It’s important to plan your time carefully so that every school day gets you closer to where you want to be when you are an adult. 

Learn to be a self-advocate

 An advocate (pronounced ad-vo-cut) is someone who asks for something in a public way. Public schools get money from the government, so they are considered public entities. When you ask the school to provide you with something that you need to succeed, then you are being a self-advocate.

The word advocate can also be an action word (a verb), but then it’s pronounced ad-vo-cate (rhymes with date). You advocate for yourself when you ask for what you need to succeed.

Here’s another way to use this hyphenated word: You can say that you “practice self-advocacy.” Leading your own IEP meeting is a great way to practice self-advocacy and develop important adult skills.

Your Transition Plan focuses on where you want to go

 The part of the IEP that focuses on your adult goals is called a Transition Plan. The Transition Plan is added to the IEP by the school year when you turn 16. The plan includes details about:

  • when you plan to graduate (you can stay in school through age 21 if your IEP goals require more time)
  • what jobs you might choose
  • whether college is part of your plans
  • what lifestyle you imagine for yourself (will you drive, cook, shop, live alone?)
  • how school is getting you ready for all of that

The Transition Plan is all about you and your future. You can start taking charge of your future by going to your IEP meetings. You may want to lead all or part of the meeting, and you have that right.

The law says it’s all about you

Your rights as a student with an IEP are part of a federal law called the Individuals with Disabilities Education Act (IDEA). The IDEA says that schools must include family members and students on the IEP team. If you don’t play on the team, you can’t win the game, right? This is more important than a game—it’s Your Life!

The IDEA is a unique law because it says you get what you need in order to access school and learning. Getting an education that is specially designed just for you is called an entitlement. What you are entitled to is called FAPE, which means Free Appropriate Public Education.

You can become a leader on your IEP team by learning more about FAPE and how to talk about what it means to you. Public education is free for all school-age students in the United States, but consider this question: What makes your education appropriate?

Here are some questions to help you think and talk about FAPE:

  • What is it like to have a disability?
  • What about your disability makes school hard?
  • What do you need at school that helps you learn?
  • Are you getting better and better at the skills you need to be good at?
  • Are your teachers helping you see what you do well?

If you are learning important skills at school, and your learning is helping you build on your strengths, then you are probably getting FAPE. If you need more help or aren’t learning the skills that you need to move forward, then your IEP might need some fixing. Keep in mind that the school is responsible to provide you with FAPE. You have the right to ask for FAPE.

Learn what your IEP can do for you

Here’s a starter kit to help you understand what your IEP says and how you can ask for changes. When you go to your IEP meeting, you have the right to ask the teachers and school administrators to help you read and understand your IEP.

These are some important parts of an IEP:

  • Category of Disability: This is on the “cover page” of the IEP document. It lists the type of disability that best describes why you need individualized help at school. You should know this category so you can understand how and why teachers are supposed to help you.
  • The Present Levels of Performance: This is the long section at the beginning of the IEP that describes how you are doing and what the school is helping you work on. The beginning of this section lists what you are good at. Make sure that section is complete so you can be sure the teachers help you build on your strengths.
  • Goals: When you qualified for an IEP, the school did an evaluation. You showed that you needed to learn certain things with instructions designed just for you. To help you learn, the teachers provide Specially Designed Instruction. They keep track of your progress toward specific goals in each area of learning. You can learn what your goals are and help track your progress. A website, I’m Determined.org, provides videos of students describing their goals. You can also print a goal-tracking worksheet from that website.
  • Accommodations: You can ask for what you need to help you learn in all the different classrooms and places where you spend the school day. Do you learn better if you sit in a specific part of the classroom, for example, or if you have a certain type of chair? Do you need to be able to take breaks? Do you do better on tests if you take them in a small, quiet space instead of the regular classroom? Do you need shorter assignments, so you don’t get overwhelmed? Helping your teachers know how to help you is part of your job as an IEP team member.

Get Ready for Your IEP Meeting

You can get ready for your IEP meeting by looking over the IEP document.  You may want to ask a family member or a teacher to help you read through the document. If you don’t understand what’s in your IEP, plan to ask questions at the meeting.

PAVE provides a worksheet to help you prepare for your meeting. It’s called a Student Input Form. You can use this worksheet to make a handout for the meeting or just to start thinking about things you might want to say. If you don’t want to make a handout, you might draw pictures or make a video to share your ideas.

These sentence starters might help you begin:

  • I enjoy…
  • I learn best when…
  • I’m good at…
  • It’s hard for me when…
  • I want more help in these areas…
  • I like school the most when …
  • Teachers are helpful when they…
  • I want to learn more about …
  • It would be great if…

You may want to think about your disability and how it affects your schoolwork. You could work on a sentence or draw a picture to help the teachers understand something that is hard for you. These might be the parts of a sentence that you can personalize:

  • My disability in the area of …
  • makes school difficult because…

Your handout can include a list of what you want to talk about at the meeting. Here are a few ideas, but your options are unlimited:

  • A favorite class, teacher or subject in school?
  • A time during the school day that is hard for you?
  • Your IEP goals?
  • Something that helps you feel comfortable and do well?
  • Something you want to change in your school schedule or program?
  • Graduation requirements and when you plan to graduate?
  • Your High School and Beyond Plan? (see information below)
  • Anything else that’s important to you?

High School and Beyond Plan

Maybe you started talking about what you might do after graduation when you were in middle school. Washington State public schools are required to help all students begin a High School and Beyond Plan by 8th grade. Ask a teacher, a school counselor and/or your parents if you haven’t started one of those: It’s required so you can graduate from high school.

It’s never too soon to think about what you want to do in the future. When you start building an IEP Transition Plan, it’s critical to think and talk through your ideas and how you see yourself moving forward. Here are some starter questions: 

  1. Where am I now? (strengths, interests, abilities)
  1. Where do I want to go? (aspirations, dreams, expectations)
  1. How do I get there? (goals, courses, activities, helpers, accommodations)

Here are some additional questions to help you plan:

Jobs, Trades, & Work

  • What jobs would be a good fit?
  • What training and/or supports will you need?
  • Does your IEP include community work experience?

Education after high school

  • Do your personal goals include college or technical school?
  • What accommodations will you need?
  • Have you contacted Disability Support Services on campus?

Living arrangements

  • Will you live with family, a friend or on your own?
  • How will you cook, clean, shop, & get around town?
  • Does your IEP have goals for Independent living?

Community experiences

  • What will you do for fun?
  • Will you join a club or support group?
  • How will you make friends and keep in touch?

It’s never too soon to plan ahead!

Setting goals and making some plans now will help your school and family help you make sure you’ve got the right class credits, skills training and support to make that shift out of high school easier.

Being a leader at your IEP meeting is a great way to build skills for self-advocacy and self-determination, which is another great two-part word to learn. Self-determination means you make choices to take control of your life. At your IEP meeting, you can practice describing what helps you or what makes your life hard. You get to talk about what you do well and any projects or ideas that you get excited about. In short, you get to design your education so that it supports your plans to design your own adult life.

Here are links to more ideas and tools to help you get involved in your own future planning:

The Center for Change in Transition Services has a toolkit for youth

Youthhood.org also has resources designed just for you

 

Students: Get Ready to Participate in Your IEP Meeting with a Handout for the Team

Students of all abilities have the right to a solid education to get ready for adult life. Students with Individualized Education Programs (IEPs) have a right to participate in IEP meetings to make sure the program is a good set-up for higher education, vocational training, work—whatever comes next after graduation.

Schools are required to invite students 16 and older to IEP meetings when life-after-high-school planning is discussed.

How students participate in their IEP meetings can make a big difference in the transition programming. To learn more about how to participate at IEP meetings, read PAVE’s article, Attention Students: Lead your own IEP meetings and take charge of your future.

The rest of this article can help you design a handout for a team meeting. The Student Input Form for a Meeting with the School is here for easy download.. If this format doesn’t work for you, you might choose just a few of these ideas to design a handout in your own style. You could also make a vision board or record a video to share at the IEP meeting instead of a handout.

Whatever style you choose for communicating with your IEP team, remember that standing up for yourself and asking for what you need is an important life skill.

Here are a few tips:

Keep your handout short to highlight your most important points.

You can send your handout to the school before the meeting. Or, take a moment when you arrive to hand out your one-pager and ask everyone to read it.

The top of your handout should include your contact information and other basics about the meeting. Try to include all of this:

  • Student Name: Jane Imincharge
  • Phone/email: 555-555-5555/memail@youthpower.you
  • Meeting Date/Time: XX/XX/XXXX, 3-5 pm
  • Location: Anywhere School
  • Topic: IEP Review, Evaluation Review, Section 504 Plan, Re-entry after Discipline, Etc.

Next you want to describe your goals, what you are good at and what help you need. These sentences can help you get started:

  • I enjoy…
  • I learn best when…
  • I’m good at…
  • It’s hard for me when…
  • I want more help…
  • I like school the most when …
  • Teachers are helpful when they…
  • I want to learn more about …
  • It would be great if…

Include a Photograph!

A photograph of you reminds everyone that you are the most important person at the meeting. Don’t be shy about bragging about what you are good at. It’s the school’s job to help you build on your strengths.

The final section of your handout describes your concerns. You may need to start on scratch paper with a longer list and then edit to settle on your key points. Remember that you want the team members to be able to read your handout quickly. You also want this list to help yourself stay on track at the meeting.

You might want to start this section with a statement like this: “My disability in the area of [briefly describe your disability challenge] makes school difficult because… “

Then, you can make a list with a heading like this one:

Here’s what I want to talk about today:

  • A favorite class, teacher or subject in school?
  • A time during the school day that is hard for you?
  • Your IEP goals?
  • Something that helps you feel comfortable and do well?
  • Something you want to change in your school schedule or program?
  • Graduation requirements and when you plan to graduate?
  • Your High School and Beyond Plan?
  • Anything else that’s important to you?

If your parent or another support person takes notes at the meeting, it’s great to ask them to help make a list of Action Items. Make a simple chart to list:

  • The agreement/action
  • Name of person responsible
  • Deadline
  • Communication plan, so you have follow-through

If your meeting is part of a formal special education process, such as an IEP meeting, the school provides a Prior Written Notice (PWN) to remind everyone what you talked about at the meeting. Your handout and notes can be part of the PWN. If English isn’t your native language, the Prior Written Notice must be provided in your native language or another mode of communication that you can understand.

Good luck at your meeting, and good job for training to be an expert self-advocate!

The The Student Input Form for a Meeting with the School is here for easy download. . If a download is not possible, all the information is above. If you need any support with this form, please email PAVE