Frequently Asked Questions (FAQ)

The following are frequently asked questions.

• Who is the app for? Who designed it?
• What is the purpose of the app?
• What is a Transition Plan?
• What is an Age Appropriate Transition Assessment?
• What is a transiton goal?
• What are Transition Services?
• How long can transition services be provided through school?
• What is Supported Decision-Making?
• What is Assistive Technology
• What are Career Clusters?
• What services are available from the Rhode Island Office of Vocational Rehabilitation (ORS)?
• What are Pre-Employment Transition Services (Pre-ETS)?
• Who is Eligible for Vocational Pre-ETS?
• How can a student get Pre-ETS?
• How can you be an effective advocate with your IEP team?
• What will change after high school?

Who is the app for? Who designed it?

This app is designed to help Rhode Island students and family members participate in the transition planning process. The questions in the app match the requirements of the state and the Individuals with Disabilities Education Act IDEA - http://tinyurl.com/jcvoaz3. The information contained in the app is not legal advice.

This app was originally designed by the Disability Rights Center of Kansas, a non-profit organization. The app was adapted by Disability Rights Rhode Island and designed to meet transition planning needs in Rhode Island.

What is the purpose of the app?

The app can guide you during the transition planning process. You should begin thinking about your employment goals and what you need to meet those goals well before you graduate. This app can help you prepare to share these goals at your Individualized Education Program (IEP) meeting.

What is a Transition Plan?

A transition plan helps you move into adult life after high school. If you are a student with a disability, your IEP team must provide transition services. These services must start by the time you are 14 years old. You will work with your IEP team to create a transition plan.

A well written plan can help you achieve things like getting a job, training for a job, living independently and going to college. Your plan must also describe the services that you will need to reach your transition goal. These might include pre-employment transition services or Pre-ETS.

The plan must include goals and timelines for IEP team members to follow. Your transition plan will be in your IEP. The school will send this document to you and your family. The plan must be based on at least one recent age-appropriate transition assessment.

What is an Age Appropriate Transition Assessment?

Transition assessments help you learn more about what you would like to do after high school. The assessments will depend on your needs. The results will help you choose your transition goals.

Transition assessments can be informal and may include –

• The teacher asking about your goals after high school and what you are good at.
• A teacher might ask your family and other teachers about your skills and interests.
• You may complete a career assessment on the computer, or try a few different jobs to see what skills, strengths and needs you have in community employment settings.
• You may also take academic assessments to help prepare for college.

What is a transiton goal?

A transition goal describes what you want to learn before you leave high school and what you want to do after. The goal should be focused on your preferences, interests, needs, and strengths.

What are Transition Services?

Transition services are any supports or activities that help you transition from school to post-school activities. This may include employment, more school, or training. Your school might provide these services. Or they could come from agencies like the Rhode Island Office of Rehabilitation Services (ORS) or Tribal Vocational Rehabilitation (TVR).

How long can transition services be provided through school?

Transition services are focused on the student's needs, preferences, and interests. Transition services must start by the time you are 14 years old and continue until you are 22 years old. The IEP team must discuss the types of transition services needed and how long those services should be provided.

What is Supported Decision-Making?

Supported Decision-Making (SDM) allows you to choose trusted supporters (individuals in your life) that help you make life decisions. For example, a supporter may help you create a pros and cons list or go with you to appointments and take notes for you to review when making a decision.

SDM is an individualized process and is based on individuals' needs and wants. Rhode Island has a Supported Decision-Making Agreement Form. DRRI also has more information on SDM on our website.

SDM is a voluntary agreement that lets you keep your legal rights. SDM can help you learn to make your own decisions with help from others. SDM is an “alternative to guardianship.” You must consider using SDM instead of having a court name a guardian. A guardian gets to make your life decisions; SDM gives you the final say in your life decisions.

What is Assistive Technology

Assistive technology (AT) is any device, technology, or equipment that is used to improve or maintain your functional capabilities. Examples of AT include screen magnifiers, power chairs, hearing aids and communication devices, headphones, touchscreens, and large display monitors.

AT services are services that help you use your AT. They can include evaluation for a device, help choosing a device, and training on your device.

What are Career Clusters?

A career cluster is a group of jobs with similar features. If you enjoy one job in a career cluster, you are likely to be interested in other jobs in the same cluster. Before answering the question on career clusters, you can explore the different clusters here: https://www.careeronestop.org/Videos/CareerVideos/career-videos.aspx.

What services are available from the Rhode Island Office of Vocational Rehabilitation (ORS)?

If you are age 14 or older, you can start working with ORS. There is an ORS counselor assigned to each school district. Transition services provided by ORS include:

• Attending IEP meetings or person-centered planning meetings with you.
• Finding work opportunities for you.
• Helping you understand the VR process so you can decide whether to apply for services.

If you are a student in high school, your special education team can help you request ORS services. You can ask your IEP Team to invite ORS to your IEP meeting, or you can ask your Team to refer you to ORS. You also may contact ORS directly. Ask the ORS counselor about Pre-employment Transition Services (Pre-ETS).

What are Pre-Employment Transition Services (Pre-ETS)?

ORS can provide you with Pre-Employment Transition Services (Pre-ETS) if you have an IEP or 504 plan. You can receive Pre-ETS regardless of the type of disability you have. You do not need to apply for ORS services or be found eligible for services before getting Pre-ETS.

Pre-ETS services can happen during and after school or in the summer. ORS works with schools and community partners to provide services. Once you leave school, you cannot get any more Pre-ETS.

Pre-ETS services focus on five areas:

1. Job Exploration Counseling. This helps you decide what kind of job you want to have.
2. Work-based Learning. Your job might be at school or in the community. You might work during the school day or after it.
3. Counseling on Opportunities for Enrollment in Comprehensive or Post-Secondary Educational Programs. In other words, you can get information about college and other training opportunities after high school. That information will help you decide what training and education you would like.
4. Workplace Readiness Training. This helps you learn social skills and independent living skills.
5. Self-Advocacy. This may include peer mentoring or learning from other students.

Who is Eligible for Vocational Pre-ETS?

• Students with disabilities
• At least 14 years old but not yet 21
• Receive special education or related services through an IEP or 504 plan

How can a student get Pre-ETS?

There is no formal application for Pre-ETS. School staff will complete a referral for you. Then a VR counselor will meet with you to discuss service options.

How can you be an effective advocate with your IEP team?

• Share your goals and what you need to meet those goals.
• Be clear. Give the IEP team examples of what you are asking for and how it will help you.
• Build strong relationships with the IEP team members.
• Ask the IEP team to explain any term you do not understand.
• You can ask for a review of your IEP at any time if your situation has changed. You should keep copies of your IEP and any changes to it.
• Make sure your IEP is specific and detailed. It must state who is paying for what services.
• The more you share your hopes and dreams with the IEP team, the better your transition goal will be. The IEP team must listen to you.
• You may find it difficult to tell your interests, dreams, and hopes for your future to the entire IEP team.

Here are some ideas for you to get your points across to the IEP team:

• Complete the transition app survey. This provides you with a written document. It is called your "Draft Transition Plan."" It contains your goals for education, training, employment, and sometimes independent living after high school.
• Share the "Draft Transition Plan" with your IEP team. It will list recommended transition services to help you in reaching your goals. You should ask for the services and things listed in the "Draft Transition Plan.""
• Write down goals for adult life prior to your IEP meeting. Share these with the team.
• Ask family members to help tell the IEP team your goals.
• Self-advocate. You should speak up for yourself in the IEP meetings. You know yourself best.

What will change after high school?

After high school, the student has the right to reasonable accommodations at college and work under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973. A college or university may not discriminate against an individual solely based on disability. They must provide reasonable accommodations to the student's known disability. These accommodations must give the student an equal opportunity to participate in the school's programs, activities, and services. This includes everything from the classroom to extracurricular activities. The Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act provide students with disabilities powerful protections from discrimination. For more information visit, https://www.ada.gov

A student must have a mental or physical impairment that:

• substantially limits one or more major life activities, or
• has a record of such impairment, or
• is regarded as having such impairment.

Below are a couple of examples of help a student may receive from a college:

• Free auxiliary aids (ex. taped texts, note takers, interpreters, closed captioning). http://www2.ed.gov/about/offices/list/ocr/docs/auxaids.html
• Modifications to participate and benefit from their education (ex. extra time, notes, specialized materials, audio books, special technology). There are limitations to your rights in college. Section 504 of the Rehabilitation Act only applies to schools that receive federal funds. Some schools do not receive financial aid or federal funding. Colleges do not have to modify class content or academic standards if it fundamentally alters their program. This simply means that colleges are not required to reduce their standards for grading or degree requirements because of a person’s disability. Colleges can request adequate medical documentation from the student that proves the need for the requested help and the connection to the student’s disabilities.

The Americans with Disability Act (ADA) helps individuals with disabilities get accommodations on the job. As an employee the individual must be able to complete the job tasks expected on the job, however if the individual needs assistance to complete the tasks, they can ask the employer for a job accommodation or a change in their job that will help them complete the job duties requested. An employer does not need to provide the individual with exactly what they want, but does need to provide the individual with some type of accommodation to meet their needs on the job.

Social Security funded the creation of this document under a grant. Although Social Security reviewed this document for accuracy, it does not constitute an official Social Security communication. This communication is printed, published, or produced and disseminated at U.S. taxpayer expense.

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