My friend’s grandfather loves WD-40. He uses it on everything that does not work well: squeaky doors and gates, stubborn bolts, sluggish appliances. He even uses it on his arthritic knees and elbows! He says it helps. I believe him.
I remember reading a WD-40 can one day (yep, I was bored). It was the “Anniversary Edition” of WD-40, and the can was very festive. That particular shade of blue was still the same, and the bright yellow font still stood out as sharply, but in addition, a banner blazed across the familiar product face: “40th ANNIVERSARY.” On the back of the can was a narrative about the origin of the product name. Turns out, WD-40 stands for “Water Displacement formula #40.”
Now, this is not an earth-shattering fact. It’s not up there with “dark chocolate is actually good for us” or “Pluto is no longer a planet.” But it’s interesting.
You are likely wondering how I am going to link WD-40 to Transition. Why am I rambling on and on about some old can of something that gets thrown in a tool box?
Here is the thing: the number 40 in the famous brand name means that the precious stuff in the blue can is Formula # 40. That means that Formulas 1 through 39 were tried, too. I envision stern laboratory workers in white coats, laboring over bubbling beakers while trying to perfect the formula. Here are notes, straight from my fertile and off-beat imagination, on progress from the WD Lab:
Formula #5- Not quite right, but getting better.
Formula #11- Promising results, but not great on door hinges.
Formula #15- Getting closer but need more of Element X
Formula #21- It’s that darn Element X! Leave it out!
Formula #27- What were we thinking? My fingers are sticking together.
Formula #31- Whose idea was it to try mixing in a little Coca-Cola?
Formula #36- I think we may be getting close.
Formula #39- Hey! Almost perfect! Let’s try just one more thing…..
Formula #40- We did it! Put it in a spray can and sell it!
I still have not gotten around to my point. Here it is: Just like the formulas that lead to WD-40, Transition Plans are works in progress. We begin with the end in mind. We start thinking about the end of high school before the student even begins high school because we know that the plan will go through many revisions. Goals will change; new resources will be discovered; family dynamics will shift. All the while, the Transition Plan will be there. Each year, the IEP committee will bring it out, dust it off, and in partnership with the student and the parents, the IEP case manager will review the Transition Plan, add new information, note revisions and deletions, and check to make sure the IEP goals and objectives are keeping the student on track. Just like that team working in the lab, the IEP team works to perfect the Transition Plan.
And hopefully, at the end, we will all be able to look back on Graduation Day and say, “We did it!”
Friday, August 24, 2007
Tuesday, August 7, 2007
Calling for Help!
Sooner or later, you have to make those scary phone calls: the ones where you try to track down services for your child with disabilities who is rapidly becoming an adult. Government agencies, adult service providers, and insurance companies can hold the answers to the future, but you have to face impersonal menu options, confusing acronyms, and aloof professionals who don’t seem to realize how very emotional this whole process is for you.
There is no magic wand that will solve this problem, but what follows are some suggestions passed along to me by parents, colleagues, and friends that may help make these “cold calls” a little easier.
THE BIG THREE
Be prepared— Don’t start the process when you’re rushed. Relax. Make sure you have paper, a pen that works, a backup pen for when that one runs out of ink, and a reasonable amount of time.
Don’t give up—You have the right to information nand respectful service. Be patient, but be persistent. Realize that sometimes it may take you ten calls to find out what you want. No one person or organization has all the answers.
Try not to put people on the spot—Defensive people are not helpful people. Kindness works better than pressure. NICE MATTERS.
BEFORE YOU PICK UP THE PHONE
Review who, what, where. If you have a brochure or a print out, underline key points, names and phone numbers of people or organizations that you want to talk to or know about.
For each call, make a list of questions you what to ask. Write them down.
Be clear about your needs. If you struggle to explain what you want, the person on the other end will be struggling, too.
Have a notebook or other organizer in which to record your information. Don’t put it on little scraps of paper that can get scattered and lost. Try creating columns or headings at the top of the page: one for the name of the person, another for the name of the company or agency, another for the phone number. Have at least one page for each agency you speak with: leave plenty of room for note-taking. Jot the date next to each entry. That way, if you get a different answer, you can say “but on the 10th of last month, I spoke to John who told me _________.”
Establish a coding system for yourself as you take notes. A check can mean you got through to a person. A minus can mean you left a message and are waiting for a call back. A star can mean that your problem was resolved.
Gather information and materials that you will need. Are you talking to the Social Security office? You will likely need your SSI number, and the number of your child. Are you inquiring after a service that requires certain scores on a particular test or eligibility? Have that information in front of you before you even begin.
Prepare yourself mentally. “Psych” yourself up. Practice a little role-playing if it will calm your jitters and get you in a good frame of mind.
What time of day works for you? Are you a morning person? If you are, make your calls then. Arrange for distractions to be put on hold, so you can be alert. Turn off the television. Send younger siblings to the neighbors or make the calls during daycare hours or nap time.
MAKING YOUR CALLS
Try to make the pitch of your voice low and calming. A voice in a high register apparently can be disturbing to some people.
Be modest. Tell the person on the other end of the line that you are an amateur, and that you are looking for guidance. Enlist sympathy and get help. If you act like a know-it-all, the person with whom you are speaking may presume that you don’t need new information. In other words, it’s better to hear something twice than not to hear it at all.
If you are calling someone you think you will need to call again try to establish a relationship. Find out the person’s name and some personal things if at all possible. Next time you call, reference the information from before, and you will have an ally instead of a stranger on the phone.
Avoid yes or no questions. They often lead to dead ends. Phrase your questions in such a way that you leave the door open to deeper information. Consider these two questions
1. Do you know where I can find accessible bus service?
2. Where can I find information about accessible bus service in our town? Question #1 only leaves room for a yes or no answer. With question #2, you open the possible for deeper dialogue. The point is to always leave people room for suggesting possibilities.
Be empathetic. Remember you are talking to a person. “I realize it’s late in the day and you must be tired, but I really need your help.
Cultivate a mentor. Compliment helpfulness, even if you didn’t quite get what you needed. The next time your new mentor will be more likely to go the extra mile to help you.
If the person you are calling is not in, rather than just leaving a call back number, find out when he or she is expected to return. You may discover that the woman you wish to talk to has just left on her honeymoon, but someone else is taking over her responsibilities, and you can get an answer right away.
If you are transferred to voice mail, leave a short but specific message. Suggest a specific time to have your call returned. This can cut down on phone tag.
You have a right to information, especially from public agencies. Be polite, but don’t allow yourself to be brushed off. If you have really tried to get help, but you are meeting roadblocks, ask to speak to a supervisor.
Always get the name of the person with whom you are speaking. Later, if you get conflicting information, you can say, “But Ms. Smith from the Independent Living Department said _______________.”
We don’t have videophones yet. You can cultivate any persona you wish. Try making calls wearing business clothes. Does it make you feel more focused and in control? Another time, try dressing in jeans and a tee shirt. Are you more comfortable and less stressed? Do what works for you.
IF AT FIRST YOU DON’T SUCCEED……
The process of untangling new vocabulary, rules, regulations and services can be daunting. Be aware that, unlike Special Education Services through the public schools, Adult Services are not compulsory. Agencies don’t have to, and likely will not, provide the same services that schools do, like Speech Therapy or Occupational Therapy or transportation. Be willing to look at possibilities from another direction. Be ok with letting go of some of your preconceptions. Think of things from a big-picture perspective.
You may encounter a whole new way of talking about things. Your young adult is a “client” or a “consumer,” not a student. Special Education provides each student with an IEP—and Individual Education Plan. Adult service providers often write an ITP for their clients: an Individual Training Plan. These plans may be reviewed yearly, or they may not. The best advice is to keep an open mind.
There is more than one way to get information or to resolve a problem. It isn’t always easy, and there are no guarantees, but if you use some of these suggestions, you may increase your odds.
Friday, August 3, 2007
Vocational Rehabilitation Top 10
The following is a recreation of a list of facts sent to schools from the department of Vocational Rehabilitation. There is good information here.
TOP TEN THINGS FOR SCHOOLS TO KNOW ABOUT THE VOCATIONAL REHABILITATION PROGRAM
(This refers to the Memorandum of Understanding VR has with the DOE in some areas/schools.)
GDOL/VT
Georgia Department of Labor-Vocational Rehabilitation Services
Vocational Rehabilitation is an employment program to assist students with disabilities to secure work. VR works with high school students, supplemented with parent and school input, to identify transition needs. Those who apply for services need to be willing and able to work (following the provision of available services). Vocational Rehabilitation is a transition program that coordinates the provision of employment-related services, such as vocational instruction and job placement assistance, to students with disabilities who can eventually be employed.
Anyone can apply or refer someone for services at any time. If a student is not ready for vocational services while in school, it should not be viewed as a missed or one time opportunity.
VR is available to the school system to assist with transition planning. Students who are referred for services should be referred during their last two years of high school, unless it is agreed that special circumstances exist where the student is at least 16 years old and is at risk of dropping out of school.
Students may not be ready for vocation al rehabilitation for several reasons:
· Age
· Date of expected exit from school
· Lack of a qualifying impairment
· Medical instability
· Behavior problems that inhibit coop3reation in programming
Teachers are encouraged to discuss specific students with the vocational rehabilitation counselor regarding specific referrals.
Every referral does not necessarily lead to an application for VR services. Opening a case is dependent on Student and/or Parent choice.
Because VR policy requires individualized services, an assortment of assessments, evaluations, and documentation may be necessary. Although the progression of a case is expected to be timely, it should not be assumed that a referral today would result in services tomorrow.
If a student is not ready for VR services, he/she can be referred at a late date. If a student is determined ineligible, application for services may be made if there is a change in circumstances. If a student’s case is closed by VR for any reason, he/she can reapply to get a new case opened. (Some closures may require a 6-month waiting period before reopening.)
Although VR does provide a variety of services, these aservices are matched to the individual and may not be duplicated from one person to the next. VR may pay for a service for one student, but not for another. Services are provided based on need, client choice, individual circumstances, available funds, and desired outcomes. Services are funded based on the unique needs and economic circumstances of the individual, availability of the funds, and DOL/VR policies. VR assesses an individual’s eligibility for services. This does not translate into entitlement of specific services.
VR uses a team approach to provide comprehensive services to students. Each counselor is part of a team of VR staff. Some services require consensus from the team and will be staffed accordingly. Each counselor is also expected to be part of the student’s individual team that may be comprised of the student, counselor, teacher, parent, or any other appropriate individual.
Each school system has two options for the DOL/VR counselor assignment. The first option is to contract with DOL/VR for a Vocational Rehabilitation Counselor. In this case, the counselor is assigned full-time to the school involved in the contract. The second option is for the school to be incorporated into the general needs of the region. The VR counselor serving the community where the school is located will include that school as part of his/her total assignment. It is important to note that the second option naturally provides counselor with less time to devote to the specific school(s). Each school system is responsible for deciding which option will best meet the needs of its student population.
TOP TEN THINGS FOR SCHOOLS TO KNOW ABOUT THE VOCATIONAL REHABILITATION PROGRAM
(This refers to the Memorandum of Understanding VR has with the DOE in some areas/schools.)
GDOL/VT
Georgia Department of Labor-Vocational Rehabilitation Services
Vocational Rehabilitation is an employment program to assist students with disabilities to secure work. VR works with high school students, supplemented with parent and school input, to identify transition needs. Those who apply for services need to be willing and able to work (following the provision of available services). Vocational Rehabilitation is a transition program that coordinates the provision of employment-related services, such as vocational instruction and job placement assistance, to students with disabilities who can eventually be employed.
Anyone can apply or refer someone for services at any time. If a student is not ready for vocational services while in school, it should not be viewed as a missed or one time opportunity.
VR is available to the school system to assist with transition planning. Students who are referred for services should be referred during their last two years of high school, unless it is agreed that special circumstances exist where the student is at least 16 years old and is at risk of dropping out of school.
Students may not be ready for vocation al rehabilitation for several reasons:
· Age
· Date of expected exit from school
· Lack of a qualifying impairment
· Medical instability
· Behavior problems that inhibit coop3reation in programming
Teachers are encouraged to discuss specific students with the vocational rehabilitation counselor regarding specific referrals.
Every referral does not necessarily lead to an application for VR services. Opening a case is dependent on Student and/or Parent choice.
Because VR policy requires individualized services, an assortment of assessments, evaluations, and documentation may be necessary. Although the progression of a case is expected to be timely, it should not be assumed that a referral today would result in services tomorrow.
If a student is not ready for VR services, he/she can be referred at a late date. If a student is determined ineligible, application for services may be made if there is a change in circumstances. If a student’s case is closed by VR for any reason, he/she can reapply to get a new case opened. (Some closures may require a 6-month waiting period before reopening.)
Although VR does provide a variety of services, these aservices are matched to the individual and may not be duplicated from one person to the next. VR may pay for a service for one student, but not for another. Services are provided based on need, client choice, individual circumstances, available funds, and desired outcomes. Services are funded based on the unique needs and economic circumstances of the individual, availability of the funds, and DOL/VR policies. VR assesses an individual’s eligibility for services. This does not translate into entitlement of specific services.
VR uses a team approach to provide comprehensive services to students. Each counselor is part of a team of VR staff. Some services require consensus from the team and will be staffed accordingly. Each counselor is also expected to be part of the student’s individual team that may be comprised of the student, counselor, teacher, parent, or any other appropriate individual.
Each school system has two options for the DOL/VR counselor assignment. The first option is to contract with DOL/VR for a Vocational Rehabilitation Counselor. In this case, the counselor is assigned full-time to the school involved in the contract. The second option is for the school to be incorporated into the general needs of the region. The VR counselor serving the community where the school is located will include that school as part of his/her total assignment. It is important to note that the second option naturally provides counselor with less time to devote to the specific school(s). Each school system is responsible for deciding which option will best meet the needs of its student population.
Wednesday, August 1, 2007
Transition Plan Myths
1) The Transition Plan is the responsibility of the IEP coordinator.
By law, each student with an IEP must have a Transition Plan in place by the age of 14-16 (depending on which version of the law you are looking at). That’s about the time that most students start looking at going to high school, so it’s a good time to be thinking about what lies on the other side of a Public School career.
While it is certainly true that legally, the IEP coordinator is responsible for making sure the Transition Plan is in place, the law is equally clear that student input is vital. Consideration of student preferences, needs and aptitudes is central to the legal language of the law that ensures students’ rights to a Transition Plan. Because of this, it’s VERY important that the student, and the parents, share their hopes and dreams, and then find the most realistic way for these dreams to come true. The Transition Plan belongs to the student and the student’s family.
2) The new laws guarantee that people with disabilities can get hired.
No. The Americans With Disabilities Act (ADA) ensures that reasonable accommodations will be made for persons with disabilities who ARE working. However, the laws do not in any way guarantee that persons with disabilities (or anyone else) WILL get hired. In order to enjoy the protections of the law, a person with a disability is under obligation to disclose the disabling condition during the interview process. Later, if the person is fired because of an effect of the disability, THEN its time to call the EOC.
3) There are companies that like to hire workers with disabilities because of the tax break.
Well, sorry, no again. There is a tax credit for companies that hire workers with disabilities. Many companies figure it’s not worth filing the paperwork.
4) Colleges and Technical Schools have to give the same accommodations that high schools do to help students with special needs succeed.
Nope. Not even close. Post-secondary schools do provide some accommodations, but it is pretty much up to the school. College professors don’t particularly like to give extra time or let students answer only the odd numbered questions. Professors are notorious for thinking that ALL their questions are important. All colleges and technical schools will have an “Office of Special Student Services,” or something with a similar name, and that office can let THE APPLICANT know what is or is not possible in the way of accommodations. Notice the capital letters. Colleges are not interested in talking to Mommie or Daddy (yes, I know you sign the checks). Students who want special services MUST self-identify and self-advocate.
5) We have plenty of time.
You don’t really think this, right? It’s never too early to think about what is going to happen after the school bus stops picking up your child. Get out there. See what’s available. Plan to open your checkbook: things that happen after the Free Appropriate Public Education are not free.
By law, each student with an IEP must have a Transition Plan in place by the age of 14-16 (depending on which version of the law you are looking at). That’s about the time that most students start looking at going to high school, so it’s a good time to be thinking about what lies on the other side of a Public School career.
While it is certainly true that legally, the IEP coordinator is responsible for making sure the Transition Plan is in place, the law is equally clear that student input is vital. Consideration of student preferences, needs and aptitudes is central to the legal language of the law that ensures students’ rights to a Transition Plan. Because of this, it’s VERY important that the student, and the parents, share their hopes and dreams, and then find the most realistic way for these dreams to come true. The Transition Plan belongs to the student and the student’s family.
2) The new laws guarantee that people with disabilities can get hired.
No. The Americans With Disabilities Act (ADA) ensures that reasonable accommodations will be made for persons with disabilities who ARE working. However, the laws do not in any way guarantee that persons with disabilities (or anyone else) WILL get hired. In order to enjoy the protections of the law, a person with a disability is under obligation to disclose the disabling condition during the interview process. Later, if the person is fired because of an effect of the disability, THEN its time to call the EOC.
3) There are companies that like to hire workers with disabilities because of the tax break.
Well, sorry, no again. There is a tax credit for companies that hire workers with disabilities. Many companies figure it’s not worth filing the paperwork.
4) Colleges and Technical Schools have to give the same accommodations that high schools do to help students with special needs succeed.
Nope. Not even close. Post-secondary schools do provide some accommodations, but it is pretty much up to the school. College professors don’t particularly like to give extra time or let students answer only the odd numbered questions. Professors are notorious for thinking that ALL their questions are important. All colleges and technical schools will have an “Office of Special Student Services,” or something with a similar name, and that office can let THE APPLICANT know what is or is not possible in the way of accommodations. Notice the capital letters. Colleges are not interested in talking to Mommie or Daddy (yes, I know you sign the checks). Students who want special services MUST self-identify and self-advocate.
5) We have plenty of time.
You don’t really think this, right? It’s never too early to think about what is going to happen after the school bus stops picking up your child. Get out there. See what’s available. Plan to open your checkbook: things that happen after the Free Appropriate Public Education are not free.
Tuesday, July 24, 2007
Give me a Transition Plan
In the summer after his junior year in high school, Jimmy’s parents begin to get notices in the mail urging them to make an appointment for Senior Portraits… a rite of passage for Jimmy, and for his parents. Jimmy is excited. His parents are frightened. What lies ahead? Is there life after high school for a young man like Jimmy? He has so many special needs. Ever since the second grade, when he was diagnosed with a learning disability, he has gotten special attention. Sometimes he was in a small-group class. Sometimes he was in a general education class with a specially trained teacher. The extra time on tests and assignments helped some, but still, Jimmy has struggled. He has passed some of the graduation tests, but even after retaking the Science and Social Studies tests several times, he just can’t seem to get a passing score on either. Likely, he won’t be getting a diploma.
Jimmy is a handsome young man, and his Senior Portraits will look great. How will his future look?
Jimmy needs a Transition Plan. A Transition Plan will help Jimmy and his family get on the same page about what the future holds for him. A Transition Plan will also help Jimmy’s school know how to get him ready to live his dream. A good Transition Plan will make sure that the dream is Jimmy’s dream, not his teacher’s dream or his counselor’s dream or his coach’s dream. A good Transition Plan will also make sure that Jimmy’s dream is one his family can support, or at least one that his family knows about!
The first step, and a very important one, required by law, in formulating a Transition Plan, is to find out what Jimmy wants his future to look like. Student input is vital, but often overlooked.
And here’s an important point: The Transition Plan will only be as good as the information that goes into it. That’s why students in the eighth grade are given vocational evaluations: to look at aptitude, that is, what kinds of jobs the student may like or not like.
But, of course, that’s not the whole story. Transition Plans have to cover the other dimensions of life, too. Living arrangements, education, transportation, health care, money management, and needed accommodations are so important that the students and families MUST start thinking about these needs early. Here are some important questions that need deep thought:
1) What will my life be like after high school? What will I do with my day?
2) What is my second choice?
3) How will I get around?
4) How will I manage my money?
5) Where will you live?
6) What will you do for fun?
7) How will you manage your health?
8) What kinds of accommodations will you need?
The 2004 Reauthorization of the IDEA requires that these areas be addressed. In Cobb County, we have made these questions a part of the Transition Plan. Each student gets an opportunity to answer these questions, starting with the IEP that goes into effect as the student is turning 14.
Back to Jimmy. Because the IEP committee, including Jimmy and his folks, considered his Transition Plan in the annual IEP meeting each year, everyone has a good idea of what the future holds for Jimmy. Eventually he wants to live on his own and have his own car, but for now, he will stay with his folks and take the bus to the grocery store. He has a job coach, paid for by Voc Rehab funds, who helped him get the job at the grocery store, bagging groceries. After he gets some work experience, he wants to get a job at a hospital or a nursing home. He likes to help take care of people. His Voc Rehab counselor came to some of his IEP meetings, and got to know Jimmy. At school, he took courses in consumer math and social skills to help him strengthen the skills he would need to become more independent.
Jimmy will keep strengthening his independence skills when he gets out in the “real world.” His Transition Plan gave him a good start. His mom will hang his Senior Portrait on the wall, and Jimmy will hang his hopes on the future he has dreamed for himself.
Jimmy is a handsome young man, and his Senior Portraits will look great. How will his future look?
Jimmy needs a Transition Plan. A Transition Plan will help Jimmy and his family get on the same page about what the future holds for him. A Transition Plan will also help Jimmy’s school know how to get him ready to live his dream. A good Transition Plan will make sure that the dream is Jimmy’s dream, not his teacher’s dream or his counselor’s dream or his coach’s dream. A good Transition Plan will also make sure that Jimmy’s dream is one his family can support, or at least one that his family knows about!
The first step, and a very important one, required by law, in formulating a Transition Plan, is to find out what Jimmy wants his future to look like. Student input is vital, but often overlooked.
And here’s an important point: The Transition Plan will only be as good as the information that goes into it. That’s why students in the eighth grade are given vocational evaluations: to look at aptitude, that is, what kinds of jobs the student may like or not like.
But, of course, that’s not the whole story. Transition Plans have to cover the other dimensions of life, too. Living arrangements, education, transportation, health care, money management, and needed accommodations are so important that the students and families MUST start thinking about these needs early. Here are some important questions that need deep thought:
1) What will my life be like after high school? What will I do with my day?
2) What is my second choice?
3) How will I get around?
4) How will I manage my money?
5) Where will you live?
6) What will you do for fun?
7) How will you manage your health?
8) What kinds of accommodations will you need?
The 2004 Reauthorization of the IDEA requires that these areas be addressed. In Cobb County, we have made these questions a part of the Transition Plan. Each student gets an opportunity to answer these questions, starting with the IEP that goes into effect as the student is turning 14.
Back to Jimmy. Because the IEP committee, including Jimmy and his folks, considered his Transition Plan in the annual IEP meeting each year, everyone has a good idea of what the future holds for Jimmy. Eventually he wants to live on his own and have his own car, but for now, he will stay with his folks and take the bus to the grocery store. He has a job coach, paid for by Voc Rehab funds, who helped him get the job at the grocery store, bagging groceries. After he gets some work experience, he wants to get a job at a hospital or a nursing home. He likes to help take care of people. His Voc Rehab counselor came to some of his IEP meetings, and got to know Jimmy. At school, he took courses in consumer math and social skills to help him strengthen the skills he would need to become more independent.
Jimmy will keep strengthening his independence skills when he gets out in the “real world.” His Transition Plan gave him a good start. His mom will hang his Senior Portrait on the wall, and Jimmy will hang his hopes on the future he has dreamed for himself.
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