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Engaging Families for High School Success

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Engaging Families for High School Success

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The development of these resources was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305H150081 to the Johns Hopkins University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

Martha Abele Mac Iver, Steven Sheldon, Joyce Epstein, Douglas Mac Iver, and Eric Rice

Megumi Hine, Rachel Chappell, and Emily Clark

We are thankful to Margo Siegenthaler and Adie Simmons as well as other district and school leaders from Seattle Public Schools for their collaboration in developing these materials.

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Engaging Families for High School Success

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The development of these resources was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305H150081 to the Johns Hopkins University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

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Entitlement vs Eligibility (IDEA, ADA and Section 504)

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Entitlement vs Eligibility (IDEA, ADA and Section 504)

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Guide to Managing Finances for Parents of Children with Disabilities

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Guide to Managing Finances for Parents of Children with Disabilities

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Financial Planning for Parents of Children with Disabilities

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Raising kids with disabilities can be emotionally and financially challenging, but parents often find moral and emotional support from other parents. Get resources that can help you navigate the financial aspects of your child’s needs.

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NTACT Family Guide: Understanding Transition Team Members' Responsibilities

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NTACT Family Guide: Understanding Transition Team Members' Responsibilities

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Supporting Families of Individuals with Intellectual Disorders

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Supporting Families of Individuals with Intellectual Disorders

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Supporting Families of Individuals with Intellectual Disorders

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Families’ cultural background and intimate knowledge of and experience with their child informs the IEP

Families provide information about their child either orally or in writing p Families participate in the entire transition planning process including:

student assessment

evaluation of student’s program

IEP and other individual program planning meeting

decision making

Families participate in service delivery

Families participate in natural support network as trainers, mentors, peer advocates, or community liaisons

Families participate in program policy development

Families concerns and needs are represented in school governance

Non-family member interpreters provided

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Transition information provided prior to student’s age 14

Information provided in their ordinary language and shared in culturally responsive and respectful manner

Structured method to identify family needs

Pre-IEP planning activities specific to families

Child care and respite care provided for transition-related meetings

Supports provided for families to engage youth in community experiences

Students and families linked with adult service providers during transition planning

Students and families are assisted to apply for college

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Family learning and preparation provided for:

• transition-related planning process (e.g., IEP, ITP, IPE)

• empowerment strategies

• setting high expectation

• promoting child’s selfdetermination, with respect for cultural views and values

• advocacy

• natural supports

• agencies and services

• facilitating community experiences for youth with disabilities (e.g., safety, transportation, social skills, mobility)

• legal issues

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https://padlet.com/statesupportteam11/TaxonomyforTransitionProgramming2Resources

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Early Transition Planning | Employment First (ohioemploymentfirst.org)

The Journey: A Suite of Resources | Employment First (ohioemploymentfirst.org)

It Starts with Families | Employment First (ohioemploymentfirst.org)

Transition_Vocabulary_Crosswalk.pdf (ohioemploymentfirst.org)