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>> In this video, we'll meet Caleb Hamilton. Caleb is a 15-year-old student who has an intellectual disability and a hearing loss. He utilizes an FM system for communication purposes. Caleb is engaged
in several community-based employment training activities through his high school, and volunteers at the YMCA. Caleb is interested in pursuing a career in early childhood development, and in
attending community college after his high school graduation. This is the second year that Caleb and his family will be using the Planning for the Future Checklist as a guide to assist them with
secondary transition planning.
At today's meeting, Caleb is joined by his mother, his General Education Science teacher, his Special Education teacher, the District Transition Coordinator and representatives from the Office of
Intellectual Disabilities, and the OVR Early Reach Program.
>> If I'm allowed to, before we get started, I would tell about my FM system. It helps me hear the teacher better, so I'd like to share it with everyone when they're talking. Just to turn on, you move
it down until this comes up, and you talk into here, this little black light. And if there's one person talking, it actually sits at their mouth and you pull it like this. But since we're all in a
group, it's okay, you know, to pass it around.
>> I think that's a good idea.
>> Good idea.
>> Thank you.
>> So there's --
>> Thanks, Caleb. I'll begin. So, I'm Jackie, the Transition Coordinator. Thanks, everybody, for being here today. Are you hearing me okay?
>> All right.
>> At the start of Caleb's IEP meeting, he does a great job of discussing the use of his FM device, and successfully advocates for how the other IEP team members can best communicate with him during
the meeting. This is referenced in the Planning for the Future Checklist under Education and Training after high school.
>> ... things about what you'd like to do in the future.
>> Cool. That sounds pretty good.
>> Yeah? Good! Tell the group, what is it that you would like to do when you graduate?
>> When I graduate, let's see, I'm going to a two-year college.
>> And then what kind of work do you think you'd like to do after you finish at community college?
>> Something about child care, maybe in a day care.
>> Caleb loves children. He's really good with kids.
>> And they like him. So, I think that's a good calling for him. I'm excited.
>> Oh, great!
>> That's great. So, how about we talk a little bit about how things are going in your academic class. We have your Science teacher here today.
>> So Caleb, if I asked you if there's one thing in particular that you struggle with in Science, what's the number one thing you think you struggle with in Science?
>> Probably knowing all of these formulas, and ...
>> Knowing a lot of formulas? Yeah, so I've been in contact with Mrs. Hamilton this year, and we've talked about, you know, when we take tests with formulas, that Caleb's given a formula sheet and
he's also given example problems -
>> Can I jump in also?
>> Want to pass the microphone, please? Hi. Good to see you both.
>> As you know, I'm Caleb's Special Education teacher, and we work together to provide supports for Caleb within the General Education classroom. So we'll collaborate on modifying assessments. We've
created some interactive notes for Caleb, so while you're lecturing, Caleb can follow along and can fill in the notes as he goes. We've also added some video clips and other online tutorials that are
really interactive, and it's just a wonderful environment for Caleb.
>> All right, great. Thanks! So these are the same kinds of skills that you're learning now are the things you'll want to apply when you go to community college. You'll need to be able to talk with
your teachers, which you've been working with that with some support from Miss Kelman. You've been doing a good job with advocating for yourself with that. And we've also invited to the meeting here
today Mr. Stoehr, who's here from the Office of Vocational Rehabilitation Early Reach Program. And he wants to talk to you a little bit about how he might be able to work with you now until you
graduate to help get you ready for employment.
>> So good morning, Caleb. Nice meeting you and Ms. Hamilton. Early Reach is a new program that the Office of Vocational Rehabilitation has started. And you may have heard of OVR before.
>> And the purpose of OVR is really to help individuals that have disabilities in gaining competitive employment, and what Early Reach is set up to do is to help you, Caleb, while you're still in
school to explore supports and employment options, and then best prepare you to go on. And I heard you mention that you were interested in going to community college. That's something that after you
would apply for OVR and if you're eligible, you could receive supports for that; some financial supports, and then once you would graduate, you can receive supports to help you with your employment.
Please feel free to contact me in my office.
>> Oh, thank you.
>> With us is Mrs. Burrell, and she works in our county Intellectual Disabilities office. And she and I work actually very closely together. And one of the things that we were talking about were some
of the supports that I know that you guys can provide, like person-centered planning. So I'm going to turn this over.
>> Oh, thanks very much, appreciate it. Caleb, good to see you. Mrs. Hamilton -
>> Yes, and you too.
>> So yeah, as we move forward, getting closer to the year when you finish with your schooling here, that that's when I would be able to help you with applying for waiver funding, which would give you
some supports as you finish, you know, after you take your diploma. So ...
>> Engaging with adult agencies is an important part of the secondary transition process. At Caleb's IEP meeting, representatives from both OVR and the Office of Intellectual Disabilities are active
participants. Understanding agency involvement is referenced in the Planning for the Future Checklist in the Community Living Section.
>> ... and then that funding could help with some of the things that you might need as you become an employee, okay?
>> Okay. Thank you.
>> All right. I'll pass it on.
>> That's great.
>> All right. So I think we've hit on a lot of things on our Planning for the Future Checklist that will help us be able to move forward into planning for next year. So I know that we're talking about
giving you some more opportunities with the Intermediate Unit, that you'd like to try out a few more of the work sites that they have available, so we'll get that in place for you. Make an
appointment with the Early Reach Coordinator and with your - the Office of Developmental Disabilities here in Montgomery County, continue with your accommodations and your academic classrooms, and
you're going to keep advocating for yourself in that way. Are there any other questions or concerns that anybody had?
>> I'm good.
>> Okay, great! Thanks, everybody!
>> Thank you. Thank you all.
>> Thank you.
>> The highlights of this video included utilization of the Planning for the Future Checklist, Caleb and his mother's engagement in the IEP meeting, active engagement of the education and agency
staff, addressing key points of Caleb's Special Education Program, including Caleb's understanding of his assistive technology, his ability to self-advocate, Caleb's post-secondary goals of education
and employment, the use of accommodations and supports that assist him in his academic classes and community-based experiences. Thank you for viewing this portion of Caleb's IEP meeting.