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>> In this video, we will meet Maria Barnes. Maria is a 13-year-old student who has a learning disability in math. Maria also has a mental health diagnosis, and has difficulty interacting with both
peers and adults. This is Maria's first IEP where secondary transition will be formally addressed, and this is the first time that Maria and her father will be introduced to the Planning for the
At today's meeting, Maria and her father are joined by a community mental health worker, her General Education math teacher, their Special Education teacher, the District Transition Coordinator and
OVR Early Reach Coordinator. The key points to consider when watching this video are Maria's post-secondary goals, support for Maria's math and behavioral needs, and Maria's future secondary
transition program, and the options for both school and the community.
>> Thanks for being here, everybody. We're here for Maria's IEP meeting. I'm glad you're here. This is the first time we're going to be talking about secondary transition for you -
you're going to be doing in the community. Pretty exciting! So all the people here are the teachers and folks who work with you, and your dad's here to talk a little bit about that, too. So we'll get
started, okay? So, what is it that you think you might like to do for a job in the future?
>> Candy maker.
>> A candy maker? That's a great idea! Have you done a little bit of that before? That's - do you know a little bit about it? Okay, well, we'll be learning a little bit more about it. Do you think
after you leave high school, you might want to go to a college, or some kind of a culinary school to learn a little bit more about candy making? I think that would be a really good idea. And how
about where you want to live? Do you still want to kind of live where you live now?
>> I moved already.
>> You moved a little bit already? So, good. Yeah, good. Well, we're going to talk a little bit about how what we're doing here at school that will help support that in the future. So, your math
teacher is here. How is going for you in math?
>> Not that good.
>> That's one of the areas you struggle with a little bit? Yeah?
>> So since Maria's interested in being a candy maker, you know, we can work a lot on fractions and how that ties into making measurements, since it's an exact science to make candy. And also, to use
the calculator to find equivalent forms, like decimals and fractions, especially for making - if you have to make more, you have to increase a fraction by a certain amount.
>> And to go back and for her to really self-correct her own work. So if she makes a recipe and something doesn't work out, she has to be able to go back and correct what might have gone wrong, so she
can redo it.
>> Kind of figure out that. That's a great idea. Is there any other supports that you're offering her as her Special Education teacher?
>> Sure. So, you know, we talk about self-correcting worksheets at this time for Maria to become a little bit more independent with what she's doing. You know, we're really working on teaching
explicitly and discreetly things like speaking with other people, interacting with our peers.
>> Are there things that we could be thinking about at home? Because sometimes with your brother and sister too, they're fighting all the time, it drives us nuts. Is there other things that we could
do? Or do you have suggestions that could help?
>> Have you accessed any community resources yet? Or, not really?
>> We really haven't no.
>> We do talk about our Montgomery County has a Teen Talk hotline that teens can call and talk about their problems and anything they're having; it might be a good resource for you, Maria, to talk
>> How does that work, exactly? What -
>> Well, teens can call this hotline and kind of talk about a number of problems that they're having; so whether it's a relationship issue, or whether it's an issue at home with your parents, and
there's other teens that they can talk to and help them with those things. So that might be a good - a good resource for you to access.
>> And I know, you know, Maria's young still, but I really would like her to get some work experience. Who would offer that? Is that something you guys do at the school? Or is that, you do? Or, who
>> Well, I think it might be a combination of collaborations. We always suggest volunteerships, like at the YMCA or a local area places, such as I believe there's a candy shop in her area called
Freeman's. This may be a place where we can look at...
>> The IEP team just addressed volunteering and community engagement activities for Maria and her father. These can be found in the Planning for the Future Checklist under the Employment and Community
>> This is great. So Maria, this Planning for the Future Checklist that we're using here, you'll be able to keep this, and every year, we'll be looking at it, at your IEP meeting, or really at any
time that you would want to, you can talk to me about it. So, and this year, we talked a little bit about getting some more agencies to support you, whether there are people who are outside or inside
your school, but definitely we would think about you starting with the Early Reach program with OVR, I think that would be a great thing. You and I have met, as your Transition Coordinator. We'll
talk a little bit more about tech school for the next year. You might want to think about doing some things outside of school, like that swimming program that we talked about. And then maybe make a
visit to Freeman's, and see what they have there, what goes on at Freeman's. Does that sound like a good plan? Are there any other questions that you have, or...?
>> How do you feel about it, Maria? Like, the plan?
>> Are you maybe a little excited -
>> No, I'm not nervous. I'm really excited.
>> That's good!
>> You are?
>> To make candy? And then you can make me some? Oh, good!
>> Just to go over the highlights of this video, utilization of the Planning for the Future Checklist, Maria and her father's engagement in the IEP meeting, active engagement of the education and
agency staff, addressing key points of Maria's Special Education program, which include Maria's post-secondary goals related to employment, education and independent living, support for Maria's math
and academic needs and the behavioral concerns, and Maria's future secondary transition program and transition options for both in-school and in the community. Thank you for viewing this portion of