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>> In this video, you'll meet Ian Howard. Ian is a 20-year-old student who has an intellectual disability, and utilizes a powered wheelchair for mobility. Ian will graduate at the end of this school
year. He plans on living on his own with support, and is interested in pursuing a career in Web design and computer graphics. He greatly enjoys using computer technology, and has participated in
several computer tech classes. With the assistance of an employment provider agency, Ian is actively exploring employment positions in a computer-related field. He and his family have used the
Planning for the Future Checklist for the past four years to assist them in navigating the secondary transition process. Ian has an open case with the Office of Intellectual Disabilities and OVR.
At today's meeting, Ian is joined by his father, Ian's Special Education teacher, who also serves as the District Transition Coordinator, and representatives from an employment agency and the Office
of Intellectual Disabilities. Information for today's meeting was also provided by Ian's general education teacher and his OVR counselor. Key points to consider while watching this video are Ian's
future post-secondary employment plans, engagement of adult agencies to support Ian's employment and independent living goals, these of the Summary of Academic Achievement and Functional Performance,
Ian's self-advocacy skills, especially those used to direct his personal care attendants, as well as suggestions for recreation and leisure activities.
>> All right, thanks everybody. Ian, thanks for inviting everybody to your IEP meeting. I think everybody got your invitation, so thanks for doing that. Appreciate it. So we're here today, this is
your last IEP meeting. Is that pretty exciting?
>> I know. It feels weird.
>> Yeah? You'll be graduating at the end of this year, so --
>> -- you've done a lot of great things along the way, so we're just going to kind of put things in place for you for when you do graduate.
>> All right? So I've been your Transition Coordinator and your Special Education teacher for a little while now, so you've done some work with computers. Can you tell everybody what you've done,
like, at school, with computers?
>> Like, we took a computer class, like, a couple of years ago, and the one project we had to do was, like, design a Website. And you had to, like, start from scratch and, like, build it up. And it
was really difficult at first, but once I learned the one thing that [INAUDIBLE] grips with how everything worked, it was pretty easy.
>> Yeah, and that kind of made you decide that's what you'd like to do, right?
>> Yeah, because it's something that I enjoy and I can see myself doing.
>> Yeah. And he's actually done some work for you at home too, right? In your business? Hasn't he done some Website design for you?
>> He has. He helped me design a great Website, he gave me some great insight for my business. He's a youth part of my business I don't have. So he gave me some great insight for that. It's been very
>> Although he has told me he's looking forward to moving out, because he's a little tired of his two sisters, but we're still working on that.
>> Is that true?
>> Maybe a little bit.
>> You're ready to move out? All right, so we actually have Michael Stoehr here, who's going to be talking with us a little bit about that. You want to talk about what your agency can help with?
>> Sure. And just kind of as a reminder, and I know we have met several times in the last couple of years, Mr. Howard, and Ian, I work for the Office of Intellectual Disabilities in our county. And we
are at the point now, because you are getting ready to graduate. And Ian --
>> -- you really have expressed a strong interest in looking at housing outside of the home. And I know dad's not real thrilled about that, he'd love for you to stay forever. So we've already set up
some visits, looking at our - it's actually an organization in our county called Community Housing Options. And they have multiple placements, and Ian, I think it would be really...
>> Planning for the Future Checklist, under the Community Living Section, addresses issues surrounding independent living after high school. Ian and his IEP team just did a good job of discussing this
topic and the supports that Ian can use to fill his goal of living in the community.
>> We've also invited the community supports group that you've chosen to help you with employment. So Jack, would you like to talk a little bit about what you're working with Ian and his family?
>> Right. When Mr. Howard and Ian came to me with his strong interest in computer science, we started looking for vocational options for him in that area. Going through OVR, he has a job coach that is
helping him through that process. You know, we want to make the best possible transition from school to work we can for Ian and his family. And that's what our goal is.
>> Yeah, that sounds great.
>> And I have talked with Mr. Roosevelt from OVR. You guys have done an intake, and Ian, you did qualify for support services also through OVR. And we're actually working in collaboration, as we look
at funding for the services that Mr. Miller's organization can provide. But that really will help. And it can help in the long haul with supports. OVR is there to help continue to support you in your
>> And same thing with your general education teacher, your science teacher, who you really like, said that things have been going very well in science. What are the things you really like about that
>> Just doing a [INAUDIBLE], and being, like, in a group with the other people.
>> The teacher says I do really well in groups rather than working by myself.
>> You do. Yeah, that's true, which will really help you out with the Website design, because you need to be able to talk with other people --
>> -- and find out what they want.
>> Because some people can be good at different stuff.
>> Yeah. And so that's the thing with Website design; working with people is what you need to do. And you really are talented with that. I'm looking at our Planning for the Future Checklist, and one
of the other things that we need to talk about is, at the end of the year, we'll be providing you with a Summary of Academic Achievement and Functional Performance. And that document will be
something we'll share with you, Ian, and you'll have that to help you through thinking about what kind of supports and services you might still need after you leave from here. We'll help you with the
things that we've talked about today that have been successful for you, and things that help you move forward a little quicker; things like that you enjoy working in groups. So you can expect to get
that before you leave at the end of the year.
>> And will that also be mailed home to me as well, or...?
>> We can do that if you'd like that.
>> Sure. We can do that. Okay? Well, it sounds like we have a great plan in place. Does anybody have any further comments or questions?
>> Not really.
>> Ian, you've done a really good job working through your secondary transition. You've worked really hard at it, and everybody at the table's very proud of you. We hope you are of yourself, too.
>> Thank you.
>> Are we all getting invited to the graduation party, Ian?
>> Okay. Thank you.
>> The highlights of this video included the utilization of the Planning for the Future Checklist, Ian and his father's engagement in the IEP meeting, active engagement of the education and agency
staff, and addressing the key points of Ian's Special Education program, including Ian's future post-secondary employment plans, engagement of the adult agencies to support Ian's employment and
independent living goals, the use of the Summary of Academic Achievement and Functional Performance, Ian's self-advocacy skills, especially those used to self-direct his personal care attendants, and
suggestions for the recreation and leisure activities. Thank you for viewing this portion of Ian's IEP meeting.