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A Cross-Systems Approach Framing Our Work within the Context of Legislation.

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Presentation on theme: "A Cross-Systems Approach Framing Our Work within the Context of Legislation."— Presentation transcript:

1 A Cross-Systems Approach Framing Our Work within the Context of Legislation

2 Workforce Investment Act Framing Our Work within the Context of Legislation

3 Workforce Investment Act of 1998 Title I (Youth Services) – Entrance into programs. – Assessment to facilitate the career development process. – Development of an Individualized Service Strategy Plan (ISSP). Title IV (Vocational Rehabilitation Services) – Rehabilitation Act Amendments

4 Assessment: 3 Phases – Use of Existing Assessment Data – If not available, appropriate assessment activities to obtain necessary additional data to make such determination and assignment – To make a determination of the employment outcomes, and the objectives, nature, and scope of vocational rehabilitation services, to be included in the individualized plan for employment of an eligible individual Rehabilitation Act Amendments of 1998: Focus on Assessment

5 Phase 1: Use of Existing information … information available from other programs and providers, particularly information used by education officials and the Social Security Administration, information provided by the individual and the family of the individual, and information obtained under the assessment for determining eligibility and vocational rehabilitation needs. Rehabilitation Act Amendments of 1998: Focus on Assessment

6 Phases 2 & 3: Comprehensive assessment to determine the unique strengths, resources, priorities, concerns, abilities, capabilities, interests, and informed choice, including the need for supported employment Rehabilitation Act Amendments of 1998: Focus on Assessment

7 Comprehensive assessment may include an assessment of the personality, interests, interpersonal skills, intelligence and related functional capacities, educational achievements, work experience, vocational aptitudes, personal and social adjustments, and employment opportunities of the individual, and the medical, psychiatric, psychological Rehabilitation Act Amendments of 1998: Focus on Assessment

8 Comprehensive assessment (cont’d) an appraisal of the patterns of work behavior of the individual and services needed referral, for the provision of rehabilitation technology services an exploration of the individual's abilities, capabilities, and capacity to perform in work situations, which shall be assessed periodically during trial work experiences, including experiences in which the individual is provided appropriate supports and training. Rehabilitation Act Amendments of 1998: Focus on Assessment

9 Let’s briefly review the RSA Technical Assistance Circular entitled “Guidelines for Assessing the Functional Capacities of an Individual with Specific Learning Disabilities to Determine Significance of Disability for Order of Selection Purposes” Identifying Functional Limitations as they Relate to Eligibility & Order of Selection

10 Reauthorization of the Rehabilitation Act Amendments In the proposed language of the Workforce Investment Act, Title IV (Rehabilitation Act Amendments) there is strengthened language regarding transition services

11 Additional Legislative Mandates Framing Our Work within the Context of Legislation

12 Impact of Civil Rights Legislation on Assessment Section 504 of the Rehabilitation Act of 1973 American with Disabilities Act (ADA) of 1990 – Provides the basis for requesting reasonable accommodations in post secondary education and employment settings. A student must self disclose their disability and be able to provide the reasoning for specific accommodations. – Requires understating of you strengths, needs, preferences and interests. – Requires transition assessment!

13 Individuals with Disabilities Education Act Framing Our Work within the Context of Legislation

14 Selected Purposes of IDEA 2004 1. Have high expectations for students and ensure access to the general curriculum and classroom 2. Strengthen the role and responsibility of parents 3. Coordinate with other local, educational services, state and federal school improvement efforts (including ESEA) 4. Support high quality, intensive pre-service & profess. develop. for all personnel—to improve academic & functional achievement of students

15 More Purposes of IDEA 2004 5.Focus resources on teaching & learning while reducing paperwork 6.Provide incentives for whole-school approaches, scientifically-based early reading programs, PBIS and supports, and early intervention services to reduce the need to label students 7.Support development & use of technology, including assistive technology to maximize accessibility for students 8.Focus on removing inappropriate identification, labeling & placement of “minority” or “diverse” students for special education 9.Improve recruitment of “minorities” for special education positions

16 Changes and their Impact on Assessment Re-evaluation requirements Documenting specific learning disability (Response to Intervention) Absence of language for exit evaluations and participation of outside agencies Addition of Summary of Performance Slight strengthening of “transition assessments” Changes in the definition for transition services

17 Changes in Age & Exit Evaluations IDEA 1997 Transition planning begins at age 14 Transition services must be in IEP by age 16, or must provide reasons why they aren’t addressed Evaluations can occur prior to exit from high school IDEIA 2004 Transition planning begins “not later than the first IEP to be in effect when the child is 16 Evaluations prior to exit are not required Summary of performance is required

18 Current Policy on Disability Evaluations for Postsecondary Use Current (2002) OCR interpretation: “Neither your high school nor your postsecondary school is required to conduct or pay for a new evaluation to document your disability and need for an academic adjustment” (p. 3).

19 Definition of Transition Services Transition is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities….(same as 1997) Has implications for exit-high-stakes assessments and academic versus “functional” curriculum. (red indicates new language in 2004 )

20 Definition of Transition Services Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests. Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and when appropriate, acquisition of daily living skills, andfunctional vocational evaluation. (red depicts new language in 2004)

21 What is a Functional Vocational Evaluation (FVE)? Some states interpret FVE as a comprehensive vocational evaluation—Level 3 Some states interpret FVE as solely for students with severe cognitive disabilities Some states suggest minimal assessment, e.g., interest, learning style, or aptitude with no guidance about how often it should occur Some states do not interpret FVE & provide no guidance All states are questioning what this means

22 Differences between Assessment and Evaluation in IDEA Purposes for Evaluation: eligibility, instructional and curriculum needs, accommodations, documentation of disability and the need for special education and related services—conducted once then periodically based on changes in student performances. Purposes for Assessment for Transition: could include the above, but extends beyond both the eligibility evaluation, need for accommodations, and classroom assessments—includes career or vocational assessment and needed transition planning and services—conducted in an on-going process adjusted to student performances and goals—assessment is individually customized

23 Important to Note in 2004 The IEP must include measurable post-secondary goals that are based upon age-appropriate assessments – Measurable post-secondary goals = training, education, employment and independent living skills – Age-appropriate is interpreted by the IEP team, unless regulations are mandated by the state – Appropriate ‘transition assessments’ are related to training, education, employment, and where appropriate, independent living skills – Transition services in IEP must include courses of study (includes CTE programs)

24 What Do These Changes Mean for Us? How do we assess “measurable post-secondary goals” or for training, education, employment and independent living skills? How do we assess in an “age-appropriate” way? What should transition assessment include? What would, or do, we use to assess for transition? How do we assess related to “courses of study?”

25 What is the Summary of Performance (SOP)? Referring to Section 614(c)(5)(B)(ii): When a student’s eligibility for special education services ends by graduation or aging out, the LEA is required to provide the student with a summary of performance that includes the student’s academic achievement and functional performance, which must include recommendations on how to assist the student to meet postsecondary goals.

26 Summary of Performance The Performance Summary will : (a) Specify information and data that documents the student’s disability; (b) Provide information on the nature and extent of academic and functional limitations caused by the disability; and (c) Provide information on the effectiveness of accommodations, supports, and assistive technology previously used to reduce the functional impact of the disability.

27 Summary of Performance The Performance Summary should include, whenever possible (a) the most recent evaluations or data that support the narrative above; and (b) student input regarding the functional limitations of her/his disability and use and effectiveness of accommodations and supports.

28 Summary of Performance: A member of the student’s IEP Team from a local education agency shall provide the student with a written performance summary The Performance Summary shall be based on a historical review of functional assessment and evaluation data as well as an interpretation of the effectiveness of accommodations and supports

29 Everyone Collects and Applies Assessment Information to the SOP Build on, but not duplicate, previous assessments and data Work “backwards” from post high school to middle school Ensure that assessment information informs IEPs Ensure that transition assessment is included in IEP (how, when, what, where and why) Targets IPE or postsecondary goals

30 For More Information on SOPs: Special edition of 2006. Career Development for Exceptional Individuals, 29(2). Available from Pro-Ed (

31 Feel Free to Contact Us Pamela J. Leconte, Ed.D. George Washington University Department of Teacher Preparation and Special Education Collaborative Vocational Evaluation Training 2134 G Street, N.W. Washington, D.C. 20052 202-994-1534 Joan E. Kester, M.A., CRC Human Resource Development Specialist Mid-Atlantic Rehabilitation Continuing Education Program The George Washington University 2011 Eye Street, NW, Suite 300 Washington, DC 20052 202-489-7112 31

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