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Transition Services in the IEP November 15, 2010 Community of Practice Secondary Transition Symposium.

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Presentation on theme: "Transition Services in the IEP November 15, 2010 Community of Practice Secondary Transition Symposium."— Presentation transcript:

1 Transition Services in the IEP November 15, 2010 Community of Practice Secondary Transition Symposium

2 Presenters Susan Bobbitt-Vot – Kings County Kathy Brown – Glenn County Kurt Leptich – Imperial County Vicki Shadd – Glenn County In Spirit Chris Lohrmon – North Orange County Connie McCoy – Siskiyou County

3 The Session Overview Needs Assessment Law Spirit State Performance Plan The IEP Educational Benefit Resources Questions & Answers Wrap up

4 Who do we have? Teachers Administrators Job Developers Job Coaches WorkAbility Staff TPP Staff Psychologists Parents Youth Instructional Assistants Other

5 Needs Assessment The Transition Process The Transition Section of the IEP The Transition Assessment The Post Secondary Goals The Connection of Post Secondary Goals to the Annual Goals The Transition Services The Transition Activities Course of Study Summary of Performance Resources Reporting

6 Comfort Level Scale 1-5 (5 being high) Level of UseSchool BasedWork BasedConnecting Cursory Mechanical Routine Second Nature

7 7 Transition Services in IDEA a coordinated set of activities...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... (IDEA 2004)

8 Spirit We Value: Full compliance with the letter and the spirit of the law for transition services. Student self-determination and self-advocacy. Person-centered planning. Interagency collaboration. A single planning process for all involved. Support for parents to make informed choices. Student programs in the least restrictive and least exclusive settings.

9 9 Why Should We be Concerned? Recent research studies have documented that when compared to their non-disabled peers, students with disabilities enroll and complete post-secondary education programs at half the rate, and are employed at approximately one-third the rate of their non-disabled peers. Less than 1% of these individuals ever become self- supporting through employment. Three times as many individuals with disabilities live below the poverty line. (National Center for Education Statistics, 2000; National Council on Disability, 2004; National Organization on Disability, 2004; Wagner, Newman, Cameto, & Levine, 2005)

10 10 Research Based Best Practices in Promoting Positive Adult Outcomes Self-Determination Training Student Involvement in Planning Person-Centered Planning Age Appropriate Assessments

11 State Performance Plan Indicator #13 Indicator #13 - Secondary Transition Goals and Services Indicator - Percent of youth aged 16 and above with an Individualized Education Program (IEP) that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the postsecondary goals. (20 U.S.C. 1416(a)(3)(B)) 11

12 State Performance Plan (SPP) Indicator #13 Includes 8 individual questions to determine compliance with Indicator 13 12

13 1. Is there an appropriate measurable postsecondary goal or goals that covers education or training, employment, and, as needed, independent living?Y N Can the goal(s) be counted? Will the goal(s) occur after the student graduates from school? Based on the information available about this student, does (do) the postsecondary goal(s) seem appropriate for this student? If yes to all three, then circle Y OR if a postsecondary goal(s) is (are) not stated, circle N 2. Is (are) the postsecondary goal(s) updated annually?Y N Was (were) the postsecondary goal(s) addressed/ updated in conjunction with the development of the current IEP? If yes, then circle Y OR If the postsecondary goal(s) was (were) not updated with the current IEP, circle N 3. Is there evidence that the measurable postsecondary goal(s) were based on age appropriate transition assessment?Y N Is the use of transition assessment(s) for the postsecondary goal(s) mentioned in the IEP or evident in the student’s file? If yes, then circle Y OR if no, then circle N 4. Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goal(s)?Y N Is a type of instruction, related service, community experience, or development of employment and other post-school adult living objectives, and if appropriate, acquisition of daily living skills, and provision of a functional vocational evaluation listed in association with meeting the post-secondary goal(s)? If yes, then circle Y OR if no, then circle N 5. Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goal(s)? Y N Do the transition services include courses of study that align with the student’s postsecondary goal(s)? If yes, then circle Y OR if no, then circle N 6. Is (are) there annual IEP goal(s) related to the student’s transition services needs?Y N Is (are) an annual goal(s) included in the IEP that is/are related to the student’s transition services needs? If yes, then circle Y OR if no, then circle N

14 7. Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed? Y N For the current year, is there documented evidence in the IEP or cumulative folder that the student was invited to attend the IEP Team meeting? If yes, then circle Y OR if no, then circle N 8. If appropriate, is there evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority? Y N NA For the current year, is there evidence in the IEP that representatives of any of the following agencies/services were invited to participate in the IEP development including but not limited to: postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation for this post- secondary goal? Was consent obtained from the parent (or student, for a student the age of majority)? If yes to both, then circle Y If no invitation is evident and a participating agency is likely to be responsible for providing or paying for transition services and there was consent to invite them to the IEP meeting, then circle N If it is too early to determine if the student will need outside agency involvement, or no agency is likely to provide or pay for transition services, circle NA If parent or individual student consent (when appropriate) was not provided, circle NA Does the IEP meet the requirements of Indicator 13? (Circle one) Yes (all Ys or NAs for each item (1 – 8) on the Checklist or No (one or more Ns circled)

15 State Performance Plan Indicator #14 “Post-Secondary Outcomes” Students enrolled in higher education = (# of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled in higher education within one year of leaving high school) Students enrolled in high education, or in some postsecondary education or training program; or competitively employed or in some other employment.

16 Educational Benefit? Was the Transition Plan and Service language in the IEP reasonably calculated over a 3-year period to provide Educational Benefit in the area of Post-Secondary Transition? K

17 ASSESSMENT (Grade-level Transition Assessment) Identifies… PRESENT LEVELS OF PERFORMANCE (Define Areas of Need) Drives… MEASURABLE POST-SECONDARY GOALS (Written to meet areas of Need) Which Drives… ANNUAL TRANSITION GOALS (In the areas of Training, Education, Employment, Daily Living) Drives… SERVICES Ensures… PROGRESS Did the student make yearly progress? If not, were the goals and objectives changed? Were there enough transition services/activities to ensure student progress towards? Career EducationWork-Based Learning Grade-level Transition Assessment Career/Interest inventories TPP match class Senior Portfolio or Senior Project Student-led Individual Education Plan (IEP) and Self-Advocacy Exercises Drives… INSTRUCTION, LRE & ACCOMMODATIONS and/or MODIFICATIONS (Does the instruction ensure student post-secondary outcomes?) (Is the Accommodation & Modification Plan complete?) Ensures… EDUCATIONAL BENEFIT (Was the Transition Plan and Service Language in the IEP reasonably calculated over a 3-year period to provide Educational Benefit in the area of Post-Secondary Transition?) Glenn SELPA and Kathy Brown

18 September 14, Individual Transition Plan (ITP) Linking Students with Disabilities to Post-Secondary Education, Employment, & Daily Living Skills Chris Lohrman North Orange County SELPA Approved by: Frank Tocco, Ed.D Regional Director North Orange County SELPA 1021 W. Bastanchury Road, Suite 161 Fullerton CA, 92833

19 Acknowledgements Linda O’Neal, M.A. Transition Specialist Irvine Unified School District Richard Rosenberg, Ph.D. Vocational Coordinator Whittier Union High School District Orange County Adult Transition Task Force (OCATTF) SELPA Administrators of California Frank Tocco, Ed.D. Regional Director North Orange County SELPA Pamela Ptacek SELPA Administrator San Mateo County Office of Education Vicki Shadd SELPA Director Glenn County SELPA 19

20 20 The Power of Transition Service Language “The transition planning mission is to empower all individuals with disabilities with the skills necessary to achieve their full potential in adult living, through support and collaboration with families, education, and communities.” - Linda O’Neal & Dr. Richard Rosenberg (O’Neal, 2009)

21 The New State SELPA - ITP Form 21

22 How Did You Prepare for the ITP Note if the student was invited; remember this is a legal requirement. Note if other agencies were invited; remember this is also a legal requirement. “…the LEA, to the extent appropriate, and with consent, must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services to attend the child’s IEP Team meeting.” Other agencies can decline to come but there must be evidence of attempt to invite. Describe how the student actually participated in the ITP process. 22

23 Age Appropriate Assessments Describe the results of any age appropriate assessment. Remember assessment can be formal or informal. However if you used an assessment tool that is specialized for the student and not given to all students in your district you must remember your assessment plan! Don’t forget to also update information in the present levels of performance annually. Remember formal assessment requires an assessment plan and a written report. 23

24 Post-Secondary Training or an Education Goal A Post-Secondary Training or Education Goal is Required of all students based on the age appropriate assessment. Note if the goal is supporting another annual goal. Must indicate who is responsible for the goal. (Recommend indicating ITP Team, however some districts request that you indicate adult student and parents – please verify with your administrator) 24

25 Post Secondary Employment A Post-Secondary Employment goal is required of all students based on the age appropriate assessment. For all post-secondary goals, they must be measurable. Remember you are not held responsible for the student reaching the goal, but are held responsible for activities and services in preparation of the goals. 25

26 Post Secondary Independent Living (If Applicable) A Post-Secondary Independent Living Goal is required, if necessary. IDEA is vague on defining exactly when it is appropriate, but most people argue that this is for any student not on a diploma tract. Most transition specialist agree that best practice is to indicate a goal for all students, and do not rely on diploma track as an indicator. Remember assessment, drives unique goals, including post-secondary goals! 26

27 A Coordinated Set of Activities The development of a “coordinated set of activities” has been a challenge to many special educators. Part of the challenge has to do with understanding that this “statement” is not a sentence or pull down menu from a list of possible suggestions. This “statement” is a “broad accounting of what will happen, when it will occur, who is involved and who is responsible”. The activities/strategies are not just annual goals, short term objectives or benchmarks, or specific services. In order to write these statements and do this type of planning, special educators need to think big picture and plan beyond just 12 months, age 18, and age 22. (O’Leary & Collison, 2007) 27

28 So Why Annual Goals Too? CDE has interpreted the DOE request for updated compliance to also include a verification that annual goals have also been included in the IEP related to the student’s transition services needs? Big picture…remember “coordinated set of activities.” 28

29 Annual Goals Should include at least one annual goal that helps support a post-secondary goal Make sure to indicate on the Annual Goal Page which area of Post-Secondary Goals it supports 29

30 Key Points to Remember Regarding Post-Secondary Goals Post-secondary goals must be measurable These are not the same as annual goals Goals must be written beyond secondary school Must review the goals annually, but do not necessarily have to change them annually Must be based on age appropriate assessment 30

31 Transition Related Services Transition Service codes are taken directly from your SELPA adopted Local Plan. Originally CDE was going to cross reference a 800 transition service code for each post-secondary goal. At the time of this presentation that is no longer the scenario foreseen for compliance purposes. 31 Important Update: Transition Service Code (Required) will be changed to: Transition Related Service Code as Appropriate: (Transition Related Service elements outlined on Services Page of IEP) Important Update: Transition Service Code (Required) will be changed to: Transition Related Service Code as Appropriate: (Transition Related Service elements outlined on Services Page of IEP)

32 (860) Mentoring Mentoring is a sustained coaching relationship between a student and teacher through on-going involvement and offers support, guidance, encouragement and assistance as the learner encounters challenges with respect to a particular area such as acquisition of job skills. Mentoring can be either formal as in planned, structured instruction or informal that occurs naturally through friendship, counseling and collegiality in a casual, unplanned way. 32

33 Activities to Support Post Secondary Goals Remember that IDEA's definition of transition services states that these are a “coordinated set of activities” designed within a results-oriented process. Specific activities (instruction, related services, community experiences, and if appropriate, acquisition of daily living skills) are mentioned in the law which gives the IEP team insight into the range of activities to be considered in each of post-secondary domains. If the student’s transition to the adult world is to be facilitated. A spectrum of adult activities is evident and should be noted, from community to employment, from being able to take care of oneself (e.g., daily living skills) to considering other adult objectives and undertakings. (NICHCY, 2010) 33 Important Update: Activates to Support Transition Service will be changed to: Activities to Support Post Secondary Goal: Important Update: Activates to Support Transition Service will be changed to: Activities to Support Post Secondary Goal:

34 Activities to Support Transition “activities” can be just that…general activities that all students may participate in that helps support adult transition Do not necessarily need an IEP or DIS services to accomplish this activity Examples: 10 th Grade Counseling Career Day for All Students General Education CAHSEE Prep Classes 34

35 Community Experiences to Support Transition The term “transition services” … Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation. 35 Minor Update: Community Experiences Appropriate will be changed to: Community Experiences as Appropriate: Minor Update: Community Experiences Appropriate will be changed to: Community Experiences as Appropriate:

36 Examples of Community Experiences Three visits to community college Help at his/her local worship center Job shadow other peers Visit or sign-up for local recreation leagues or fitness center Taking public transportation to access a variety of activities 36

37 Related Services Supportive services that are required to assist a child with a disability to benefit from special education. Related services include transportation, developmental and corrective services, speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation (including therapeutic recreation), counseling services (including rehabilitation counseling), orientation and mobility services, and medical services for diagnostic or evaluation purposes. Related services also include school health services, school nurse services designed to enable a child with a disability to receive a free appropriate public education as described in the child's IEP, social work services in schools, and parent counseling and training. 37

38 Course of Study Required to assist the child in reaching post-secondary goals Recommend incorporating school counselors as part of the process If Certificate of Completion, define what types of courses or learning experiences will post-secondary goals 38

39 CAHSEE Document status on the CAHSEE 39

40 Age of Majority Required once prior to, or on the student’s 17 th birthday to receive instruction as to transfer of rights If student requires future supports on decision making, document the discussion as a team but one should not advocate 40

41 CASEMIS Questions (SEIS Users) For SEIS Users only, there area series of questions also attached to the ITP Page 1 that collects information for CDE regarding transition compliance If you completed the ITP as discussed in this training you should be able to answer Yes to all the items 41

42 Example: Disney Land (Mild) Disney Land is a Junior at Anaheim High School. Disney has scored 345 on her Math CAHSEE and passed the ELA CAHSEE. Recent inventory assessments indicate that Disney enjoys working with others and would do well in a service orientated career. Disney’s teachers confirm this assessment and report that she is active in Best Buddies at school. Disney reports that she is interested in traveling when she gets older and enjoys learning about different cultures. However, she hates math! Disney would like to go to college but is not sure she wants to go to a four-year college. Disney is currently on-track for a high school diploma but still needs to pass Algebra I. Let’s plan! 42

43 ITP Disney Land in Attachments 43

44 Example: Dana Point (Moderate) Dana Point is a Senior at Laguna Beach High School and has a diagnosis of Autism. Dana has attended a mixture of courses while in school while working both on a high school diploma as well as functional skills. Dana is excellent with computers and math is her area of strength. In fact Dana passed the Math CAHSEE and Algebra I during her Sophomore year. Although her academic skills are strong, Dana has a lot of unique needs in the areas of social skills as well as independent living skills. Dana has expressed for a long time that she plans to attend the same college her father and older brother attended and the family has confirmed the desire for Dana to transition to a four-year college eventually. Dana’s computer teacher reports that she excels in programming and Dana has expressed a desire to continue with more advance computer skills courses. 44

45 ITP Dana Point in Attachments 45

46 Example: Diet Coke (Severe) Diet Coke is 19 years old and currently and is currently functioning at about the 24 to 48 month level on most skills. Diet has participated in functional classes throughout his education and is conserved by his aunt. Diet does live in a group home and Regional Center has reported that the placement in which Diet currently resides will continue to support Diet after the age of 22. Diet performs well on a number of sorting tasks in school but when given directions of more than two steps he often becomes frustrated and physically aggressive. Diet’s aunt would like to see him out in the community but plans on sending him to a Day Program. Diet enjoys travel training exercises and will often sit through a whole Pixar movie without interruption. 46

47 ITP Diet Coke in Attachments 47

48 The following websites have resources to assist teachers in planning exemplary transition plans and programs Resources

49 National Secondary Transition Technical Assistance Center

50 Grossmont Union High School District

51 Ventura County SELPA Website

52 Kings County Office of Education ctiondetailid=2510&catfilter=264#showDoc

53 Questions & Answers Wrap up The Road to Success


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