Presentation on theme: "Presented by: Christine Suh Transition Program Administrator"— Presentation transcript:
1Transition: A Lifelong Process Transition Compliance and Resources for Implementation Presented by: Christine SuhTransition Program AdministratorSW SELPA/Green Dot Public Schools
2Introduction Activity What are words that describe an effective transition program?What are skills that should be addressed in an effective transition program?What are your biggest concerns when addressing transition?What do you need to improve the transition services provided to your students?
3The Transition Process: Empowers all students with the skills necessary to achieve their full potential in adult living, through support and collaboration with families, schools and communities.
5Transition Process Cheat Sheet Transition Services to Support Post Secondary GoalsAgeAppropriateTransitionAssessment(At least 2 instruments)Measurable, Meaningful & Realistic Postsecondary Goals(Education/Training and Employment REQUIRED, Independent Living if Assessment indicates need)Age of MajorityNotification(Age 17)Summary of PerformanceExit IEPCopy of Current EvaluationDevelopment ofHS Course of Study
6State performance plan indicator #13 Content Required for Indicator #13Is there an appropriate measurable postsecondary goal or goals that covers education or training, employment, and as needed independent living? Is (are) the postsecondary goals updated annually?Is there evidence that the measurable postsecondary goals were based on age-appropriate transition assessments?Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goals?Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goals?Is(are) there annual goals related to the student’s transition services needed?Is there evidence that the student was invited to the IEP team meeting where transition services were discussed?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?For reference-Refer to transition compliance checklist
7State performance plan indicator #14 “post-secondary outcomes” New MeasurementsA. Percent 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) divided by the (# of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school)] times 100.Competitively Employed or Some Other Type of Employment
8Transition Compliance/Legal Mandates All students prior to their 16th birthday must have a Transition Plan as part of their IEPAll ITP’s must be developed based on the results of “age appropriate transition assessments”All three areas of transition must be assessed: Education/Training, Employment and Independent LivingInformalInterviewsQuestionnairesIE. Learn to Earn, Ca Career Zone Interest Profiler, SRI scores, San Diego Quick etc.FormalCommercially made productIE. Woodcock Johnson, Brigance, LCCE etc
9Transition Legal Mandates Continued.. Each student must have a minimum of two post- secondary goals listed in their IEP: (goals beyond secondary setting-K-12/transition (22))One in education/trainingIE. Upon completion of school, student will obtain a ______ degree/certificate in the field of______One in employmentIE. Upon completion of school, student will obtain part/full time employment in the field of _____Independent living is required if identified as an area of need based on assessmentIE. Upon completion of school, student will live in __________________ with independently/with a roommate/family/relatives.Refer to example post secondary goals/services handout
10Transition Legal Mandates Continued... Transition ServicesThis section identifies the coordinated set of activities a student participates in that leads to his/her transition to post school life.This can include guest speakers, field trips, workshops, classes at the occupational center, meetings with counselors, participating on sports teams, balancing check books, participating in vocational activities, participating in CBIRefer to handout
11Transition Legal Mandates Continued… Who can provide services?A TeacherA CounselorCommunity Based InstructionA Vocational ClassRegional CenterEtc EtcParents should NOT be made fully responsible for service provision.
12Annual Goal Targeting Transition At least 1 annual goal related to transition MUST be included in the student’s IEP.Specific transition services DO NOT need to be included in the ITP/Services page IF there is a SPECIFIC goal targeting transition included in the IEP.IE. Academic/Vocational goals are related to transition VS specific goals involve transition services/activities that will be addressed for the year.
13Course of StudyEach student should have a course of study for high school that is developed based on their interests, preferences, and post-secondary education/training and/or employment goals.IE. Student would like to attend a vocational program to earn a certificate in Music Production. Course of study should include a music course on or off site in addition to graduation requirements.
14CAHSEE Include most current scores Class of 2012 Currently exemptInclude all accommodations and continue to have students attempt to pass the CAHSEEStudents are exemption
15Age of MajorityStudents and parents must be notified of the age of majority on or before the student’s 17th birthday.Letter, information about conservatorship and alternatives to conservatorship should be provided to parent as well.Letter available atSection 11
16Transition Legal Requirements All students prior to their 16th birthday must have a Transition Plan as part of their IEP2 page document that includes the following:Transition Services and Activities to Support Post Secondary GoalsAgeAppropriateTransitionAssessment(Academics, Employment, Independent Living)Measurable, Meaningful & Realistic Postsecondary Goal (At least 2- Education/Training and Employment that identifies what student will do beyond the secondary setting. Independent Living Required if assessments identify need)Graphic OrganizerAge of MajorityNotification(Age 17)Upon Exiting:Summary of PerformanceExit IEPCopy of Current EvaluationHS Course of Study
17Prior to the IEP/ITP Meeting Make sure you have completed the assessments.Invite both the student and parent (unless the student is over the age of 18)Invite or solicit any input from outside agencies (depending on the student’s desires and preferences)Susana
18Remember…The goal for students with special needs, should always be to prepare them for post secondary life.The IEP/ITP should be tailored to assist them in meeting their post secondary goals in the areas of education/training and employment as well as independent living.
19Transition Assessment Manual Components:Section I-Transition Legal Requirements and Best Practices and Assessment ProtocalSection II-CDE 2007 Legal Requirements and Best Practices Resource GuideSection III-High School Transition Grade Level BenchmarksSection IV-SW SELPA/Green Dot Public Schools Initial Transition AssessmentSection V-Assessment Documentation and ITP Post Secondary Goal Writing ToolsSection VI-Interest, Personality Assessments, and Career Research Sample UnitsSection VII-Transition Assessment and Curriculum RecommendationsSection VIII-Transition Terminology and Student’s Guide to the IEPSection IX-Contact Information and Online Resources for TransitionSection X-Parent and or Guardian Transition ResourcesSection XI-Example Forms and Letters
20Transition Model Student Portfolio Components:Section I-Student InformationSection II-Assessment Documentation and AssessmentsSection III-Post Secondary Goals and Transition ProfileSection IV-Education and/or TrainingSection V-EmploymentSection VI-Daily Independent Living Skills and Community ExperiencesSamples provided in your packetsBREAK
21Section II-CDE 2007 Legal Requirements and Best Practices Resource Guide This section provides summaries of legal requirements when addressing Transition.Entire Transition to Adult Living: An Information and Resource Guide can be
23Section III-High School Transition Grade Level Benchmarks Can be included as a cover for a student’s transition portfolio.The main purpose of these Grade Level Benchmarks is to assist case carriers and service providers in developing a structured transition program that builds upon skills that are acquired at each grade level. It provides a framework which will assist stakeholders in providing instruction and services when students enter high school at the 9th grade.
24Continued…Includes separate benchmarks for students who have mild/moderate disabilities as well as severe disabilities. The grade level and eligibility is identified at the bottom right of each page. (i.e. 9th-MM or 9th-MS)Includes benchmarks for:Independent Living/Community ExperiencesBasic Academic Education and/or TrainingEmploymentSelf AdvocacyThe blank lines in front of each benchmark is for students/teachers/case carriers to write dates which indicate when the student has met that particular benchmark.
25ActivityDraw a star next to 5-10 activities/benchmarks you already address within your classroom/districtHighlight 10 activities/benchmarks you would like to begin addressing.THINK/PAIR/SHARE
26Essential M/M HS Grade Level Benchmarks Resources for Services/Activities for M/MRefer to MatrixPD Portal: for Monthly Lesson Plans based on these M/M Benchmarks.Transition Student PortfolioWorksheets available for activities
27Section IV-Initial Transition Assessment Directly aligned to the High School Transition Grade Level BenchmarksDesigned to provide students, parents, teachers and additional service providers with a rating scale to rate the level of competency the student possesses in regards to the benchmarks.
28Continued…STEPS:Each of the stakeholders would receive a copy and complete their ratings in their designated column.All copies would be collected by the student’s case carrier and all scores would be compiled into one copy and averages would be calculated.Each benchmark and section would receive an average score (i.e. 9th grade Independent Living and Community Experiences).The IEP team would then analyze which benchmarks and/or sections in which the student received the lowest average scores and then determine which benchmark(s) would be focused on that school year. The areas of focus should support the student in meeting their post secondary goals.
29Continued…It is recommended that the assessment be completed for the student’s current and previous grade levels. (i.e. For an 11th grade level student, the IEP team should have completed the assessment for 9th, 10th and 11th grade)This document also includes separate assessments for students who have mild/moderate disabilities as well as students who have moderate/severe disabilities. The eligibility is identified at the bottom center of each page. (i.e. M/M or MS).
30Let’s Try It! Think of 1 student you know well…. Pretend they are in the 9th grade and complete the assessment for 9th grade.Think/Pair/Share-Is this a useful tool?
31Section VII-Transition Assessment and Curriculum Recommendations The TAPS committee researched and piloted various assessments to provide teachers, services providers, schools and districts with options for transition assessments.Recommendations include descriptions of the assessment tools as well as purchase and contact information.A supplemental document is included that provides recommendations for assessments for each grade level beginning at the 9th grade due to the fact that different assessments are to be administered to students every year.
32Additional Resources www.animopd.org/sped.html TAPS Manual Model Transition Student PortfolioCommunity Resource Guide1 Page matrix of Essential Standards for M/MMonthly Grade Level Lesson Plans based on matrix
33Questions/ConcernsThank you! Please complete the evaluation form!