Presentation is loading. Please wait.

Presentation is loading. Please wait.

Transition Roanoke, VA July 11, 2009 Catherine Burzio, Transition Coordinator PEATC ©2008Parent Educational Advocacy Training Center www.peatc.org.

Similar presentations


Presentation on theme: "Transition Roanoke, VA July 11, 2009 Catherine Burzio, Transition Coordinator PEATC ©2008Parent Educational Advocacy Training Center www.peatc.org."— Presentation transcript:

1 Transition Roanoke, VA July 11, 2009 Catherine Burzio, Transition Coordinator PEATC ©2008Parent Educational Advocacy Training Center

2 2 PEATC Parent Educational Advocacy Training Center Virginia’s Parent Involvement Resource Center & Parent Training and Information Center ©2008Parent Educational Advocacy Training Center

3 3 Housekeeping Cell phones on silent or vibrate Trainer’s full disclosure Introductions and ice breaker ©2008Parent Educational Advocacy Training Center

4 4 Icebreaker Please tell your name. Parent? Educator? Student? One word to describe Transition… ©2008Parent Educational Advocacy Training Center

5 5 IDEA and Transition ©2008Parent Educational Advocacy Training Center Building the case for Transition: Begin with the end in mind

6 6 National Council on Disability “ In the face of the data provided on transition needs, it should come as no surprise that an overwhelming number of youth with disabilities are under educated, under qualified for today’s job market or unemployed, and unprepared for the rigors of post-secondary education.” - Transition and Post-School Outcomes for Youth with Disabilities: Closing the Gaps to Post Secondary Education and Employment, 2000 ©2008Parent Educational Advocacy Training Center

7 7 Importance of post secondary education for employment in 21 st Century economies ©2008Parent Educational Advocacy Training Center

8 8 Katherine M. Wittig, Transition Specialist, VDOE TTAC at VCU ©2008Parent Educational Advocacy Training Center

9 9 Step One: Age Appropriate Transition Assessments IDEA 2004 mandates student participation in transition assessments: Beginning no later than 16 and annually thereafter –A student’s IEP must include appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment and where appropriate, independent living skills. (§300.32b) The transition assessments must be administered to assist the student to determine preferred post secondary goals. –Assessment is a process of compiling information about a student and in Virginia refers to SOL, end of course tests, classroom assessments, other state-approved evaluations. Transition assessments may also include: Interest inventories Teacher-made Checklists Interviews Web based assessments (Kuder, etc) Functional Vocational Evaluations ©2008Parent Educational Advocacy Training Center

10 10 Step Two: Appropriate Measurable Post Secondary Goals The student chooses goals for life after high school in the areas of –education/training –Employment –community living ©2008Parent Educational Advocacy Training Center Measurable post-secondary goals are outcomes that occur after the person has left high school. These goals describe what a student will do. (enroll, attend, work).

11 11 Step Three: Present Level of Performance (PLOP) The four essential elements for developing an effective PLOP include: –Reflect student’s post-secondary goals –Summarize current academic and functional achievement, emphasizing needs impacting realization of the student’s post-secondary goals –Document the use of age-appropriate transition assessments –Always incorporate the student’s voice It is also important to state the sources of data in the PLOP. For example if a student has been interviewed, an evaluation administered, or his records reviewed, provide the following: –Interview – position of interview source –Instrument – name of instrument Record review – name of document reviewed ©2008Parent Educational Advocacy Training Center

12 12 Step Four: Annual Goals Annual goals should support what the student plans or wishes to do after graduation. The Transition IEP is always moving the student toward desired post school outcomes. A measurable annual goal answers the question “What do we want the student to do in a year’s time relative to the postsecondary goal?” ©2008Parent Educational Advocacy Training Center

13 13 Step Five: Transition Services ©2008Parent Educational Advocacy Training Center These services may include activities, courses of study, and linkages and may comprise: Specialized instruction such as learning to use public transportation Collaborative services- agency linkages Related services such as the speech pathologist assisting student in the community Assessment-comprehensive vocational evaluation or a functional vocational evaluation

14 14 Transition Services Age 16 (or younger if deemed necessary by IEP team) Coordinated set of activities –promote movement from school to post-secondary education, vocational training, employment, adult services, independent living and community participation. –based on the individual student's needs, based on his/her preferences and interests –must include instruction, community experiences, and development of employment and other post school adult living objectives If appropriate, daily living skills and functional vocational evaluation may also be included. ©2008Parent Educational Advocacy Training Center

15 15 ©2008Parent Educational Advocacy Training Center Special Education & Related Services to be Provided and Agency Linkages & Responsibilities (L & R) –Small group instruction from Special Ed teacher in relevant rights & procedures under Section 504, ADA, IDEA –Role-playing as describing needed accommodations to "employers" and "professors" –(Services to begin Tuesday, Sept. 15, two 30-minute sessions weekly until goals are met.) –(L & R) Protection & Advocacy will assist teacher and provide materials at no cost. Verified by phone - M. Adams. Student's Needs (taking into account preferences & interests) -Instruction Self-Advocacy (PLOP): presently Jo is unaware of her legal rights under Section 504 and ADA, and unable to express the accommodations she would need in given situations in such a large class. “Let’s take a look at Jo”

16 16 ©2008Parent Educational Advocacy Training Center Goals & Objectives (if appropriate) –Goal: Appropriately explain to a potential employer, professor, or other representative of the post-school world what accommodations are needed and, if necessary, the basis for the request. –Objectives: 1. By Dec. 15, Jo will pass (75%) of a 25-item objective test over basic rights and procedures under Sec.504 and ADA. 2. By March 1, given 5 hypothetical situations of common denial of rights under Sec.504 or ADA, correctly explain possible actions and defend choice of actions to be taken. –www.wrightslaw.comwww.wrightslaw.com “Jo”

17 17 ©2008Parent Educational Advocacy Training Center So What???

18 18 So, tell me again what kind of help do you need? ©2008Parent Educational Advocacy Training Center

19 19 ©2008Parent Educational Advocacy Training Center Summary of Performance –PURPOSE –Five Parts –Background –Student’s Post Secondary Goals –Summary of Performance –Academic, Cognitive and Functional levels –Recommendations –Student Input ***

20 20 ©2008Parent Educational Advocacy Training Center Section 504 and ADA

21 21 Parent Involvement in Education 30 years of research “When families of all backgrounds are engaged in their children’s learning, their children tend to do better in school, stay in school longer, and pursue higher education. Clearly children at risk of failure or poor performance can profit from the extra support that engaged families and communities provide.” Henderson, Mapp- Beyond the Bake Sale ©2008Parent Educational Advocacy Training Center

22 22 Stressors related to parent involvement ©2008Parent Educational Advocacy Training Center

23 23 Special Education Cycle Referral Eligibility Evaluation IEP Instruction & Monitoring Annual Review 2008 Parent Educational Advocacy Training Center

24 24 The Parent Cycle ©2008Parent Educational Advocacy Training Center Awareness Information Gathering AcceptancePlanning Programming Checking Up

25 25 ©2008Parent Educational Advocacy Training Center

26 26 Partners Needed ©2008Parent Educational Advocacy Training Center

27 Parent Educational Advocacy Training Center (PEATC) Parent Educational Advocacy Training Center 2008www.peatc.org Toll Free Fax Hablamos Español También puede escribirnos a través del correo electrónico a la siguiente dirección, PEATC Headquarters 100 North Washington Street Suite 234 Falls Church, Virginia (Voice/TTY) Richmond Regional Office 3600 West Broad St. Suite 397 Richmond, Virginia (Voice/TTY)

28 28 Thanks for participating! Please fill out your evaluation! ©2008Parent Educational Advocacy Training Center


Download ppt "Transition Roanoke, VA July 11, 2009 Catherine Burzio, Transition Coordinator PEATC ©2008Parent Educational Advocacy Training Center www.peatc.org."

Similar presentations


Ads by Google