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Building a Transition Planning Frame of Mind: Tips, Tools & Techniques

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1 Building a Transition Planning Frame of Mind: Tips, Tools & Techniques
Lecture Notes: 2008 Special Education Director’s Conference July 31, 2008 Susan Walter Transition Consultant Illinois State Board of Education or S. Walter, ISBE, 2008

2 Illinois State Performance Plan, Part B Years 2005 - 2010
State’s plan to meet performance standards on 20 indicators (Part B) - 4 are specific to secondary transition % of youth who graduate % of youth who drop out 13. % of youth with transition components in the IEP 14. % of youth who achieve post-school outcomes S. Walter, ISBE, 2008

3 High achievement always takes place in the framework
Jack Kinder. High achievement always takes place in the framework of high expectation.

4 Critical Interrelationships
Staying in school Quality IEP’s Positive post-school outcomes Graduating

5 Transition Tree of Influence
14. Percent of youth with IEPs who, within one year after graduation, have been competitively employed, enrolled in postsecondary school, or both. 1. Percent of youth with IEPs graduating from high school with a regular diploma. Arrows indicate direction of influence and leverage across systems and indicators. 2. Percent of youth with IEPs dropping out of high school. Strategies 13. Percent of youth aged 14 ½ or above with an IEP with adequate goals and transition services Outcomes TOTAL TRANSITION MODULES Federal and State Transition Requirements Person-Centered Transition Planning Supporting Student Self-Determination Transition: Centerpiece of the IEP Implementation of Secondary Transition Best Practices Interagency Collaboration and Transition Adult Life Outcomes for Students with Disabilities: A World of Opportunity SSI and Transition Planning Health and Medical Issues in Transition Planning Sue Walter, 1/07, ISBE Transition S. Walter, ISBE, 2008

6 Transition Planning Dynamic process Partnerships
Maximizing employment, integration, and community participation for youth with disabilities S. Walter, ISBE, 2008

7 Nuts and Bolts of Transition

8 Transition Planning in Illinois
14 1/2 Beginning not later than the first IEP to be in effect when the child turns 14 ½, and updated annually thereafter, the IEP shall include: Appropriate, measurable post-secondary goals based upon age-appropriate assessments related to education, training, employment, and, where appropriate, independent living skills Transition services that are needed to assist the child in reaching those goals, including courses of study and any other needed services to be provided by entities other than the school district 23 IAC (c) S. Walter, ISBE, 2008

9 Transition Services Coordinated set of activities Results-oriented
Puzzle pieces that fit together Activities, services, experiences, instruction Results-oriented Planning begins and is guided by the result we want to see Academic & Functional Both…not one or the other Facilitating movement Continuous, coordinated movement toward the results Steps match the needs and strengths of the student Sue Walter, 2008 S. Walter, ISBE, 2008

10 …based on individual child’s needs, taking into account the child’s strengths, preferences and interests… Nothing will ever be attempted if all possible objections must be first overcome. S. Walter, ISBE, 2008

11 Illinois Special Education Rules Graduation or Completion of Program
Student’s who require continued public school education experiences to successfully move on to their post-school goals are eligible for such services through the day before the his/her 22nd birthday. Student’s who graduate with a regular high school diploma are not longer eligible for FAPE. Students can still participate in the graduation ceremony Regular diploma is “held” by the school district Student remains eligible to receive FAPE 23 IAC (c) S. Walter, ISBE, 2008

12 Illinois Special Education Rules Graduation or Completion of Program
A student with a disability who has fulfilled the minimum state graduation requirements is eligible for a regular high school diploma. If the student’s IEP prescribes special education, transition planning, transition services or related services beyond that point, issuance of that diploma is deferred so that the student will continue to be eligible for those services. If the student is to receive a regular high school diploma… At least one year prior the parent and student receive , written notification (34 CFR ) that eligibility for public school special education ends following the granting of a diploma An IEP meeting may be requested to review the recommendation that the student receive a regular diploma. 23 IAC (c) S. Walter, ISBE, 2008

13 Eligibility Termination and the SOP
School district must provide the child with a summary of the child’s academic achievement and functional performance, and recommendations on how to assist the child in meeting his/her postsecondary goals. Graduation with a regular diploma Exceeding the maximum age of eligibility 34CFR § (e)(3) S. Walter, ISBE, 2008

14 So many options…so little time
Beginning as early as possible just makes sense! Recommendations from the experts – Career Options, Grades 7 – 9 Postsecondary Options, Grades 8 – 10 Student Choice, Grades 8 – 10 Academic Planning, Grades 8 – 9 Personal – Social Planning and Preparation, Grades 8 – 12 Webb, K.W. (2000). Transition to postsecondary education: strategies for students with disabilities. TX: PRO-ED Series on Transit8ion. S. Walter, ISBE, 2008

15 Measurable Post-Secondary Goals
Sue Walter, 2008 S. Walter, ISBE, 2008

16 What is a Measurable Post-School Goal?
Is the result of high school…what the student will achieve after leaving high school Is based on the student’s strengths, preferences and interests Is based on age-appropriate transition assessments Sue Walter, 2008 S. Walter, ISBE, 2008

17 When are Measurable Post-School Goals Required?
A measurable post-school goal is written for the following areas: Education and/or training Education community college, university, technical/trade/vocational school Training vocational or career field training, independent living skill training, apprenticeship, OJT, job corp, etc. Employment paid employment (competitive, supported, sheltered) non-paid employment (volunteer, in a training capacity) military Adult Living (if needed) independent living skills, health/safety, financial/income, transportation/mobility, social relationships, recreation/leisure, self-advocacy/future planning Sue Walter, 2008 S. Walter, ISBE, 2008

18 Minimum Requirements for Measurable Post-School Goals
Each transition-aged student should have a minimum of two post-school goals One for education or training One for employment Don’t rule out Adult Living without some data that shows why you don’t need to consider it. Sue Walter, 2008 S. Walter, ISBE, 2008

19 What Does a Measurable Post-Secondary Goal Look Like?
A measurable post-school goal uses results oriented terms like… “enrolled in,” “work,” “part-time,” “full-time” Examples Education After graduation, Leslie will be enrolled full time in community college certificate program. Training After leaving high school, Bob will be enrolled part-time in an emergency medical technician training program. Employment After graduation from high school, Lyle will work full time community service profession. Adult Living Within 6 months of leaving high school, Steven will live independently in his own apartment or home. Sue Walter, 2008 S. Walter, ISBE, 2008

20 Examples and Non-Examples
After graduation, Rolanda will participate in an in-home or center-based program designed to provide habilitative and vocational training with medial and therapeutic supports. Non-Example After leaving high school, Rolanda’s family plans for her to receive habilitative training through Medicaid Community Alternatives Program (CAP) services. Allison will obtain a four-year degree from a liberal arts college with major in Child Development. The fall after graduation from high school, Allison plans to enroll in a four-year university in the Southeast. After graduation from high school, Lissette will complete the non-degree program at Montgomery County College. Lissette wants to go to college.

21 For more information… Illinois State Board of Education Indicator 13 webpage Web-based Examples and Non-Examples for SPP/APR Indicator 13 Checklist, approved by OSEP August,

22 Age-Appropriate Transition Assessment
Sue Walter, 2008 S. Walter, ISBE, 2008

23 Age-Appropriate Transition Assessments
For each post-secondary goal, there should be evidence that age-appropriate transition assessments – formal and/or informal – provided information on the student’s needs, taking into account strengths, preferences, and interests regarding the post-secondary goal Sue Walter, 2008 S. Walter, ISBE, 2008

24 Definition of Age-Appropriate Transition Assessments
“…ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the Individualized Education Program (IEP)” As defined by DCDT of the CEC Sitlington, Neubert, and Leconte. (1997). Career Development for Exceptional Individuals. 20:69-79. S. Walter, ISBE, 2008

25 NSTTAC Guidance on Age-Appropriate Transition Assessments
Guidance from the National Secondary Transition Technical Assistance Center (NSTTAC) Become familiar with different types of transition assessments and their characteristics Select methods that assist students by helping them answer Who am I? What do I want in life, now and in the future? What are some of life’s demands that I can meet now? What are the main barriers to getting what I ant from school and community? What are my options in the school and community for preparing me for what I want, now and in the future? NSTTAC has prepared guidance under the direction of OSEP in regard to the selection of assessment tools they recommend to district staff. S. Walter, ISBE, 2008

26 NSTTAC Guidance on Age-Appropriate Transition Assessments
Select approaches that are appropriate for students in terms of cognitive, cultural sensitivity and language comfort. Always interpret and explain assessment results in formats that students and families can understand easily Consider the research-based practice of using multiple assessments on an on-going basis NSTTAC has prepared guidance under the direction of OSEP in regard to the selection of assessment tools they recommend to district staff. S. Walter, ISBE, 2008

27 Formal VS Informal Assessments
Formal transition assessments Adaptive behavior/daily living skills assessments General and specific aptitude tests Interest inventories Intelligence tests Temperament inventories/instruments Career maturity or employability tests Informal transition assessments Interviews (student and family) Questionnaires Direct observation Curriculum-based assessments Environmental analysis NSTTAC has prepared guidance under the direction of OSEP in regard to the selection of assessment tools they recommend to district staff. S. Walter, ISBE, 2008

28 For example… Interest inventories Transition surveys
Person-centered planning Curriculum-based assessments Structured interviews Social histories Career portfolios Employability skills inventories Assessments of post-school environments desired by the student Adaptive behavior inventories Life skills inventories Aptitude tests Personality scales Social skills inventories College entrance examinations Assessment of technology needs Vocational skills inventories Professional assessments Highlight just a few of these to point out that there are a great variety of tools to assist students in identifying their strengths, interests, preferences and needs. Points to cover: A common myth in transition planning is that there is one transition planning process for all students. The transition planning process must be individualized and suited to the needs of individual students with disabilities. Conduct Activity 2 according to instructions. Sue Walter, 2008 S. Walter, ISBE, 2008

29 Where to look… Sue Walter, 2008 S. Walter, ISBE, 2008

30 Courses of Study Transition services include courses of study that focus on improving the academic and functional achievement of the child to facilitate movement from school to post-school. Course of study, instructional program of study or list of courses of study should be in the IEP and should align with the student’s post-secondary goals. Does a post-secondary goal require a certain minimum requirement of courses, e.g., college bound, trade school bound, etc.? Does a post-secondary goal require or benefit from the successful completion of specific high school classes, e.g., a future chef planning to take and completing all cooking related classes, a future child-care provider planning to take and completing relevant classes in Family and Consumer Science, etc. S. Walter, ISBE, 2008

31 Courses of Study Year 1 Year 2 Year 3 Year 4 Extended
Age 14/ Age 15/ Age 16/ Age 17/ Age Alternative Math Basic Geometry Intro to Algebra Life Skills ½ day at Center House for Basic Composition Writing Workshop I Intro to Business International Cooking travel training and apartment English Lit American Lit Speech Restaurant Occupations Living Physics Food Science I Food Science II Food Science III Food Science IV Consumer Education U.S. History American Government Independent Living Adult Living Skills P.E. P.E./Health Study Skills Self-Advocacy Skills Work Experience

32 Transition Services Coordinated Set of Activities
For each post-secondary goal, in association with meeting the post-secondary goal, is there (a) instruction, (b) related service, (c) community experience, (d) development of employment and other post-school adult living objectives, (e) acquisition of daily living skills, if appropriate, or (f) provision of functional vocational evaluation, if appropriate Sue Walter, 1/07, ISBE Transition S. Walter, ISBE, 2008

33 Community Experiences
Instruction Self-determination skill training including self-regulation, self-awareness and choice-making Enroll in tech prep program for Family and Consumer Science in junior year Contact JTCC for disability documentation policies Obtain, complete and submit application to community college Related Services Assistive Technology Evaluation Occupational therapy services focusing on manual dexterity Health/Social work services re: medication planning & independence Community Experiences Volunteer to bus tables at cousin’s restaurant Contact community volunteer center to find opportunity to assist with making food baskets and serving meals Investigate wellness and fitness programs at the local Y: choose one activity to begin by junior year

34 Development of Employment & Other PS Adult Living Objectives
Meet with DRS counselor for eligibility determination and resources to support entry and attendance at an in-state college Participate in job-shadowing at higher-end restaurants in the community Participate in summer internship Register at the local PO for selective service Obtain assistance on management of financial resources and legal issues Acquisition of Daily Living Skills and/or Functional Vocational Evaluation Regularly perform two household chores from a list provided by family Learn to operate washer and dryer Schedule and keep medical appointments independently (w/family assist sophomore and junior…independent senior year Linkages to After Graduation Supports/Services DHS/DRS local office County DMV Benefit Counselor (through DRS) SSI regional office Center for Independent Living (CIL) Division of Specialized Care for Children (DSCC) for medical home counseling

35 Annual IEP Goals For each postsecondary goal, there should be at least one annual goal in the IEP that will help the student make progress toward the stated post-secondary goal. In relation to the PLAAFP what does he/she need to work on to move toward the post-school goal Academic? Community-based experience? Functional and work skills? Self-determination skills? S. Walter, ISBE, 2008

36 Susie will learn to follow a schedule.
Post-School Goal (Result of Transition) Susie will work full-time at a grocery or chain store. Post-School Goal (Result of Transition) John will attend community college full-time. Annual Goal Using word processing software on a computer, John will compose a 5 paragraph essay, save it, retrieve and revise it, check for spelling and grammar errors, save the revised essay and print it. Annual Goal Susie will learn to follow a schedule. Annual Goal Susie will accurately complete job applications and a resume with correct spelling and grammar. Objectives Given a schedule of activities to complete during each instructional block of vocational activities, Susie will correctly complete the activity and check off as completed on her list without assistance for 5 consecutive days. - Given a self-management time schedule, Susie will correctly list all activities to be completed and write in the “clock face” time at which each activity needs to occur, without assistance, for 5 consecutive days. Objectives Given a blank job application to complete, Susie will use a cue card which contains personal information, list of references, and previous experience to complete the application without errors. Susie will use her job application cue card and a computer and its spell and grammar checking to create a resume with no errors. Objectives - Using a computer typing program such as “Type to Learn” to learn keyboarding skills, John will type at a rate of at least 35 wpm with 4 or fewer errors. Using Microsoft Word, John will demonstrate that he can type an already prepared essay on the computer, name the file, and save it to a floppy disk or the hard disk of the computer. - Using Microsoft Word John will demonstrate that he can open a file which he had previously saved, edit the file, save the changes and print the file. Sue Walter, 2008 S. Walter, ISBE, 2008

37 Coordination with Post-School Service Providers (aka adult agencies)
For each post-secondary goal, is there evidence of coordination between LEA and post-secondary services? Is there evidence that the IEP team discussed and listed potential post-school service providers? Is there evidence of family and/or student input regarding potential post-school service providers? Are there transition services listed on the IEP that are likely to be provided or paid for by an outside agency? Was parent consent (or child consent once the age of majority is reached) obtained to invite any outside agency? Is there evidence in the IEP or the student’s file that any of the following agencies/services were invited to participate in IEP development: postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation? For those invited post-school service providers who declined and/or were unable to attend the IEP meeting, is there evidence that alternate forms of communication and information gathering were used to support networking/access for the IEP team and specifically the family and/or student? Sue Walter, 2008 S. Walter, ISBE, 2008

38 Will you be the rock that redirects the course of the river?
Illinois State Board of Education Indicator 13 Webpage Will you be the rock that redirects the course of the river? -- Claire Nuer.

39 Basic Compliance Best Practices
Synergy Basic Compliance Best Practices Dynamic Process Maximum employment, community intergration = and and participation for Partnerships youth with disabilities Sue Walter, 2008 S. Walter, ISBE, 2008

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