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February 26, 2009 Tennessee Annual Spring Special Education Conference Dr. Ed OLeary Jane Winstead February 26, 2009 Tennessee Annual Spring Special Education.

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Presentation on theme: "February 26, 2009 Tennessee Annual Spring Special Education Conference Dr. Ed OLeary Jane Winstead February 26, 2009 Tennessee Annual Spring Special Education."— Presentation transcript:

1 February 26, 2009 Tennessee Annual Spring Special Education Conference Dr. Ed OLeary Jane Winstead February 26, 2009 Tennessee Annual Spring Special Education Conference Dr. Ed OLeary Jane Winstead

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3 Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual goals and transition services that will reasonably enable the student to meet the postsecondary goals. Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual goals and transition services that will reasonably enable the student to meet the postsecondary goals. TOPs and Indicator 13 Questions Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual goals and transition services that will reasonably enable the student to meet the postsecondary goals. Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual goals and transition services that will reasonably enable the student to meet the postsecondary goals. TOPs and Indicator 13 Questions

4 Percent of youth aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon age appropriate transition assessment; and IEP that includes transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals; an IEP that includes annual goals related to the students transition services; evidence that the student was invited to the IEP Team meeting where transition services will be discussed; and 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. Percent of youth aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon age appropriate transition assessment; and IEP that includes transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals; an IEP that includes annual goals related to the students transition services; evidence that the student was invited to the IEP Team meeting where transition services will be discussed; and 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. October 2008 TOPs and Indicator 13 Questions Percent of youth aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon age appropriate transition assessment; and IEP that includes transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals; an IEP that includes annual goals related to the students transition services; evidence that the student was invited to the IEP Team meeting where transition services will be discussed; and 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. Percent of youth aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon age appropriate transition assessment; and IEP that includes transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals; an IEP that includes annual goals related to the students transition services; evidence that the student was invited to the IEP Team meeting where transition services will be discussed; and 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. October 2008 TOPs and Indicator 13 Questions

5 Is there a measurable postsecondary goal or goals that covers education or training, employment, and, as needed, independent living? Is (are) there annual IEP goal(s) that will reasonably enable the child to meet the postsecondary goal(s)? Are there transition services in the IEP that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post-school? Is there a measurable postsecondary goal or goals that covers education or training, employment, and, as needed, independent living? Is (are) there annual IEP goal(s) that will reasonably enable the child to meet the postsecondary goal(s)? Are there transition services in the IEP that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post-school?

6 For transition services that are likely to be provided or paid for by other agencies, with parent (or child once age of majority is reached) consent, is there evidence that representatives of the agency(ies) were invited to the IEP meeting? For transition services that are likely to be provided or paid for by other agencies, with parent (or child once age of majority is reached) consent, is there evidence that representatives of the agency(ies) were invited to the IEP meeting? Is there evidence that the measurable postsecondary goals were based on an age-appropriate transition assessment? Is there evidence that the measurable postsecondary goals were based on an age-appropriate transition assessment? Do the transition services include courses of study that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post-school? Do the transition services include courses of study that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post-school? For transition services that are likely to be provided or paid for by other agencies, with parent (or child once age of majority is reached) consent, is there evidence that representatives of the agency(ies) were invited to the IEP meeting? For transition services that are likely to be provided or paid for by other agencies, with parent (or child once age of majority is reached) consent, is there evidence that representatives of the agency(ies) were invited to the IEP meeting? Is there evidence that the measurable postsecondary goals were based on an age-appropriate transition assessment? Is there evidence that the measurable postsecondary goals were based on an age-appropriate transition assessment? Do the transition services include courses of study that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post-school? Do the transition services include courses of study that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post-school?

7 Broad definition: Formal process of cooperative planning that will assist students with disabilities to move from school into the adult world. Formal process of cooperative planning that will assist students with disabilities to move from school into the adult world. Broad definition: Formal process of cooperative planning that will assist students with disabilities to move from school into the adult world. Formal process of cooperative planning that will assist students with disabilities to move from school into the adult world.

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10 IEP Process of the Past IEP Process of the Present/Future Present Level of Performance Annual Goals Short Term Objectives Postsecondary Goals (Vision) (Vision) Present Level of Educational Performance Statement of Transition Service Needs (education plan) Statement of Needed Transition Services (long range plan for adult life) Annual Goals Short Term Objectives/ Benchmarks Benchmarks OLeary, E., 1998 © Copyright

11 What Is Realistic?

12 Includes: Courses of study Includes: InstructionInstruction Related servicesRelated services Community experiencesCommunity experiences Employment and other post-Employment and other post- school adult living objectives school adult living objectives When appropriate: Daily living skillsDaily living skills Functional vocational evaluationFunctional vocational evaluation Step I Measurable Post-secondary Goals Step I Measurable Post-secondary Goals Step II: Present Levels of Academic Achievement and Functional Performance Step III: Transition Services Step IV: Measurable Annual Goals Age- appropriate transition assessments TrainingTraining EducationEducation EmploymentEmployment Independent LivingIndependent Living Skills – where Skills – where appropriate appropriate OLeary, E., 2005 © Copyright

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14 Measurable postsecondary goals Education/training Education/training Employment Employment Independent Living (optional) Independent Living (optional) Age appropriate transition assessment Transition services Course of study Course of study Coordinated set of activities Coordinated set of activities Measurable annual goals Measurable postsecondary goals Education/training Education/training Employment Employment Independent Living (optional) Independent Living (optional) Age appropriate transition assessment Transition services Course of study Course of study Coordinated set of activities Coordinated set of activities Measurable annual goals

15 Measurable Annual Goals Educators/Systems Measurable Post secondary Goals Students Measurable Annual Goals Educators/Systems Measurable Post secondary Goals Students

16 A statement based on age appropriate transition assessment A statement based on age appropriate transition assessment Communicates what the student would like to achieve after high school. Communicates what the student would like to achieve after high school. Is measurable Is measurable An outcome that occurs after the person has exited high school. An outcome that occurs after the person has exited high school. A measurable postsecondary goal is NOT an activity, step, wishful intent or the process of pursuing or moving toward the desired outcome. A measurable postsecondary goal is NOT an activity, step, wishful intent or the process of pursuing or moving toward the desired outcome. A statement based on age appropriate transition assessment A statement based on age appropriate transition assessment Communicates what the student would like to achieve after high school. Communicates what the student would like to achieve after high school. Is measurable Is measurable An outcome that occurs after the person has exited high school. An outcome that occurs after the person has exited high school. A measurable postsecondary goal is NOT an activity, step, wishful intent or the process of pursuing or moving toward the desired outcome. A measurable postsecondary goal is NOT an activity, step, wishful intent or the process of pursuing or moving toward the desired outcome.

17 Any student who will turn 16 (14) during the timeframe of their IEP, or younger, if determined appropriate by the IEP team as required under IDEA 2004.

18 Can the Goal be Counted/Measured? Measurable postsecondary goals are Outcomes that occur after the person has left high school. What a student WILL do (enrolled in, attending, working) I will attend the U of W in the teacher education program. Can count or measure whether the student does or does not attend A measurable postsecondary goal is not a Process. It is not what a student plans or hopes to do. I am planning on attending the U of W in the teacher education program. Cannot measure or count planning on attending Can the Goal be Counted/Measured? Measurable postsecondary goals are Outcomes that occur after the person has left high school. What a student WILL do (enrolled in, attending, working) I will attend the U of W in the teacher education program. Can count or measure whether the student does or does not attend A measurable postsecondary goal is not a Process. It is not what a student plans or hopes to do. I am planning on attending the U of W in the teacher education program. Cannot measure or count planning on attending NSTTAC 12-06

19 Use results-oriented terms such as enrolled in, work, live independently Use results-oriented terms such as enrolled in, work, live independently Use descriptors such as full time and part time Use descriptors such as full time and part time Begin with After high school… Begin with After high school… Use results-oriented terms such as enrolled in, work, live independently Use results-oriented terms such as enrolled in, work, live independently Use descriptors such as full time and part time Use descriptors such as full time and part time Begin with After high school… Begin with After high school…

20 Training or Education Specific vocational or career field, independent living skills training, vocational training program, apprenticeship, OJT, job corps, 4 year college or university, technical college, 2 year college, Vocational Technical School (less than a two year program) etc. Employment Paid (competitive, supported, sheltered); unpaid employment (volunteer, in a training capacity); military; etc. Independent Living, where appropriate Adult living, daily living, independent living, financial, transportation, etc. Training or Education Specific vocational or career field, independent living skills training, vocational training program, apprenticeship, OJT, job corps, 4 year college or university, technical college, 2 year college, Vocational Technical School (less than a two year program) etc. Employment Paid (competitive, supported, sheltered); unpaid employment (volunteer, in a training capacity); military; etc. Independent Living, where appropriate Adult living, daily living, independent living, financial, transportation, etc.

21 Initially, broad descriptions of the students preferences, interests, or vision of what they might like to do in employment, education, training, and independent living. Initially, broad descriptions of the students preferences, interests, or vision of what they might like to do in employment, education, training, and independent living. Each year reassess and refine. Each year reassess and refine. Should be specific and measurable one year out by last year/IEP. Should be specific and measurable one year out by last year/IEP. Initially, broad descriptions of the students preferences, interests, or vision of what they might like to do in employment, education, training, and independent living. Initially, broad descriptions of the students preferences, interests, or vision of what they might like to do in employment, education, training, and independent living. Each year reassess and refine. Each year reassess and refine. Should be specific and measurable one year out by last year/IEP. Should be specific and measurable one year out by last year/IEP.

22 YES Education/Training and Employment Can be combined into one all-inclusive goal or two or three separate goals OPTIONAL – (Where appropriate) Independent living YES Education/Training and Employment Can be combined into one all-inclusive goal or two or three separate goals OPTIONAL – (Where appropriate) Independent living

23 ALL IEP Students Measurable Annual IEP Goals A statement of measurable annual goals, including academic and functional goals Beginning not later than the first IEP to be in effect when the child turns 16… Measurable Postsecondary Goals Based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills

24 If the goal is measurable and occurs after the student has left…I am concerned about liability issues when students dont meet the stated goals after school. NSTTAC Response …IDEA 2004 does not require that LEAs are held accountable for the attainment of postsecondary goals. The stated measurable postsecondary goals are required components of transition planning. There are numerous mediating factors that positively or negatively affect an adult's acquisition of goals, for which a school could not be held accountable. The purpose of the legislation and this indicator is that a student's education program support their goals beyond secondary school. NSTTAC Indicator 13 Checklist Frequently Asked Questions and Responses – Question # 14

25 1. Training/Education After high school, I/David will get on the job training to become a farmer. 2. Employment After high school, I/David will work full time as a farmer.

26 Training/Education After high school, I/Mary will enroll at UW- Eau Claire in the teacher training program. After high school, I/Mary will enroll at UW- Eau Claire in the teacher training program.Employment After high school, I/Mary will work full time as a teacher. After high school, I/Mary will work full time as a teacher.Training/Education After high school, I/Mary will enroll at UW- Eau Claire in the teacher training program. After high school, I/Mary will enroll at UW- Eau Claire in the teacher training program.Employment After high school, I/Mary will work full time as a teacher. After high school, I/Mary will work full time as a teacher.

27 Independent Living Independent Living (where appropriate) (where appropriate) After high school, I/Mary will live with a roommate in an apartment. will live with a roommate in an apartment. Independent Living Independent Living (where appropriate) (where appropriate) After high school, I/Mary will live with a roommate in an apartment. will live with a roommate in an apartment.

28 Training/Education After high school, Eric will get on the job training in an area related to dirt bike racing. Employment After high school, Eric will work full time with dirt bikes. Independent Living After high school, Eric will live in an apartment with friends. Training/Education After high school, Eric will get on the job training in an area related to dirt bike racing. Employment After high school, Eric will work full time with dirt bikes. Independent Living After high school, Eric will live in an apartment with friends.

29 Training/Education After high school, Sheila will enroll full time at UW-Eau Claire in the nursing program. After high school, Sheila will enroll full time at UW-Eau Claire in the nursing program.Employment After high school, Sheila will work full time as a nurse. After high school, Sheila will work full time as a nurse.Training/Education After high school, Sheila will enroll full time at UW-Eau Claire in the nursing program. After high school, Sheila will enroll full time at UW-Eau Claire in the nursing program.Employment After high school, Sheila will work full time as a nurse. After high school, Sheila will work full time as a nurse.

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31 1.Independent Living After completion of school, I/ Lance will live with my mother and continue to take part in community activities like bowling, going to church and visiting friends and family.After completion of school, I/ Lance will live with my mother and continue to take part in community activities like bowling, going to church and visiting friends and family. With momWith mom 2. Training/Education After completion of school, I /Lance will attend the XYZ Center and receive training on work behaviors and skills.After completion of school, I /Lance will attend the XYZ Center and receive training on work behaviors and skills. Lance did not respondLance did not respond 3. Employment After completion of school, I/ Lance will be employed in a sheltered environment at the XYZ Center.After completion of school, I/ Lance will be employed in a sheltered environment at the XYZ Center. With momWith mom 1.Independent Living After completion of school, I/ Lance will live with my mother and continue to take part in community activities like bowling, going to church and visiting friends and family.After completion of school, I/ Lance will live with my mother and continue to take part in community activities like bowling, going to church and visiting friends and family. With momWith mom 2. Training/Education After completion of school, I /Lance will attend the XYZ Center and receive training on work behaviors and skills.After completion of school, I /Lance will attend the XYZ Center and receive training on work behaviors and skills. Lance did not respondLance did not respond 3. Employment After completion of school, I/ Lance will be employed in a sheltered environment at the XYZ Center.After completion of school, I/ Lance will be employed in a sheltered environment at the XYZ Center. With momWith mom

32 Training/Education, Employment and Independent Living After completion of school, I /Lance will live with my mother and continue to take part in community activities. I will be employed through the XYZ Center and receive training on work behaviors and skills. After completion of school, I /Lance will live with my mother and continue to take part in community activities. I will be employed through the XYZ Center and receive training on work behaviors and skills. Training/Education, Employment and Independent Living After completion of school, I /Lance will live with my mother and continue to take part in community activities. I will be employed through the XYZ Center and receive training on work behaviors and skills. After completion of school, I /Lance will live with my mother and continue to take part in community activities. I will be employed through the XYZ Center and receive training on work behaviors and skills.

33 1.Independent Living After completion of school, I /William will live with my brother and take part in community social and recreational activities.After completion of school, I /William will live with my brother and take part in community social and recreational activities. With my brotherWith my brother 2. Training/Education After completion of school, I /William will attend ADAPT and receive vocational skills training.After completion of school, I /William will attend ADAPT and receive vocational skills training. blankblank 3. Employment After completion of school, I will work at ADAPT under their supported employment program.After completion of school, I will work at ADAPT under their supported employment program. Wants to work – cardboard boxes, pop machines, cleaningWants to work – cardboard boxes, pop machines, cleaning 1.Independent Living After completion of school, I /William will live with my brother and take part in community social and recreational activities.After completion of school, I /William will live with my brother and take part in community social and recreational activities. With my brotherWith my brother 2. Training/Education After completion of school, I /William will attend ADAPT and receive vocational skills training.After completion of school, I /William will attend ADAPT and receive vocational skills training. blankblank 3. Employment After completion of school, I will work at ADAPT under their supported employment program.After completion of school, I will work at ADAPT under their supported employment program. Wants to work – cardboard boxes, pop machines, cleaningWants to work – cardboard boxes, pop machines, cleaning

34 1.Independent Living After completion of school, I /Wayne will live at home.After completion of school, I /Wayne will live at home. Seems to like living at his house. He smiles when asked about itSeems to like living at his house. He smiles when asked about it 2. Training/Education After completion of school, I/ Wayne will attend ADAPT and receive vocational skills training.After completion of school, I/ Wayne will attend ADAPT and receive vocational skills training. Likes attending DKDC and would like to for a while.Likes attending DKDC and would like to for a while. 3. Employment After completion of school, I will work at ADAPT under their supported employment program.After completion of school, I will work at ADAPT under their supported employment program. Wayne does not want to talk about getting a job.Wayne does not want to talk about getting a job. 1.Independent Living After completion of school, I /Wayne will live at home.After completion of school, I /Wayne will live at home. Seems to like living at his house. He smiles when asked about itSeems to like living at his house. He smiles when asked about it 2. Training/Education After completion of school, I/ Wayne will attend ADAPT and receive vocational skills training.After completion of school, I/ Wayne will attend ADAPT and receive vocational skills training. Likes attending DKDC and would like to for a while.Likes attending DKDC and would like to for a while. 3. Employment After completion of school, I will work at ADAPT under their supported employment program.After completion of school, I will work at ADAPT under their supported employment program. Wayne does not want to talk about getting a job.Wayne does not want to talk about getting a job.

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36 Bill has significant limitations across all areas of functioning as well as being medically fragile. Training programs will not be appropriate for him. He will require full time nursing care throughout his life and recreational day service programs designed for individuals with such specific needs will probably be most appropriate following high school. Bill has significant limitations across all areas of functioning as well as being medically fragile. Training programs will not be appropriate for him. He will require full time nursing care throughout his life and recreational day service programs designed for individuals with such specific needs will probably be most appropriate following high school.

37 18 years old. 18 years old. Receives specially designed instruction with an alternate curriculum in a self-contained setting all day. Receives specially designed instruction with an alternate curriculum in a self-contained setting all day. Receives related services of OT, PT and nursing Receives related services of OT, PT and nursing Fed via G-tube Fed via G-tube Has tracheotomy and uses a ventilator with oxygen to breathe Has tracheotomy and uses a ventilator with oxygen to breatheStrengths Curious, stays alert and awake throughout the school day, seems to enjoy activity around him. Curious, stays alert and awake throughout the school day, seems to enjoy activity around him. Enjoys getting verbal and tactile attention from his peers and staff. Enjoys getting verbal and tactile attention from his peers and staff. Tolerant of position changes on mat table and allows hand-over-hand assistance to participate in activities. Tolerant of position changes on mat table and allows hand-over-hand assistance to participate in activities. Likes using a switch (with assistance) to activate a variety of devices, including the radio and computer. Likes using a switch (with assistance) to activate a variety of devices, including the radio and computer. 18 years old. 18 years old. Receives specially designed instruction with an alternate curriculum in a self-contained setting all day. Receives specially designed instruction with an alternate curriculum in a self-contained setting all day. Receives related services of OT, PT and nursing Receives related services of OT, PT and nursing Fed via G-tube Fed via G-tube Has tracheotomy and uses a ventilator with oxygen to breathe Has tracheotomy and uses a ventilator with oxygen to breatheStrengths Curious, stays alert and awake throughout the school day, seems to enjoy activity around him. Curious, stays alert and awake throughout the school day, seems to enjoy activity around him. Enjoys getting verbal and tactile attention from his peers and staff. Enjoys getting verbal and tactile attention from his peers and staff. Tolerant of position changes on mat table and allows hand-over-hand assistance to participate in activities. Tolerant of position changes on mat table and allows hand-over-hand assistance to participate in activities. Likes using a switch (with assistance) to activate a variety of devices, including the radio and computer. Likes using a switch (with assistance) to activate a variety of devices, including the radio and computer.

38 Present Levels of Academic Achievement and Functional Abilities Benefits from sensory stimulating activities and activities to improve his independence and communication. Benefits from sensory stimulating activities and activities to improve his independence and communication. Uses facial gestures to communicate his pleasure and displeasure with his current state. Offers a smile to show happiness and a blank stare to show his disinterest. Uses facial gestures to communicate his pleasure and displeasure with his current state. Offers a smile to show happiness and a blank stare to show his disinterest. Picture/symbol augmentative communication supports have not been successful. Will use simple one-button communication devices with assistance when offered during class activities. Picture/symbol augmentative communication supports have not been successful. Will use simple one-button communication devices with assistance when offered during class activities. Uses a manual wheelchair dependently. Requires a 2-person lift or mechanical device for all transfers. Tolerates positioning on mat table. Uses a manual wheelchair dependently. Requires a 2-person lift or mechanical device for all transfers. Tolerates positioning on mat table. Limited fine motor skills result in dependency for all care and hand-over-hand assistance for all activities. Limited fine motor skills result in dependency for all care and hand-over-hand assistance for all activities. Present Levels of Academic Achievement and Functional Abilities Benefits from sensory stimulating activities and activities to improve his independence and communication. Benefits from sensory stimulating activities and activities to improve his independence and communication. Uses facial gestures to communicate his pleasure and displeasure with his current state. Offers a smile to show happiness and a blank stare to show his disinterest. Uses facial gestures to communicate his pleasure and displeasure with his current state. Offers a smile to show happiness and a blank stare to show his disinterest. Picture/symbol augmentative communication supports have not been successful. Will use simple one-button communication devices with assistance when offered during class activities. Picture/symbol augmentative communication supports have not been successful. Will use simple one-button communication devices with assistance when offered during class activities. Uses a manual wheelchair dependently. Requires a 2-person lift or mechanical device for all transfers. Tolerates positioning on mat table. Uses a manual wheelchair dependently. Requires a 2-person lift or mechanical device for all transfers. Tolerates positioning on mat table. Limited fine motor skills result in dependency for all care and hand-over-hand assistance for all activities. Limited fine motor skills result in dependency for all care and hand-over-hand assistance for all activities.

39 Education/Training Training programs are not appropriate Training programs are not appropriate After graduation, Bill will participate in an in-home or center-based program designed to provide habilitative and vocational training with medical and therapeutic supports. After graduation, Bill will participate in an in-home or center-based program designed to provide habilitative and vocational training with medical and therapeutic supports. After graduation, Bill will participate in on the job training in using microswitches After graduation, Bill will participate in on the job training in using microswitchesEducation/Training Training programs are not appropriate Training programs are not appropriate After graduation, Bill will participate in an in-home or center-based program designed to provide habilitative and vocational training with medical and therapeutic supports. After graduation, Bill will participate in an in-home or center-based program designed to provide habilitative and vocational training with medical and therapeutic supports. After graduation, Bill will participate in on the job training in using microswitches After graduation, Bill will participate in on the job training in using microswitches

40 Employment Recreational day service program. Recreational day service program. Following graduation Bill will participate in technologically supported self-employment or volunteer work and receive job development services from vocational rehabilitation or a community rehabilitation program within 1 year of graduation. Following graduation Bill will participate in technologically supported self-employment or volunteer work and receive job development services from vocational rehabilitation or a community rehabilitation program within 1 year of graduation.Employment Recreational day service program. Recreational day service program. Following graduation Bill will participate in technologically supported self-employment or volunteer work and receive job development services from vocational rehabilitation or a community rehabilitation program within 1 year of graduation. Following graduation Bill will participate in technologically supported self-employment or volunteer work and receive job development services from vocational rehabilitation or a community rehabilitation program within 1 year of graduation.

41 Independent Living After graduation Bill will live at home and participate, to the maximum extent possible, in his daily routines (e.g. feeding, dressing, bathing, activating small appliances/media devices, choice making, etc.) and environment through the use of technology. After graduation Bill will live at home and participate, to the maximum extent possible, in his daily routines (e.g. feeding, dressing, bathing, activating small appliances/media devices, choice making, etc.) and environment through the use of technology. After graduation Bill will participate in community- integrated recreational/leisure activities at the YMCA, going to movies, going to church. After graduation Bill will participate in community- integrated recreational/leisure activities at the YMCA, going to movies, going to church. After graduation Bill will effectively utilize an augmentative communication device at home and in the community that allows individuals to communicate with him regarding needs, wants, and desires. After graduation Bill will effectively utilize an augmentative communication device at home and in the community that allows individuals to communicate with him regarding needs, wants, and desires. Independent Living After graduation Bill will live at home and participate, to the maximum extent possible, in his daily routines (e.g. feeding, dressing, bathing, activating small appliances/media devices, choice making, etc.) and environment through the use of technology. After graduation Bill will live at home and participate, to the maximum extent possible, in his daily routines (e.g. feeding, dressing, bathing, activating small appliances/media devices, choice making, etc.) and environment through the use of technology. After graduation Bill will participate in community- integrated recreational/leisure activities at the YMCA, going to movies, going to church. After graduation Bill will participate in community- integrated recreational/leisure activities at the YMCA, going to movies, going to church. After graduation Bill will effectively utilize an augmentative communication device at home and in the community that allows individuals to communicate with him regarding needs, wants, and desires. After graduation Bill will effectively utilize an augmentative communication device at home and in the community that allows individuals to communicate with him regarding needs, wants, and desires.

42 Includes: Courses of study Includes: InstructionInstruction Related servicesRelated services Community experiencesCommunity experiences Employment and other post-Employment and other post- school adult living objectives school adult living objectives When appropriate: Daily living skillsDaily living skills Functional vocational evaluationFunctional vocational evaluation Step I Measurable Post-secondary Goals Step I Measurable Post-secondary Goals Step II: Present Levels of Academic Achievement and Functional Performance Step III: Transition Services Step IV: Measurable Annual Goals Age- appropriate transition assessments TrainingTraining EducationEducation EmploymentEmployment Independent LivingIndependent Living Skills – where Skills – where appropriate appropriate OLeary, E., 2005 © Copyright

43 IEP team, must determine what instruction and educational experiences will assist the student to prepare for the transition from secondary education to post-secondary life. Focus on: Courses of study [all courses and educational experiences] How the educational program can be planned and relate directly to the students goals beyond secondary education Show how those courses are linked to those goals Promotes the concept that the high school program focuses on post-school results. Help students and family select courses of study that are meaningful and motivate students to complete their education. IEP team, must determine what instruction and educational experiences will assist the student to prepare for the transition from secondary education to post-secondary life. Focus on: Courses of study [all courses and educational experiences] How the educational program can be planned and relate directly to the students goals beyond secondary education Show how those courses are linked to those goals Promotes the concept that the high school program focuses on post-school results. Help students and family select courses of study that are meaningful and motivate students to complete their education.

44 If the student and parent are aware of and agree to a change in a course and that change would not have a direct impact on the student achieving his or her desired post-school outcome; or if the student taking the course would not require any accommodations or modifications (which would require goals and objectives); then this change would not be considered a substantive change and would not necessitate another IEP meeting.

45 Includes: Courses of study Includes: InstructionInstruction Related servicesRelated services Community experiencesCommunity experiences Employment and other post-Employment and other post- school adult living objectives school adult living objectives When appropriate: Daily living skillsDaily living skills Functional vocational evaluationFunctional vocational evaluation Step I Measurable Post-secondary Goals Step I Measurable Post-secondary Goals Step II: Present Levels of Academic Achievement and Functional Performance Step III: Transition Services Step IV: Measurable Annual Goals Age- appropriate transition assessments TrainingTraining EducationEducation EmploymentEmployment Independent LivingIndependent Living Skills – where Skills – where appropriate appropriate OLeary, E., 2005 © Copyright

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47 The CSA must show evidence that: 1. Activities are individualized and student specific. 2. Activities lead toward the achievement of the students measurable postsecondary goals 3. Activities should show a minimum of 2 years 4. The activities demonstrate coordination between school, family, student and/or outside agency(ies) The CSA must show evidence that: 1. Activities are individualized and student specific. 2. Activities lead toward the achievement of the students measurable postsecondary goals 3. Activities should show a minimum of 2 years 4. The activities demonstrate coordination between school, family, student and/or outside agency(ies)

48 Multi year - at least a 2 year description of coordinated activities/strategies to help students achieve their measurable post secondary goals while they are still in high school Multi year - at least a 2 year description of coordinated activities/strategies to help students achieve their measurable post secondary goals while they are still in high school Should complement the course of study, include steps/activities needed for successful post school transition Should complement the course of study, include steps/activities needed for successful post school transition If there are transition services listed that are likely to be provided or paid for by an outside agency then you need to obtain written consent before inviting agency representative to the IEP meeting. If there are transition services listed that are likely to be provided or paid for by an outside agency then you need to obtain written consent before inviting agency representative to the IEP meeting. Multi year - at least a 2 year description of coordinated activities/strategies to help students achieve their measurable post secondary goals while they are still in high school Multi year - at least a 2 year description of coordinated activities/strategies to help students achieve their measurable post secondary goals while they are still in high school Should complement the course of study, include steps/activities needed for successful post school transition Should complement the course of study, include steps/activities needed for successful post school transition If there are transition services listed that are likely to be provided or paid for by an outside agency then you need to obtain written consent before inviting agency representative to the IEP meeting. If there are transition services listed that are likely to be provided or paid for by an outside agency then you need to obtain written consent before inviting agency representative to the IEP meeting.

49 Designed within a results-oriented process Focus on improving the academic and functional achievement of the child Facilitate movement from school to post-school activities Based on child's needs, taking into account the child's strengths, preferences, and interests includes instruction, related services, community experiences… Designed within a results-oriented process Focus on improving the academic and functional achievement of the child Facilitate movement from school to post-school activities Based on child's needs, taking into account the child's strengths, preferences, and interests includes instruction, related services, community experiences… Coordinated Set of Activities

50 These activities/strategies can be a formal or informal imparting of knowledge or skills, such as: Visit college campuses and meet with student support services Visit college campuses and meet with student support services Learn about and practice social skills Learn about and practice social skills Apply for and take ACT with accommodations (if appropriate) Apply for and take ACT with accommodations (if appropriate) Learn about employability skills and schedule a work experience Learn about employability skills and schedule a work experience These activities/strategies can be a formal or informal imparting of knowledge or skills, such as: Visit college campuses and meet with student support services Visit college campuses and meet with student support services Learn about and practice social skills Learn about and practice social skills Apply for and take ACT with accommodations (if appropriate) Apply for and take ACT with accommodations (if appropriate) Learn about employability skills and schedule a work experience Learn about employability skills and schedule a work experience

51 1. Activities/strategies that address related service needs that will continue beyond school. 2. Ensure continuation of needed related service beyond school. 3. Identify potential providers and funding sources. 4. Connect the student and parent to the service, support, program, agency before the student leaves the school system. Examples Complete applications for county support programs. Complete applications for county support programs. Modify vehicleexplore options for modified transportation. Modify vehicleexplore options for modified transportation. Visit potential post school providers for physical therapy Visit potential post school providers for physical therapy Receive orientation and mobility training in place of employment. Receive orientation and mobility training in place of employment. 1. Activities/strategies that address related service needs that will continue beyond school. 2. Ensure continuation of needed related service beyond school. 3. Identify potential providers and funding sources. 4. Connect the student and parent to the service, support, program, agency before the student leaves the school system. Examples Complete applications for county support programs. Complete applications for county support programs. Modify vehicleexplore options for modified transportation. Modify vehicleexplore options for modified transportation. Visit potential post school providers for physical therapy Visit potential post school providers for physical therapy Receive orientation and mobility training in place of employment. Receive orientation and mobility training in place of employment.

52 These activities/strategies that are generally provided outside the school building and should: 1. Prepare the student for participation in community life. 2. Encourage the student to participate in the community, including government, social, recreational, leisure, shopping, banking, transportation, or other opportunities. Examples Learn about and visit potential places in the community to shop for food, clothes. Learn about and visit potential places in the community to shop for food, clothes. Join a community team or organization (e.g., church group, self-advocacy club, Toastmasters, Alcoholics Anonymous, bowling league, etc.). Join a community team or organization (e.g., church group, self-advocacy club, Toastmasters, Alcoholics Anonymous, bowling league, etc.). Identify different living/housing options. Identify different living/housing options. Obtain a state identification card or drivers license. Obtain a state identification card or drivers license. Join a community team or organization (church group, bowling league, etc.). Join a community team or organization (church group, bowling league, etc.). These activities/strategies that are generally provided outside the school building and should: 1. Prepare the student for participation in community life. 2. Encourage the student to participate in the community, including government, social, recreational, leisure, shopping, banking, transportation, or other opportunities. Examples Learn about and visit potential places in the community to shop for food, clothes. Learn about and visit potential places in the community to shop for food, clothes. Join a community team or organization (e.g., church group, self-advocacy club, Toastmasters, Alcoholics Anonymous, bowling league, etc.). Join a community team or organization (e.g., church group, self-advocacy club, Toastmasters, Alcoholics Anonymous, bowling league, etc.). Identify different living/housing options. Identify different living/housing options. Obtain a state identification card or drivers license. Obtain a state identification card or drivers license. Join a community team or organization (church group, bowling league, etc.). Join a community team or organization (church group, bowling league, etc.).

53 Activities/strategies that focus on development of work- related behaviors, job seeking and keeping skills, career exploration, skill training, apprenticeship training, and actual employment. Examples Practice completing job applications and interviewing skills Participate in chores at home Get a part-time job in your area of interest Meet with a Vocational Rehabilitation counselor to develop an Individualized Plan for Employment (IPE). Activities/strategies that focus on development of work- related behaviors, job seeking and keeping skills, career exploration, skill training, apprenticeship training, and actual employment. Examples Practice completing job applications and interviewing skills Participate in chores at home Get a part-time job in your area of interest Meet with a Vocational Rehabilitation counselor to develop an Individualized Plan for Employment (IPE).

54 Activities/strategies that focus on adult living skills. These are done occasionally, such as: registering to vote registering to vote filing taxes filing taxes obtaining a drivers license obtaining a drivers license renting or buying a home renting or buying a home accessing medical services accessing medical services obtaining and filing for insurance obtaining and filing for insurance planning for retirement planning for retirement accessing adult services such as Social Security accessing adult services such as Social Security Activities/strategies that focus on adult living skills. These are done occasionally, such as: registering to vote registering to vote filing taxes filing taxes obtaining a drivers license obtaining a drivers license renting or buying a home renting or buying a home accessing medical services accessing medical services obtaining and filing for insurance obtaining and filing for insurance planning for retirement planning for retirement accessing adult services such as Social Security accessing adult services such as Social Security

55 Activities that adults do most every day, such as: preparing meals preparing meals budgeting budgeting maintaining a residence maintaining a residence paying bills paying bills raising a family raising a family caring for clothing and/or personal grooming caring for clothing and/or personal grooming Activities that adults do most every day, such as: preparing meals preparing meals budgeting budgeting maintaining a residence maintaining a residence paying bills paying bills raising a family raising a family caring for clothing and/or personal grooming caring for clothing and/or personal grooming

56 Assessment process that provides information about job or career interests, aptitudes, and skills. Information is gathered through situational assessments in the setting where the job is performed related to job or career interests, aptitudes, and skills. Information is gathered through situational assessments in the setting where the job is performed related to job or career interests, aptitudes, and skills. Information gathered through a functional vocational assessment can be used to refine educational experiences, courses of study, and employment activities/strategies in the statement of needed transition services. Information gathered through a functional vocational assessment can be used to refine educational experiences, courses of study, and employment activities/strategies in the statement of needed transition services. This can include observations, formal or informal measures and should be practical. Examples Participate in a community-based situational vocational assessment program. Participate in a community-based situational vocational assessment program. Complete CHOICES or Bridges computer program to determine vocational interests. Complete CHOICES or Bridges computer program to determine vocational interests. Meet with school counselor to affirm vocational interests and align graduation plan to need. Meet with school counselor to affirm vocational interests and align graduation plan to need. Assessment process that provides information about job or career interests, aptitudes, and skills. Information is gathered through situational assessments in the setting where the job is performed related to job or career interests, aptitudes, and skills. Information is gathered through situational assessments in the setting where the job is performed related to job or career interests, aptitudes, and skills. Information gathered through a functional vocational assessment can be used to refine educational experiences, courses of study, and employment activities/strategies in the statement of needed transition services. Information gathered through a functional vocational assessment can be used to refine educational experiences, courses of study, and employment activities/strategies in the statement of needed transition services. This can include observations, formal or informal measures and should be practical. Examples Participate in a community-based situational vocational assessment program. Participate in a community-based situational vocational assessment program. Complete CHOICES or Bridges computer program to determine vocational interests. Complete CHOICES or Bridges computer program to determine vocational interests. Meet with school counselor to affirm vocational interests and align graduation plan to need. Meet with school counselor to affirm vocational interests and align graduation plan to need.

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58 Courses of Study LONG RANGE EDUCATION PLAN Coordinated Set of Activities LONG RANGE PLAN FOR POST SCHOOL ADULT LIFE Courses of Study LONG RANGE EDUCATION PLAN Coordinated Set of Activities LONG RANGE PLAN FOR POST SCHOOL ADULT LIFE Coordinated Set of Activities Coordinated Set of STRATEGIES

59 Includes: Courses of study Includes: InstructionInstruction Related servicesRelated services Community experiencesCommunity experiences Employment and other post-Employment and other post- school adult living objectives school adult living objectives When appropriate: Daily living skillsDaily living skills Functional vocational evaluationFunctional vocational evaluation Step I Measurable Post-secondary Goals Step I Measurable Post-secondary Goals Step II: Present Levels of Academic Achievement and Functional Performance Step III: Transition Services Step IV: Measurable Annual Goals Age- appropriate transition assessments TrainingTraining EducationEducation EmploymentEmployment Independent LivingIndependent Living Skills – where Skills – where appropriate appropriate OLeary, E., 2005 © Copyright

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61 NSTTAC – NSTTAC.ORG Products and Resources Transition Assessment Guide What is transition assessment? Why conduct transition assessments? How do I select instruments? How do I conduct an age appropriate transition assessment? Sample Instruments Informal Assessment Formal Assessment Informative links to Podcasts and other sources of information about age appropriate transition assessment Informative links to Podcasts and other sources of information about age appropriate transition assessment

62 Self-Determination Assessments American Institute for Research Self –Determination Assessment ARC Self-Determination Scale ChoiceMaker Self-Determination Assessment Field and Hoffman Self-Determination Assessment Battery Self-Determination Assessments American Institute for Research Self –Determination Assessment ARC Self-Determination Scale ChoiceMaker Self-Determination Assessment Field and Hoffman Self-Determination Assessment Battery

63 Adaptive Behavior and Transition Assessments Transition Planning Inventory (TPI) ProEd, Austin TX Scales of Independent Behavior Riverside Publishing Informal Assessments for Transition Planning ProEd, Austin TX Enderle-Severson Transition Rating Scale Casey Life Skills Adaptive Behavior and Transition Assessments Transition Planning Inventory (TPI) ProEd, Austin TX Scales of Independent Behavior Riverside Publishing Informal Assessments for Transition Planning ProEd, Austin TX Enderle-Severson Transition Rating Scale Casey Life Skills

64 On-Line Individual Interest Inventories My Future I Oscar (Occupation and Skill Computer-Assisted Researcher) Career Voyages Career Clusters On-Line Individual Interest Inventories My Future I Oscar (Occupation and Skill Computer-Assisted Researcher) Career Voyages Career Clusters

65 Occupational Outlook Handbook (Exploring Careers) Job Videos Students with Moderate to Severe Disabilities Choose and Take Action – Set of instructional activities designed to teach students with moderate to severe cognitive disabilities self-determination skills to introduce students to a variety of jobs and career possibilities and help them to identify what is most important to them about a job. Occupational Outlook Handbook (Exploring Careers) Job Videos Students with Moderate to Severe Disabilities Choose and Take Action – Set of instructional activities designed to teach students with moderate to severe cognitive disabilities self-determination skills to introduce students to a variety of jobs and career possibilities and help them to identify what is most important to them about a job.

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