Presentation on theme: "Jim Rich, Rich Consulting"— Presentation transcript:
1Jim Rich, Rich Consulting Transition- IDEA 2004Jim Rich,Rich ConsultingGroups of 4-6, same size schools if possible.
2Agenda IDEA 2004 The Transition Process Process into Practice Age-Appropriate Transition AssessmentsIdentifying the postsecondary goal(s)Course of Study & Coordinated Set of ActivitiesAgency LinkagesWriting the IEP – Annual IEP GoalsSummary of PerformanceProcess into Practice
3IDEA 2004 SIX CHANGES Change 1: Definition of transition services Change 2: Initiation of transition services at ageChange 3: Shift in emphasis to ‘results’Change 4: Creating a ‘Coordinated Set of Activities’Change 5: Evaluation before change in status: Summary of Performance (SOP)Change 6: Statement of interagency responsibilities in IEP.
4IDEA 2004 Definition of Transition Services Transition services means a ‘coordinated set of activities’ for student that:Is designed within a results-oriented process to post-school activities:Postsecondary education, vocational training, integrated employment, continuing/adult education, adult services.Is based upon the individual student’s strengths, preferences and interests;Includes instruction, related services, community experiences, development of employment and when appropriate, acquisition of daily living skills.Address IEPs
5IDEA 2004 Transition Services Begin at 16 Transition services are to begin no later than the first IEP in effect at age 16, earlier when appropriate.§ (b)
6IDEA 2004 Transition Services Begin at 16 For transition services to be in effect when the student turns 16 the transition planning –assessment, postsecondary goal(s), coordinated set of activities – is completed with the annual IEP that is written when the student is 15.
7IDEA 2004 Results OrientedTransition services must include appropriate measurable postsecondary goal(s) based on age-appropriate transition assessments related to:Postsecondary educationPostsecondary trainingEmploymentIndependent living skills, where appropriate
8TRANSITION SERVICES FLOW CHART Age-Appropriate Transition AssessmentsRelate Assessments to Measurable postsecondary goalsCourse of Study/Coordinated Set of ActivitiesIdentify Agency LinkagesWrite the IEP: Annual GoalsInterestsPreferencesNeedsAptitudesEducationTrainingEmploymentIndependent LivingGeneral EducationCareer Technical EducationSpecial EducationCommunity-Based ExperiencesIdentify Measurable postsecondary goal(s)Write the Summary of Performance
9Age-Appropriate Transition Assessment Transition assessment is the ongoing process of collecting data on the student’s needs, preferences, and interests as they relate to work, education, or living environments.
10Gathering Interests, Preferences and Skills; Identifying Needs. Examine student records and previous IEPs for information.Last transition plan, evaluations (formal/informal, present level of performance, courses and grades;Decide if additional information is needed for planning.Make friends with Guidance and Counseling, Career and Technical staff.Develop a plan with the student to identify interests, preferences and skills.
11STUDENT INFORMATION GATHERING FORM -FVE INTERESTSSTRENGTHSLIMITATIONSWORK EXPERIENCE
12STUDENT INFORMATION GATHERING FORM- Example 1 Student’s Name: Kimo STUDENT INFORMATION GATHERING FORM- Example 1 Student’s Name: Kimo Date:11/18/06INTERESTSSTRENGTHSLIMITATIONSWORK EXPERIENCEEXPRESSED:(by family and Kimo)SportsHelping Mom in the homeMusic – DancingVisiting Grandma at nursing homeOBSERVED:Events-Stock car racesFairsSpecial OlympicsTESTED:Interest SurveyWorking with peopleFriendly – smilesand laughs easilyCan follow 2-3 stepdirections withoutVariablesOn Brigance: 20functional wordsCan use phone withnumber written out(no phone book)Can input up to 6digits to addingmachine orcomputerLack of control whenfrustrated or confusedNo fear of strangers –safety issuesEasily confused withvariables –has physicaloutburst when excitedTransportation – mayneed to ride bus to job(can’t tell at this time)School office &teachers’ prep room –with supervisionOffice – made copiesfor teachers (simple 1page copies)Nursing home – gavedrinks to residents
13STUDENT INFORMATION GATHERING FORM –Example 2 Student’s Name: Brian STUDENT INFORMATION GATHERING FORM –Example 2 Student’s Name: Brian Date:11/18/06INTERESTSSTRENGTHSLIMITATIONSWORK EXPERIENCEMechanics – enjoys working with hands; enjoys putting things togetherMotorcycle racingComputer gamesMusic – plays drums with band, enjoys club musicSkateboarding – with friends on the weekendsAbove average non-verbal problem-solving (WAIS-R, demonstrated)Reads at 5-6 grade level when familiar with the contentHas demonstrated above average persistence and endurance when working on tasks he finds enjoyableGood ability to follow oral directions, good memoryHas had successful job interviews, has good resume2.4 grade level in written languageHas difficulty sounding out wordsPoor spelling skillsHas difficulty with authorityPoor attendance at schoolNot sure of disability and seems to have low self-determination skillsDifficulty completing tasks, concentrating, especially with written tasksBurger King – Fry Cook, 2 summers; doesn’t like the workSummer job with friend at Bent BikeHas worked in lube shopLikes shop environment. (check out diesel mechanics training)Has helped make repairs on a fishing boat in dry dock (volunteer)
14Assessment ProcessUse the form from the Guide to Transition Assessment (www.seattleu.edu/ccts/func_eval/appendixB.asp)Note interests, strengths, temperamentsIdentify needsNote date and activityAdd to portfolio or attach to IEP
15Types of Information Individual’s stated interests Functional life skillsAcademic skillsAptitudesLearning ability, reasoning, problem solvingCommunication skillsTie evaluation to goals/obj. on IEP
16More information… Self-determination and self-advocacy skills Physical strengths and limitationsHealthcare needsLearning styleWork experiencesCommunity based evaluationLeisure and recreational
17Informal and Formal Assessment Informal FVEObservation checklistsStudent self-evaluationsInterviews with studentJob historyAcademic dataPrevious testingCurriculum-based assessmentFormal FVECareer CenterWOISASVABCareer KeyChoicesMagellanWorkKeysOthers?
18Websites: Resources for Assessment Best PracticesPost-ITTLearning Style ResourcesNational Secondary Transition Technical Assistance Center
19Websites, cont. Temperaments http://www.keirsey.com/ Occupational Outlook HandbookWhere Are You Going? (Career Guide)Student directed activities
20Measurable Postsecondary Goal(s): Post-school Settings At age 16 the IEP must include appropriate measurable postsecondary goals based on assessment related to: § (1)Postsecondary education, postsecondary training, employment and independent living (where appropriate).Identify students who have been competitively employed, enrolled in some type of postsecondary education, or both, within one year of leaving high school. (Indicator 14-State Performance Plan)The measure = The Post-school SurveyLead the group in a discussion of the anticipated post-school outcome. How is this decided? How important is this to the IEP process? How much effort is put forth to identify this and to develop a plan to achieve the outcome?
21Course of Study Coordinated Set of Activities A systematic, individualized transition process that incorporates a ‘coordinated set of activities’:Begins as the student prepares to exit middle school and make decisions and choices about a high school course of study;Incorporates a coordination strategy that provides continuity of planning;Considers students’ postsecondary goal(s) and determines graduation plan (CAA/CIA);Addresses a variety of domains of education and life preparation;Defines the student’s course of study and experiences needed to achieve the postsecondary goal(s);
22Course of Study Coordinated Set of Activities Addresses curriculum options: general education, CTE, community-based learning, non-academic learning activities;Incorporates related and supportive services and provides assistance with adjustment to high school’Incorporates the coordination of appropriate community-based and adult service agencies;Prepares students and families to take an active role in planning during high school (self-advocacy) and upon exit.
23Graduation and Eligibility for Services A student’s right to FAPE ends when the student has graduated with a regular high school diploma (not GED or Certificate of Attendance) or ages out at age 21Graduation or ageing out is a change of placement and requires Notice but not a re- evaluationGraduation requirements should be part of transition planning
24Course of Study/Coordinated Set of Activities ~ Sam, age 14 Sam is in the 8th grade. He has a learning disability in reading and written language. He is friendly and outgoing, popular with peers and teachers. He has not demonstrated good study habits and has often “talked” teachers into giving him breaks. He likes working with younger children and volunteers as an intramural coach. He wants to go to college, major in physical education, play college football and eventually play professional football. He will complete credits and requirements for a high school diploma.
25Course of Study – Chart format Sam, age 14 Grade 9Grade 10Semester 1Semester 2English 9AlgebraBiologyWA State HistoryPELearning Support (SE)Intro to TechnologyEnglish 10GeometryWorld HistorySpanish 1Arts ElectiveGrade 11Grade 12English 11US HistoryAlgebra 2 TrigSAT Prep ClassSpanish 2English 12ChemistrySports Medicine Sports Medicine Learning Support (SE)Senior ProjectFifth Year Plan: 4-year college-physical educationState Assessment: _X__ WASL ___ DAW___ WAAS /18/06
26Course of Study – Narrative format Sam, age 14 Sam will follow the course configuration to be eligible to enter a 4-year college upon graduation as well as the course requirements to earn a diploma with support from special education with specially designed instruction; he will participate in a sports medicine course as an elective during his senior year to gain some experience in sports training, management and administration. Sam will take the WASL with accommodations and earn a CAA with his diploma.
27Course of Study/Coordinated Set of Activities ~ Sherrie, age 16 Sherrie is in the 10th grade. She has a learning disability in reading and written language. She is interested in graphic design and computer design. She wants to attend a vocational technical school or an art institute. Sherrie’s high school program should be delivered in the general education setting with special education support and include vocational classes in graphic design, CAD or WEB design. Sherrie will graduate with credits and requirements for a high school diploma.
28Course of Study – Chart format Sherrie, age 16 Grade 10Grade 11Semester 1Semester 2EnglishIntegrated Math 2ScienceFundamentals of Art&DesignWorld HistoryLearning Support (SE)Computer DesignUS HistoryPEGraphic DesignArtGrade 12Fifth Year PlanCommunity CollegeDesignSenior HistoryDesign Concepts-RStState Assessment:___ WASL ___ DAW ___ WAAS11/18/06
29Course of Study – Narrative format Sherrie, age 16 Sherrie’s high school program should be delivered in the general education setting with special education support and include vocational classes in graphic design, CAD or WEB design. Sherrie will graduate with credits and requirements for a high school diploma.
30Course of Study/Coordinated Set of Activities ~ Kimo, age 14 Kimo is in his last year of middle school. He has mental retardation and is in a self-contained program with five other students. Kimo has become more independent with the school and would like to participate in a general ed PE class. He is completing work tasks in the office with less supervision. He still has difficulty controlling physical outbursts that include hitting and kicking when he becomes excited. He will attend school until he is 21. The IEP will determine graduation credits and requirements.
31Course of Study – Chart format Kimo, age 14 PECommunication skillsIndependent living skillsJob Readiness skillsAGE 16-17Supervised Work ExperienceAGE 18AGE 19Transition Program:Transportation trainingJob ShadowingAGE 20Work Experience with support – ½ dayAGE 21Transition ProgramEmployed with support hr/wkTransition program 4 hr/wkFifth year plan:Supported Employment20 hr/wk minimum11/18/06State Assessment:___ WASL ___ DAW __X_ WAAS
32Course of Study – Narrative format Kimo, age 14 Kimo will attend high school through age 21. He will participate in general education courses to include but not be limited to PE and cooking class. He will work on functional academics and life skills in the special education classroom with many opportunities to practice these skills in the community. Kimo will participate in the work-based learning program. Agency connections to DVR and DDD will be established and strengthened prior to his leaving high school.
33Course of Study/Coordinated Set of Activities ~ Brian, age 17 Brian’s same-age classmates are in the 11th grade. Brian has acquired 3 credits toward high school completion and has said he will drop out as soon as he can. He has been in special education since 5th grade as Emotionally Behaviorally Disturbed. Brian’s reading, writing and math skills are below average because he has not participated in classes the last few years. He does not have disabilities in the academic areas, although is far behind. He is interested in mechanics and wants to work on a fishing boat. The IEP will determine graduation credits and requirements.
34Course of Study – Chart format Brian, age 17 GRADE 11GRADE 12English (SE)-coordinated with Skills CenterFunctional Math(SE)-coordinated with Skills CenterFunctional Math (SE)-coordinated with Skills CenterDiesel Mechanics 1-Skills CenterDiesel Mechanics 2-Skills CenterSenior ProjectFifth year plan: Diesel MechanicState Assessment: ___WASL ___ WAAS ___ DAW /18/06
35Course of Study – Narrative format Brian, age 17 Brian will attend classes in special education at the high school to increase his academic skills in reading, writing and math. He will attend the Skills Center in mechanics. He is also interested in taking a class in welding. He will graduate based on his IEP.
36IDEA 2004 Interagency Responsibilities Schools continue to be responsible for inviting a representative, with parent permission, of any participating agency that is likely to be responsible for providing or paying for transition services. § (b)(3)
37Adult Agency Linkage Best Practice Establish or strengthen community transition teams and develop interagency collaboration and cooperative agreements;Promote collaborative planning to assess transition needs and improve coordinated transition services;Educate parents and families about the difference between entitlement and eligibility;Have a general knowledge of agency linkages and facilitate agency participation in the IEP and transition planning.
38Adult Agency LinkagesYouth and families are unsure of where to find support after high school.2005 Special Education GraduatesAn adult agency linkage was identified on 71% of student’s IEP’s.Of those youth, 44% made contact with the agency.
39Agency Linkages: IEP Language InformationalProvide information to student and family of the many state and local agencies, and entitlement vs. eligibility information.Initial IntakeProvide student and family with information to encourage initial intake.Arrange initial intake with student and agency.Discuss services, DVR Blind as example. Respite care. The words “Informational” and “Initial Intake” can be used on the IEP.
40Agency Linkages…Dispelling the Myths Identifying an agency on the IEP for information purposes does not make the district responsible to provide additional services.All students would benefit from receiving information of at least one agency linkage.The district is not penalized if the student does not contact the agency.The district is not penalized if the student does not need the agency.Sample chart for this
41Annual IEP GoalsFor each postsecondary goal there must be an annual goal(s) included in the IEP that will help the student make progress toward the stated postsecondary goal(s).
42Annual IEP GoalsOnly those activities that are the direct responsibility of special education requires measurable annual goals.Must address area of disability.Based on Present Level of Performance & Assessment recommendationsMust address needed transition services.Must be specially designed instruction.Make sense based on the post-school goal .Example: career exploration, definition of sdi
43Kimo’s Annual Goals Example By 12/13/2006 when directed verbally to change activities Kimo will respond without physical outbursts from 2 of 10 trials to 9 of 10 trials.Kimo will improve his sign recognition from correctly identifying 9 of 29 commonly recognized signs to 29 of 29 as measured on the Functional Signs test.
44Summary of Performance When a student graduates with a regular diploma or reaches the maximum age for receiving special education services, the school district must:provide a “summary of the student’s academic and functional performanceprovide recommendations for helping the student meet his/her goals after high school§ (e)(3)
45Summary of Performance The Summary of Performance (SOP) provides:Documentation of the disability;A summary of the student’s academic achievement and functional performance;Recommendations of teachers and related professionals on how to help the student meet their postsecondary goal(s).The SOP provides the necessary documentation and information in postsecondary settings:CollegesVocational rehabilitation servicesJob accommodations
46Summary of Performance The SOP is most useful when linked with the IEP process and the student/family has the opportunity to actively participate in the development of the documentThe SOP must be completed during the final year of school attendanceAgency Linkages could be part of the SOP
47Summary of Performance/Linkages Kimo – Example Kimo has increased his verbal communication skills and on most occasions able to make his choices known to others. As these skills have increased his physical outbursts have decreased. He successfully completed work-based learning in the community college cafeteria. He assisted the cooks in the salad bar preparation and clean up. Kimo is connected with DDD and DVR but will need to strengthen this connection for postsecondary support for training and supported employment. He does not currently have a job. Parents are requesting assistance with SSI.
48Review of Objectives IDEA 2004 The Transition Process Age-Appropriate Transition AssessmentsIdentifying the postsecondary goal(s)Course of Study & Coordinated Set of ActivitiesAgency LinkagesWriting the IEP – Annual IEP GoalsSummary of PerformanceProcess into Practice