Transition to Adult Living WorkAbility State Conference March 27, 2007 Transition to Adult Living: A Resource and Information Guide (2007) Diana Blackmon, Ed.D.

Training Outcomes Participants will: Become familiar with the Transition Guide Explain why Transition services are required in IEPs Describe the IDEA ’04 Transition requirements Understand monitoring Indicators related to Transition Describe measurable post secondary goals Explain age-appropriate Transition assessments Develop annual goals to support post secondary goals Identify Transition services Describe a Summary of Performance Locate resources to support Transition

Half the graduation rate Higher drop out rates (21% v. 10%) Why are Transition services required? Compared to non disabled peers, people with disabilities experience: Half the graduation rate Higher drop out rates (21% v. 10%) Lower college entrance/completion Lower employment (35% v. 78%) Higher dependency on public assistance Higher poverty rate (26% v. 9%) Lower life satisfaction rate (34% v. 61%)

Why are Transition services required? Due to these outcome data collected by the: National Longitudinal Transition Study I/II National Council on Disability National Organization on Disability National Center for Education Statistics, and others, Transition services language in the IEP have been required by the IDEA since 1990

Why are Transition services required? Definition of Transition services in the IDEA: …a coordinated set of activities… designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities… The data just presented indicates a need for improved “results”

Transition to Adult Living: A Resource and Information Guide The Transition to Adult Living: A Resource and Information Guide, 2007 was developed to support California schools and districts in the implementation of the Secondary Transition requirements of the IDEA ’04 and to be a resource to improve post school outcomes for students with disabilities.

National Standards and Quality Indicators for Secondary Education and Transition In addition to the IDEA ’04, a practical foundation of the Guide is the National Standards and Quality Indicators for Secondary Education and Transition developed by the National Center on Secondary Education and Transition and the National Alliance for Secondary Education and Transition.

National Standards and Quality Indicators for Secondary Education and Transition Throughout the Guide, the Standards are reflected and provide benchmarks to guide practice. Schooling school and work-based instruction Career preparatory experiences Career awareness, assessment and preparation Youth development and leadership Self awareness and self advocacy Family involvement Meaningful family participation Connecting activities Connection to post school options and resources

Transition to Adult Living: A Resource and Information Guide The Guide contains the following: Legal requirements and best practices The IEP Process School and work-based leaning Family involvement and Collaboration Preparing students for diplomas or certificates A large Appendix with resources such as agencies, web sites, curricula and sample assessments and goals

Transition to Adult Living: A Resource and Information Guide The Guide is currently available in a PDF interactive format at: www.calstat.org/transitionGuide.html Hard copies are available free of charge through: CalSTAT, CA Institute on Human Services Attn: Transition Guide Request 311 Professional Center Drive Rohnert Park, CA 94928

Secondary Transition in IDEA ’04 What language remains the same as IDEA ‘97? An expectation of coordinated services Transition planning based on the student's interest and preferences Including instruction, related services, community experiences, development of employment or other post-school adult living objectives, and when appropriate, acquisition of daily living skills and a functional evaluation Transition services Transferring rights at the age of majority

Secondary Transition IDEA ’04 What language is new in the IDEA ‘04? Transition language in the IEP at age 16 Measurable post secondary goals Based on age-appropriate assessments related to: Training, education, employment, and, where appropriate, independent living skills Providing a Summary of Performance upon school exit

What Indicators will measure Transition Services language and Outcomes? The U.S. Dept. of Ed., Office of Special Education Programs (OSEP) developed 20 Indicators that states will be held accountable for ranging from early intervention to post secondary outcomes and how services are delivered and monitored. States must develop a State Performance Plan (SPP) that address these Indicators and submit an Annual Performance Report (APR) on progress. The 20 Indicators will replace the Key Performance Indicators previously used by the California Department of Education to monitor special education in CA. The complete list of Indicators can be viewed at: U.S. Dept. of Ed., Special Education and Rehabilitative Services or www.CalSTAT.org

What Indicators will measure Transition Services language and Outcomes? % of youth ages 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the child to meet the post secondary goals. {20 U.S.C.1416(a)(3)(B)} Indicator 14 % of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school {20 U.S.C.1416(a)(3)(B)}

National Secondary Transition Technical Assistance Center (NSTTAC) What Indicators will measure Transition Services language and Outcomes? The U.S. Department of Education, Office of Special Education Programs (OSEP) funds two Technical Assistance Centers to support the Transition Indicators: Indicator 13 National Secondary Transition Technical Assistance Center (NSTTAC) Indicator 14 Nation Post-School Outcomes Center

Measures for Indicator 13 Is there a measurable postsecondary goal or goals in this area? Is (are) there annual IEP goal's that reasonably enable a 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? For transition services that are likely to be provided or paid for by other agencies with parent (or child once the age of majority is reached) consent, is there evidence that representatives of the agency(ies) were invited? Is there evidence that the measurable postsecondary goals were based on age-appropriate transition assessments? Do the 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?

Measures for Indicator 14 Collected one year after the student leaves school including: Student Demographic Profile Post-School Survey The Post-school Survey will collect data on involvement in competitive employment and/or post school education

What Indicators will measure Transition Services language and Outcomes? Indicator 14 (Post-school outcomes) will be a sampling number to be agreed upon between OSEP and state departments. Indicator 13 (Transition services language) will NOT be a sampling – ALL IEPS for students 16 years old must have transition language in their IEP.

Post-secondary goals are what the student plans to do upon school exit The IDEA ‘04 requires: appropriate, measurable post-secondary goals based on age-appropriate assessments related to training, education, employment, and, where appropriate, independent living skills Post-secondary goals are what the student plans to do upon school exit

Post Secondary Goals Q. If IEP teams write post school goals and the student does not achieve those goals upon school exit, are schools/districts or state departments going to be held responsible? A. No, according to NSTTAC But it may be safer to write what the student “plans” to do upon school exit rather than what the student “will” do

Post Secondary Goals According to NSTTAC, if a post secondary goal is indicated in the areas of Education or Training, Employment, and, where appropriate, Independent living and it is measurable, i.e., is something that can occur or not occur, and will happen when the student leaves school, it is measurable.

training and education? Post Secondary Goals The IDEA indicates the need for: …measurable post-secondary goals …related to training, education, employment, and, where appropriate, independent living skills Q. What is the difference between training and education?

Post Secondary Goals A. The NSTTAC Indicator 13 Checklist uses the definition of post school “training” and “education” from the National Post School Outcomes Center’s Post-School Data Collection Protocol: Training = a program leading to high school completion or certificate like adult education or a short term training program like a vocational program.

Post Secondary Goals Education = Community or technical colleges (generally two-year programs) or college or university (generally four year programs) A student may have either a post school training or post school education goal, both are not necessary. All students should have post school education or training goals and employment goals and some will have independent living goals which encompass community participation.

Q. What if the student does not know what they want to do upon school exit? An initial post school goal might indicate that the student does not know what they plan to when they leave school so annual goals could be to participate in self awareness and career exploration assessments and activities to help the student develop a better understanding about what post school options best fit their unique needs and interests. The Guide has a sample Scope and Sequence of Transition instruction and activities in Section 3 and Sample Goals in Appendix F.

Age-Appropriate Transition Assessments The IDEA ’04 requires: appropriate, measurable post secondary goals based on age-appropriate assessments related to training, education, employment and, where appropriate, independent living skills

Q. What are age-appropriate assessments? What is age-appropriate? Age-appropriate means chronological rather than development age What is the purpose of transition assessments?

Age-Appropriate Transition Assessments: Appendix E Transition Guide Assist the student identify interests and preferences Determine appropriate accommodations and supports Determine appropriate instruction and activities that will assist the student achieve post school goals Determine “next steps”

Age-Appropriate Transition Assessments Outcomes to Consider Education/Training Determine academic and functional skills Match academic and functional skills to post school goal Determine appropriate accommodations needed in school and work Match post school goals to appropriate post secondary setting (job training, higher education, etc.) Employment Determine career interests Match career goals to strengths, interests, preferences Work skills (level of supervision needed, ability to ask for help, task completion) Interview skills Work experience

Age-Appropriate Transition Assessments Outcomes to Consider, where needed Independent living Selecting a lifestyle and living arrangement Money management Health care Mobility (travel training, driver’s license) Independent living Nutrition Cooking/cleaning Community participation Accessing resources Connections established with adult service providers

(NSTTAC, Frequently Asked Questions and Responses, approved by OSEP Age-Appropriate Transition Assessments: National Secondary Transition Technical Assistance Center (NSTTAC) NSTTAC states that: As far as the transition assessment information goes, evidence would likely be gathered from other components of a student’s file for each postsecondary goal stated in the IEP. (NSTTAC, Frequently Asked Questions and Responses, approved by OSEP Nov. 16, 2006)

Age-Appropriate Transition Assessments: Council for Exceptional Children, Division on Career Development and Transition Transition assessment is the ongoing process of collecting data on the individuals needs, preferences and interests as they related 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 fro defining goals and services to be included in the IEP.

Age-Appropriate Transition Assessments In some areas, appropriate assessment data may be obtained from another section in the IEP, such as academic achievement necessary to attend college or a vocational program In other areas, additional assessments may be necessary, such as interest inventories to determine post school interests to develop post secondary goals. Appendix E has a sample assessment process and lists formal and informal assessments.

Annual IEP Goals to Support Post School Goals The IDEA ’04 requires, “a statement of measurable annual goals” as part of the IEP. Q. Do we need an annual goal(s) to support each post secondary goal? A. Not necessarily, if there is an annual goal(s) in another section of the IEP that logically supports the post secondary goal.

Annual IEP Goals to Support Post School Goals Checklist for Indicator 13, Item 2 Is (are) there annual IEP goal(s) that reasonably enable the child to meet the postsecondary goal(s)? In the areas of: Education/Training Employment Independent living (when appropriate)

Annual IEP Goals to Support Post School Goals Questions to consider: Does the student know what his/her post school goals are for education or training? Does the student know what his/her post school goals are for employment? If not, annual goals to support self awareness and career exploration might be appropriate. Annual goals for work or work-like experience (Service Learning, WorkAbility program, Regional Occupational Program) may also help the student make informed decisions.

Annual IEP Goals to Support Post School Goals Questions to consider: Does the student know what their post school options for independent living are? If not, annual goals to support daily living skills, exploration about housing options and community resources might be appropriate. Does the student need connections to post school adult service providers? If so, annual goals to establish those connections might be appropriate.

Annual IEP Goals to Support Post School Goals Appendix F has sample annual goals that support post secondary goals for: Instruction/Training Employment Independent living Most sample annual goals show alignment with selected English Language Arts content standards or CAPA levels

Transition Services IDEA ’04 requires Q. What are courses of study? transition services (including courses of study) needed to assist the child in reaching those (postsecondary) goals. Q. What are courses of study? Q. What are transition services?

Transition Services Courses of Study A. NSTTAC defines course of study as: A multi-year description of coursework (necessary) to achieve the student’s desired post school goals. For students working toward a general diploma, a transcript that lists courses taken/courses required may be appropriate. For students working toward a certificate of achievement/completion, a listing of the academic and functional courses may be appropriate.

Section 2 of the Guide provides examples of transition services A. Transition services may be: Services the student needs to complete needed courses and succeed in the general curriculum Services the student needs to accomplish the annual IEP goals that support the post secondary goals such as assistance gaining work experience or obtaining a social security number or drivers license Section 2 of the Guide provides examples of transition services

Transition Services Checklist for Indicator 13 Item 4: For transition services that are likely to be provided or paid for by other agencies with parent (or child once the age of majority is reached) consent, is there evidence that representatives of the agency(ies) were invited? Evidence may be the consent to invite and the agencies named on the IEP meeting invitation notice (may include the Regional Center, the Department of Rehabilitation, Employment Development, continuing or higher education) Q. What if transition services from another agencies are not required? Indicate N/A

Summary of Performance When the student exits school, the IDEA ’04 requires schools to provide: A summary of the child’s academic and functional performance performance, which shall include recommendations on how to assist the child in the child’s post secondary goals.

Summary of Performance The purpose of the summary is to provide the student with a document that will help establish eligibility for reasonable accommodations and supports in post school settings. It is also useful for the Vocational Rehabilitation Comprehensive Assessment process.

Summary of Performance Q. Is a new evaluation required for the summary? A. No, it is a summery of existing data Q. Is an IEP meeting required to develop or provide the summary? A. No, the summary is not a part of the IEP

Summary of Performance There is no California state recommended Summary of Performance form, but several national organizations held the National Transition Document Summit to develop a model template, now used by several states. Available at: www.calstat.org/transitionGuide.html The template includes the following:

Summary of Performance Instructions for completion Part 1 Background information Part 2 Student’s Postsecondary goals Part 3 Academic & functional performance Describes accommodations/modifications Part 4 Recommendations to assist goals Part 5 Student input (recommended)

Identify student’s post school goals Putting it All Together: IEP Process Transition to Adult Living, Section 2 The IEP: A Foundation for Secondary Transition Four Step IEP Process Identify student’s post school goals Determine present levels of performance Develop annual goals to support post school goals Identify needed Transition services

Putting it All Together: Scope and Sequence Transition to Adult Living, Section 3 Preparatory Experiences & Student Development Self Awareness Decision about high school Interest inventories Self esteem Interpersonal skills Career Awareness Connecting school to careers Online career exploration Job shadowing Guest speakers Career Preparation Applications/Resumes Interview skills Punctuality & Appearance Working in teams Work Experience ROP WorkAbility Internships Independent Living Community access Travel training Health, Housing, Rec.

Resources Transition to Adult Living: A Resource and Information Guide Appendices A./B. Legal references C. National Standards for Transition D. National Standards Toolkit Self Assessment Tool Priority-Setting Tool Action Plan Tool

Resources Transition to Adult Living: A Resource and Information Guide E. Transition-related assessments F. Sample transition goals G. Agencies that support transition H. Option for students not passing the Exit Exam I. CDE Letter about graduation ceremony participation for Certificate students J. Transition-related websites K. Transition-related curricula L. Guide to acronyms used in Guide

Resources Specific to California Visit: California’s Career Resource Network @ www.californiacareers.info/ and… California Services for Technical Assistance and Training @ www.calstat.org/ Offers training and technical assistance in the area of Secondary Transition

QUESTIONS? Contact me at: dblackmon@wusd.k12.ca.us dblackman@earthlink.net