Guidance for Transition Requirements Tonya Green MDE Directors Training January 31, 2013

The very purpose of the IDEA is Transition… 20 U.S.C. 1400(d)(1)(A) - Purpose: (1)(A) to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living; Jan 2013 Office of Instructional Enhancement and Internal Operations/Office of Special Education 2

Transition Defined …a coordinated set of activities for a child with a disability that: Is 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, including postsecondary education; vocational education; ……[602(34)(A)] Jan 2013 Office of Instructional Enhancement and Internal Operations/Office of Special Education 3

… must be based on the individual child’s needs, taking into account the child’s strengths, preferences and interests. [602(34)(B)]

MS State Board Policy 7219 Beginning not later than the first IEP to be in effect when the child turns fourteen (14), or younger if determined appropriate by the IEP Committee, and updated annually thereafter

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

Dialogue Jan 2013 Office of Instructional Enhancement and Internal Operations/Office of Special Education 8 Eligibility Meeting/IEP Meeting

“…an ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the Individualized Education Program (IEP)” (CEC definition)

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Parent interviews Student interviews Academic data, test scores, GPA, achievement scores, etc. Learning Styles Inventory Work experiences or vocational training Generic Work Habits Data Sheet

The goal of the transition page is for post-secondary goals after high school graduation.  The transition page should include appropriate measurable post- secondary goals based on age-appropriate transition assessment related to training, education, employment, and independent living skills. Klein Independent School District v. Hovem, 2010 High v. Exeter Township School District, 2010 Jan 2013 Office of Instructional Enhancement and Internal Operations/Office of Special Education 12

Vocational assessment is one component of transition assessment. Transition assessment is an on-going, individualized process. The transition assessment process is not a one-time or short-term event.

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A student’s guide that helps them establish and achieve their career and academic goals for success after high school Provides mentoring and guidance to assist students in career pathway planning Helps identify correct graduation pathway options Supports changes to meet student needs and ambitions Transitions into a profession or post-secondary educational major **iCAP should align with transition page of IEP with appropriate graduation pathway ** including MOD and Certificate (Person Centered Planning Portfolio) Jan 2013 Office of Instructional Enhancement and Internal Operations/Office of Special Education 15

 Students will be introduced to career options in the 6th-7th grades.  Spring pre-registration for the school year  All 8 th and 9 th grade public school students in Mississippi Should select a program of study (major). Develop an iCAP based on this major with input from counselors, mentor teachers, and parents.  In the following years, iCAP will be developed for all incoming 8 th graders.  Students will revise iCAP each year in grades Jan 2013 Office of Instructional Enhancement and Internal Operations/Office of Special Education 16

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Occurs during ages 8-10 (grades 3-5). Includes literature and school-based occupations. Identify occupations on the school campus and incorporate into daily lesson plans and implement transition activities. Incorporate at least eight off-campus vocational awareness experiences. Invite professionals into classroom for activities. (These should be different from the off-campus experiences.) Jan 2013 Office of Instructional Enhancement and Internal Operations/Office of Special Education 18

Occurs during ages (grades 6-8). Occurs during ages (grades 6-8). Students are exposed to all sixteen major occupations. Students are exposed to all sixteen major occupations. Business tours and guest speakers are utilized. Business tours and guest speakers are utilized. Incorporates lessons that include community exposure to include vocational exposure. Incorporates lessons that include community exposure to include vocational exposure. Tour the school district’s Career-Tech programs. Tour the school district’s Career-Tech programs. Jan 2013 Office of Instructional Enhancement and Internal Operations/Office of Special Education 19

Occurs during ages (Gr. 9-10). Occurs during ages (Gr. 9-10). Students are provided time with an employee or self- employed person under the supervision of a job coach. Students are provided time with an employee or self- employed person under the supervision of a job coach. Evidence of developed job skills that may lead to future paid employment should be surfacing. Evidence of developed job skills that may lead to future paid employment should be surfacing. Business tours and guest speakers are utilized. Business tours and guest speakers are utilized. Incorporates lessons that include community exposure to include vocational/recreation and leisure exposure. Incorporates lessons that include community exposure to include vocational/recreation and leisure exposure. Tour the school district’s Career-Tech programs. Tour the school district’s Career-Tech programs. Jan 2013 Office of Instructional Enhancement and Internal Operations/Office of Special Education 20

Occurs during ages (Gr ). Students are provided time with an employee or self- employed person under the supervision of a job coach. Evidence of developed job skills that may lead to future paid employment should be surfacing. Work Experience: Total of 540 hrs. (MOD) during these two years (Transition Specialist) the school district’s Career-Tech programs Job shadowing at the school district’s Career-Tech programs (Job Coach) Participate in Career Cluster program at Career/Technology Center. Participate in Career Cluster program at Career/Technology Center. Jan 2013 Office of Instructional Enhancement and Internal Operations/Office of Special Education 21

Needed Transition Services …and if appropriate, a statement of the interagency responsibilities or needed linkages.”

CONSENT TO INVITE …WITH THE CONSENT OF THE PARENT (OR THE CHILD IF 18) YOU WILL INVITE OUTSIDE AGENCIES WHO MAY BE PROVIDING OR PAYING FOR TRANSITION SERVICES.

Vocational Transition Assessment Update Vocational Transition Assessment Update MDRS MDRS SSA SSA WIN Job Center WIN Job Center Mentor Mentor Service Learning Service Learning Plans of Employment: Career, Employment, Self-Employment Plans of Employment: Career, Employment, Self-Employment Vocational Training Vocational Training Jan 2013 Office of Instructional Enhancement and Internal Operations/Office of Special Education 24

Referral to VR as soon as possible. Invite VR to IEP as soon as possible. Can connect via phone by regulation! Help student come up with vocational objective. Help student write their own Individualized Plan for Employment (IPE). Gather assessments sufficient for eligibility.

The only acceptable determining factor for which services are provided is ‘whether they are necessary for you to prepare for, secure, retain, or regain an employment outcome that is consistent with your strengths, resources, priorities, concerns, abilities, capabilities, interests and informed choice’.

Hurdles: 1)J-O-B! ALL VR services are provided for the purpose of preparing the person to enter employment. 2)Can benefit from VR services in terms of employment outcome.

IEP /Re-evaluation/EXIT IEP /Re-evaluation/EXIT Update VTA Dialogue Jan 2013 Office of Instructional Enhancement and Internal Operations/Office of Special Education 28

Percent of youth who had IEPs, are no longer in school and who have been competitively employed, enrolled in some type of post- secondary school, or both, within one year of leaving high school

Communities provide the overall context for young people’s learning and development. Jan 2013 Office of Instructional Enhancement and Internal Operations/Office of Special Education 30

Combine community relationships, a young person’s interests, and family or personal networks to help a young person effectively explore work-based learning outside of school settings.

Young people’s engagement in active, structured leisure such as sports, organizations and the arts Leisure is a developmental opportunity and an imperative. Larson argues that adolescence, including leisure time during this period, should be defined and understood as a time of preparation for family life, employment, good citizenship, lifelong learning and personal fulfillment. The amount of time young people spend away from work and school work Jan 2013 Office of Instructional Enhancement and Internal Operations/Office of Special Education 32

“Sports, leisure activities … and even paid entertainment allow individuals to manage their free time without constraints. Even in difficult situations, these activities give young people the opportunity to entertain themselves, to relax, to play, and to find cultural enrichment. … “[These] activities give young people the possibility of self- expression, personal fulfillment, and personal development as an individual and as a member of a group.” “In addition, sports and leisure activities can raise awareness in young people that can inspire them to contribute to the improvement of their living conditions through volunteerism.” — Dakar Youth Empowerment Strategy Jan 2013 Office of Instructional Enhancement and Internal Operations/Office of Special Education 33

Cognitive development and engagement: the ability to gain basic knowledge, to learn in school and other settings, to use critical thinking, problem-solving, and creative and expressive skills, and to conduct independent study. Vocational development and engagement: acquiring the functional and organizational skills necessary for employment, including an understanding of careers and options and the pathways to follow to reach these goals. Physical development and engagement: biological maturation and the evolving ability to act in ways that best ensure current and future physical health for oneself and others. Jan 2013 Office of Instructional Enhancement and Internal Operations/Office of Special Education 34

Civic development and engagement: the growing recognition of one’s impact on one’s surroundings and responsibility to others, as well as the ability and opportunity to work collaboratively towards a common goal. Social/emotional development and engagement: the ability to respond to and cope with both positive and adverse situations, reflect on one’s emotions and surroundings, engage in leisure and fun, and sustain caring friendships and relationships with others. Leisure is a developmental opportunity and an imperative. Jan 2013 Office of Instructional Enhancement and Internal Operations/Office of Special Education 35

Make sure that transition planning: Is results-oriented. Is driven by student strengths, interests and preferences. Includes appropriate courses of study. Identifies instruction; community experiences; related services; employment and adult living objectives; and, if appropriate, daily living skills.

Includes measurable annual goals including academic and functional goals. Results in a coordinated set of activities both within the school district and with outside agencies. Includes active involvement of student and parents. Provides for individualized, on-going transition assessments related to post-school goals.

Step One: Identify the student’s post-school goals or vision. Age-appropriate Transition Assessment Step Two: Describe the student’s present levels of educational performance in relation to the post-school goals. Step Three: Design courses of study to help meet the post-school goals. Embedded in the curriculum and school policies. Jan 2013 Office of Instructional Enhancement and Internal Operations/Office of Special Education 38

Step Four: Determine needed transition services, activities, and strategies to assist the child in meeting post-school goals. Step Five: Determine annual goals and short- term objectives. Step Six: Method of measuring progress toward gained employment.

Letters to BusinessesLetters to Businesses Job AnalysisJob Analysis Work Performance EvaluationWork Performance Evaluation Progress MonitoringProgress Monitoring Transition AssessmentTransition Assessment Jan 2013 Office of Instructional Enhancement and Internal Operations/Office of Special Education 40