Jim Rich, Rich Consulting Transition- IDEA 2004 Jim Rich, Rich Consulting Groups of 4-6, same size schools if possible.

Agenda IDEA 2004 The Transition Process Process into Practice Age-Appropriate Transition Assessments Identifying the postsecondary goal(s) Course of Study & Coordinated Set of Activities Agency Linkages Writing the IEP – Annual IEP Goals Summary of Performance Process into Practice

IDEA 2004 SIX CHANGES Change 1: Definition of transition services Change 2: Initiation of transition services at age 16 Change 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.

IDEA 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

IDEA 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. §300.321 (b)

IDEA 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.

IDEA 2004 Results Oriented Transition services must include appropriate measurable postsecondary goal(s) based on age-appropriate transition assessments related to: Postsecondary education Postsecondary training Employment Independent living skills, where appropriate

TRANSITION SERVICES FLOW CHART Age-Appropriate Transition Assessments Relate Assessments to Measurable postsecondary goals Course of Study/Coordinated Set of Activities Identify Agency Linkages Write the IEP: Annual Goals Interests Preferences Needs Aptitudes Education Training Employment Independent Living General Education Career Technical Education Special Education Community-Based Experiences Identify Measurable postsecondary goal(s) Write the Summary of Performance

Age-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.

Gathering 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.

STUDENT INFORMATION GATHERING FORM -FVE INTERESTS STRENGTHS LIMITATIONS WORK EXPERIENCE

STUDENT INFORMATION GATHERING FORM- Example 1 Student’s Name: Kimo STUDENT INFORMATION GATHERING FORM- Example 1 Student’s Name: Kimo Date:11/18/06 INTERESTS STRENGTHS LIMITATIONS WORK EXPERIENCE EXPRESSED: (by family and Kimo) Sports Helping Mom in the home Music – Dancing Visiting Grandma at nursing home OBSERVED: Events- Stock car races Fairs Special Olympics TESTED: Interest Survey Working with people Friendly – smiles and laughs easily Can follow 2-3 step directions without Variables On Brigance: 20 functional words Can use phone with number written out (no phone book) Can input up to 6 digits to adding machine or computer Lack of control when frustrated or confused No fear of strangers – safety issues Easily confused with variables –has physical outburst when excited Transportation – may need to ride bus to job (can’t tell at this time) School office & teachers’ prep room – with supervision Office – made copies for teachers (simple 1 page copies) Nursing home – gave drinks to residents

STUDENT INFORMATION GATHERING FORM –Example 2 Student’s Name: Brian STUDENT INFORMATION GATHERING FORM –Example 2 Student’s Name: Brian Date:11/18/06 INTERESTS STRENGTHS LIMITATIONS WORK EXPERIENCE Mechanics – enjoys working with hands; enjoys putting things together Motorcycle racing Computer games Music – plays drums with band, enjoys club music Skateboarding – with friends on the weekends Above average non-verbal problem-solving (WAIS-R, demonstrated) Reads at 5-6 grade level when familiar with the content Has demonstrated above average persistence and endurance when working on tasks he finds enjoyable Good ability to follow oral directions, good memory Has had successful job interviews, has good resume 2.4 grade level in written language Has difficulty sounding out words Poor spelling skills Has difficulty with authority Poor attendance at school Not sure of disability and seems to have low self-determination skills Difficulty completing tasks, concentrating, especially with written tasks Burger King – Fry Cook, 2 summers; doesn’t like the work Summer job with friend at Bent Bike Has worked in lube shop Likes shop environment. (check out diesel mechanics training) Has helped make repairs on a fishing boat in dry dock (volunteer)

Assessment Process Use the form from the Guide to Transition Assessment (www.seattleu.edu/ccts/func_eval/appendixB.asp) Note interests, strengths, temperaments Identify needs Note date and activity Add to portfolio or attach to IEP

Types of Information Individual’s stated interests Functional life skills Academic skills Aptitudes Learning ability, reasoning, problem solving Communication skills Tie evaluation to goals/obj. on IEP

More information… Self-determination and self-advocacy skills Physical strengths and limitations Healthcare needs Learning style Work experiences Community based evaluation Leisure and recreational

Informal and Formal Assessment Informal FVE Observation checklists Student self-evaluations Interviews with student Job history Academic data Previous testing Curriculum-based assessment Formal FVE Career Center WOIS ASVAB Career Key Choices Magellan WorkKeys Others?

Websites: Resources for Assessment http://www.seattleu.edu/ccts Best Practices Post-ITT http://www.postitt.org/ Learning Style Resources http://falcon.jmu.edu/~ramseyil/learningstyles National Secondary Transition Technical Assistance Center http://www.nsttac.org/ 

Websites, cont. Temperaments http://www.keirsey.com/  Occupational Outlook Handbook http://www.bls.gov/oco/ Where Are You Going? (Career Guide) http://www.wtb.wa.gov/ Student directed activities http://www.youthhood.org

Measurable Postsecondary Goal(s): Post-school Settings At age 16 the IEP must include appropriate measurable postsecondary goals based on assessment related to: §300.320 (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 Survey Lead 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?

Course 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);

Course 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.

Graduation 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 21 Graduation or ageing out is a change of placement and requires Notice but not a re- evaluation Graduation requirements should be part of transition planning

Course 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.

Course of Study – Chart format Sam, age 14 Grade 9 Grade 10 Semester 1 Semester 2 English 9 Algebra Biology WA State History PE Learning Support (SE) Intro to Technology English 10 Geometry World History Spanish 1 Arts Elective Grade 11 Grade 12 English 11 US History Algebra 2 Trig SAT Prep Class Spanish 2 English 12 Chemistry Sports Medicine Sports Medicine Learning Support (SE) Senior Project Fifth Year Plan: 4-year college-physical education State Assessment: _X__ WASL ___ DAW ___ WAAS 11/18/06

Course 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.

Course 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.

Course of Study – Chart format Sherrie, age 16 Grade 10 Grade 11 Semester 1 Semester 2 English Integrated Math 2 Science Fundamentals of Art&Design World History Learning Support (SE) Computer Design US History PE Graphic Design Art Grade 12 Fifth Year Plan Community College Design Senior History Design Concepts-RSt State Assessment: ___ WASL ___ DAW ___ WAAS 11/18/06

Course 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.

Course 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.

Course of Study – Chart format Kimo, age 14 PE Communication skills Independent living skills Job Readiness skills AGE 16-17 Supervised Work Experience AGE 18 AGE 19 Transition Program: Transportation training Job Shadowing AGE 20 Work Experience with support – ½ day AGE 21 Transition Program Employed with support 20hr/wk Transition program 4 hr/wk Fifth year plan: Supported Employment 20 hr/wk minimum 11/18/06 State Assessment: ___ WASL ___ DAW __X_ WAAS

Course 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.

Course 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.

Course of Study – Chart format Brian, age 17 GRADE 11 GRADE 12 English (SE)-coordinated with Skills Center Functional Math(SE)-coordinated with Skills Center Functional Math (SE)-coordinated with Skills Center Diesel Mechanics 1-Skills Center Diesel Mechanics 2-Skills Center Senior Project Fifth year plan: Diesel Mechanic State Assessment: ___WASL ___ WAAS ___ DAW 11/18/06

Course 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.

IDEA 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. §300.321(b)(3)

Adult 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.

Adult Agency Linkages Youth and families are unsure of where to find support after high school. 2005 Special Education Graduates An adult agency linkage was identified on 71% of student’s IEP’s. Of those youth, 44% made contact with the agency.

Agency Linkages: IEP Language Informational Provide information to student and family of the many state and local agencies, and entitlement vs. eligibility information. Initial Intake Provide 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.

Agency 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

Annual IEP Goals For 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).

Annual IEP Goals Only 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 recommendations Must address needed transition services. Must be specially designed instruction. Make sense based on the post-school goal . Example: career exploration, definition of sdi

Kimo’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.

Summary 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 performance provide recommendations for helping the student meet his/her goals after high school §300.305(e)(3)

Summary 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: Colleges Vocational rehabilitation services Job accommodations

Summary 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 document The SOP must be completed during the final year of school attendance Agency Linkages could be part of the SOP

Summary 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.

Review of Objectives IDEA 2004 The Transition Process Age-Appropriate Transition Assessments Identifying the postsecondary goal(s) Course of Study & Coordinated Set of Activities Agency Linkages Writing the IEP – Annual IEP Goals Summary of Performance Process into Practice