Transition Pages of the Oklahoma IEP Dr. Amber McConnell Dr. Jim Martin University of Oklahoma Zarrow Center for Learning Enrichment

Transition planning is road map to life after high school…. How will the student get to the chosen destination? Picture of road

OSDE Handbooks & Guides Key Idea #1: REDUCE REDUNDANCY Key Idea #2: INCREASE USABILITY Key Idea #3: EMPHASIZE PROCESS Cover photos of OSDE Policies Book, OSDE Special Education Handbook, and OSDE Process Guide

Oklahoma’s Transition Handbook Cover photo of OSDE Transition Handbook

Components To Be Covered Postsecondary Goal(s) Transition Assessment Annual Transition IEP Goal(s) Short-Term Objectives or Benchmarks (when needed) Transition Activities/Services Course of Study and Expected Graduation/Exit Date Transfer of Rights

Transition Age IDEA 2004: transition planning beginning not later than the first IEP to be in effect when the child is 16, and updated annually. Almost 60% of states begin transition education earlier than the federal age of 16 Oklahoma: must be in effect not later than the beginning of the student’s ninth grade year or upon turning 16, whichever comes first. Transition planning may begin earlier, if deemed necessary by the IEP Team

Why Start Earlier? Postsecondary education financial support Planning for high school classes Signing up for the OK Promise Scholarship Interagency Linkages and Residential Placements Begin planning for residential care early

Indicator 13 – Checklist Form A Indicator 13 Checklist A

Indicator 13 Checklist A Are there measurable postsecondary goals in the areas of training, education, employment, and where appropriate independent living skills? Are the postsecondary goals updated annually? Is there evidence the measureable postsecondary goals were based on age appropriate transition assessments? Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goals? Do the transition services include courses of study that will enable the student to meet his or her postsecondary goals? Is (are) there annual IEP goal(s) included in the IEP that is/are related to the student’s transition services needs? Is there evidence the student was invited to the IEP meeting where transition services were discussed? If appropriate, is there 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?

Transition Assessment IDEA 2004 requires that appropriate measureable postsecondary goals be based upon age-appropriate transition assessments related to training and education, employment, and where appropriate, independent living skills.

Transition Assessment Should Address Three Areas Transition assessment should address three areas: employment, education and training, and as necessary independent living. Independent Living Employment Education and Training Picture of man working at a computer Picture of husband, wife and son Picture of student and teacher

Goals of Transition Assessment Make informed choices Provides opportunity for students to become actively involved Students and families can learn to understand the skills needed for post-school environments Picture of boy daydreaming about a mansion, plane, sailboat, and Ferrari

Questions for Teachers of SWSCD Can the young adult express his or her interests? If not, obtain as much information from parents and caregivers as possible to develop the transition plan. What special health care needs must be addressed? Describe needs or challenges preventing the young adult from working outside of the home? Who can provide the education/training activities to assist the young adult? What can the young adult accomplish without assistance? What else could the young adult accomplish with assistance provided by a job coach, habilitation training specialist (HTS), or other caregiver?

Transition Sections of the IEP

Present Levels of Academic and Functional Performance Transition assessments are included in the PLEFP to identify strengths and needs

How ability affects Gen Ed Strengths How strengths affect education Needs In next revision, ask that a box be added for transition needs, because the needs lead to developing annual transition goals.

Parent Concerns Special Factors

Preferences, Strengths and Interests and Course of Study These must be BASED ON Present Levels of Performance and Age Appropriate Transition Assessments

Postsecondary Goals Students of transition age must have further education and employment postsecondary goals Independent living is optional Students have input and write goals based on answers to the question: Where do I want to live, learn, and work after high school? Need to be updated annually

Screen shot of OSDE form 7 desired post-secondary/outcome completion goals. Postsecondary Goals occur after high school and answer the questions: Where will the student work, learn, and live (as needed)?

A Helpful Formula ____________ _______ will ______ ______ After high school The Student Behavior (Where and how) After graduation Upon completion of high school “This formula provides guidelines for writing a measurable postsecondary goal.” Read each component of the formula to the audience Pictures of want ads in paper, a bedroom, and a classroom Pictures of a man and woman wondering which way to go. Picture of a diploma Picture of students in caps and gowns

Sample Postsecondary Goals Education/Training: Walker will enroll in an emergency technician training program within a year after graduation. Employment: Tyler plans to work at his father’s welding shop after graduating from high school. Independent Living: After high school, Emily plans to live with her parents while attending the local community college. Air Force Patch

Sample Goal for SWSCD Education/Training: Jane will audit child care/early childhood classes at the local CareerTech Center with a full-time HTS. Employment: With the assistance of a full-time HTS, Jane will volunteer at a community child daycare program. Independent Living: Jane will live in a group home and utilize public transportation to participate in her classes and job shadowing activities.

More Sample Goals for SWSCD Education/Training: John will participate in on-the-job training at flower shops or Party Galaxy to learn how to properly inflate balloons. Employment: With the assistance of a job coach, John will develop and operate a home-based balloon business. Independent Living: John will live at home with his parents and will maintain a checkbook and pay for his purchases with the assistance of his parent(s) or assistant.

Let’s Practice! Articulate a postsecondary goal in employment for the following case study. Jamarreo is a 19 year old student who enjoys working with computers. He is not sure what specific careers exist in the Information Technology field. He currently works at a gas station and would like to attend college close to home and commute to save on expenses. ____________ _______ will ______ ______ (After high school) (The Student) (Behavior) (Where and how) (After graduation) (Upon completion of high school)

Let’s Practice! Jake is an 11th grade student with TBI from a gunshot head wound. Before TBI he was an honor student and in advance placement courses. He slowly walks and has use of arms and hands. He takes care of basic needs. He uses a device where he touches pictures to play audio phrases. He loves video editing. ____________ _______ will ______ ______ (After high school) (The Student) (Behavior) (Where and how) (After graduation) (Upon completion of high school)

EXAMPLE ___________ _______ will ______ ______ Attend the local community college, major in IT, live at home and work at the gas station until the degree is completed. Jamarreo After graduation ___________ _______ will ______ ______ (After high school) (The Student) (Behavior) (Where and how) (After graduation) (Upon completion of high school)

Curriculum Participation Graduation Date Vocational Education Transfer of Rights Screen shot of EdPlan

Course of Study When designing the course of study, pay attention to the entry requirements of colleges, career tech, or specific jobs.

Brayden Brayden would like a career in IT What courses should he take?

Vocational Educational Information Information must be provided, including Career Tech programs Work study Work adjustment Community-based job experiences High school vocational ed classes Some career tech programs are very selective and planning needs to take place so students can take the correct pre-requisite courses.

Department of Vocational Rehabilitation Referral A referral form for DRS must be completed and sent to DRS Office Parents and students need to follow-up to ensure application process is complete Complete before age 16 (15 ½)

Screen shot of Oklahoma Department of rehabilitation services referral

Transfer of Rights Before students turn 17 years old, parents and students need to be told about the transfer of rights that will happen when upon 18. Married students have the rights transferred regardless of age Local educational agencies (LEAs) should inform parent(s) of their option to seek legal advice if they plan to continue making decisions for their child upon the child reaching the age of majority.

What is the Difference Between a Postsecondary and an Annual Goal?

After high school, Kara will complete training as RN at PJC, then pursue a job as a nurse. Given computer assisted instruction on rights and responsibilities as defined by the Section 504 of the Rehabilitation law, Jamin will identify who at the college he must contact for services, when he must provide information, what accommodations he will need, and what to do if his needs are not being met with 100% accuracy by the end of the school year. After high school, Jamie will attend Career Tech for Child Care; upon completion of course work, she will work for Early Rise Child Care Center. Sean will learn and describe 5 accommodations he needs in the general education setting and why he needs them with 100% accuracy. 1. PSG 2. AG 3. PSG 4. AG

Annual Transition Goals Each postsecondary goal requires at least one annual transition goal to help students facilitate attainment of the postsecondary goal Annual Transition Goal Question What do I need to learn now to live where I want? What do I need to learn now to do the career I want? What do I need to learn now to have the education I want?

Annual Goals Need to Include Condition involve the application of skills or knowledge and describe the materials and environment necessary for the goal to be completed. Behavior identifies the performance that is being monitored. Criterion how much, how often, or to what standards the behavior must occur

Annual goal must be measurable A measurable goal includes the behavior or skill that can be measured at periodic intervals against some criterion of success.

Annual Transition Goal Formula

Example for SWSCD Employment: With assistance of a job coach, John will complete a job experience at the local flower shop and appropriately inflate and tie balloons 4 out of 5 attempts.

Annual Goal Screen shot of EdPlan

Education/Training Part 1 of the 4-Part Transition Plan Model To create goals based on academics, functional academics, life centered competencies or career/technical or agricultural training.

Transition Assessment Student Participated in Career Clusters interest inventory Identified Information Technology as field of interest Discovered college courses are necessary to achieve desired career Username ambermcc Password fullmoon1

Annual Education/Training Goal Given Ocean County Community College information, John will demonstrate knowledge of the college’s admission requirements by verbally describing these requirements and identifying admission deadlines with 90% accuracy.

Example for SWSCD Kaydee will communicate correct request to attendant using communication device four out of five times daily for four weeks.

Screen shot of OSDE form 7 Education/Training goal, activities, person/agency and date of completion

Transition Services/Activities Tasks or activities that students do to learn the skills or knowledge associated with an annual transition goal Can take place at school, home, or in the community People responsible may include any educator, parents, other family members, co-worker, friends

Transition Activities/Services Tonya Take the ASVAB Job shadow different positions at Tinker Visit Air Force recruiter Obtain driver’s license Learn Air Force vocabulary Build resume Practice interviewing skills Open a checking/savings account at local bank Elly Get her food handler permit Job shadow at a local florist Visit local Career Tech Research entrepreneurship Learn keyboarding skills Open a checking/savings account at local bank

Transition Services Transition Services Screen shot of EdPlan

Development of Employment Part 2 of the 4-Part Transition Plan Model To create goals based on occupational awareness, employment related knowledge and skills and specific career pathway knowledge and skills.

Transition Assessment Student Participated in Career Clusters interest inventory Identified Information Technology as field of interest Needed to research the field to find a particular interest

Annual Employment Goal After researching possible careers, John will write an essay to compare and contrast two careers in the field of computer technology and include salary, benefits and required educational training, and describe which career is better suited for his strengths and abilities with 85% accuracy.

Screen shot of OSDE form 7 employment goal, activities, person/agency and date of completion

Transition Services Transition Services Screen shot of EdPlan

Independent Living Assessments Part 3 of the 4-Part Transition Plan Model (Skills, as needed, for self-determination, interpersonal interactions, communication, health/fitness and knowledge needed to successfully participate in Adult Lifestyles and other Post School Activities (e.g. skills needed to manage a household, maintain a budget and other responsibilities of an adult.)

Transition Assessment Student completed Casey Life Skills and reported “mostly no” on Housing and Money Management.

Annual Independent Living Goal Given instruction in high school Financial Planning class, John will deduce his dependency on his parents by demonstrating the ability to balance a personal household budget to include car payment, fuel, insurance, and monthly expenditures by reconciling a financial accounts with 90% accuracy.

Screen shot of OSDE form Daily Living Skills goal, activities, person/agency and date of completion

Community Participation Assessments Part 4 of the 4-Part Transition Plan Model Goals, as needed, based on knowledge and demonstration of skills needed to participate in the community (e.g., tax forms, voter registration, social interactions, consumer activities, accessing and using various transportation modes.)

Transition Assessment The student completed the Transition Planning Inventory (TPI-2) and scored low in the area of community participation.

Annual Community Participation Goal After participation in civics class, John will report steps necessary to become a registered voter, run for a public office, and to enroll in the selective service, the importance of voting and selective service with 100% percent accuracy by the end of the semester.

Screen shot of OSDE form 7 community participation goal, activities, person/agency and date of completion

Transition Services Transition Services Screen shot of EdPlan

Objectives and Benchmarks If the child is taught to alternate achievement standards, the IEP must also include short-term objectives or benchmarks for each goal. There must be at least two short-term objectives or benchmarks for each goal.

Objectives

Meganology Don’t Limit Me

Transition Rulings and Decisions

Travis Pace v. the Bogalusa City School Board (2001) Parents allege the school district did not invite other agencies to the transition planning meeting The district documented contact with state and local agencies, yet scheduling conflicts arose SCHEDULING CONFLICTS MAY PRECLUDE ATTENDANCE BY AGENCIES, HOWEVER, MUST SCHOOL MUST DOCUMENT THE CONTACT AND AGREED UPON SERVICES, AND PARENTS MUST BE NOTIFIED OF POSSIBLE SERVICES

Caribou School Department (2001) The student was not invited to the transition meeting The transition plan stated “Graduation” as the postsecondary goal for the student “TRANSITION PLANNING MUST BE MORE THAN GRADUATION.” The student was awarded college tuition, incidental costs of college attendance, and tutoring services.

Sherri High et al v. Exeter Township School District The student’s postsecondary education goal was to attend college The plan included 32 opportunities for transition counseling, transition assessment, job shadowing and internship, assistance with college testing, and career fair attendance. The student did not complete college While the district helped the student identify her desire to attend college, the district was not required to ensure she was successful in this pursuit.

Student with a Disability, 51 IDELR 89 (N.Y. SEA 2008) Parents filed due process, alleging that the district failed to provide an appropriate transition plan. The transition plan contained “attend a postsecondary institution for a Master of Science degree, live independently, and be competitively employed.” The school argued the academic goals were linked to the post-school goal to attend college with math and writing goals. The transition plan was deemed appropriate. Transition services should relate to the student’s post-school goals and annual goals must be linked to that goal.

Lancaster Independent School District (1998) Transition services were offered in the last semester of high school Parents stated, “It was unreasonable to expect a student operating on a sixth grade level, in his strongest subject, to take the SAT or know how to start a cosmetology business.” THE SCHOOL DISTRICT WAS ORDERED TO PROVIDE THE RECOMMENDED COUNSELING SERVICES AND TO CONDUCT EVALUATIONS TO DETERMINE WHICH ADDITIONAL TRANSITION SERVICES WERE NEEDED.

San Diego Unified School District, 2002 A parent of an 18 year-old with Down Syndrome alleged an inappropriate reading program was a barrier to the student’s post-school employment. The school district focused on learning sight words in the community and first-grade books What did the hearing officer decide? HEARING OFFICER RULED THAT NO ONE TAUGHT THE STUDENT THE READING SKILLS NEEDED FOR SUPPORTED EMPLOYMENT AND INDEPENDENT LIVING, INCLUDING “JOB APPLICATION, JOB DESCRIPTION, MEDICAL PRESCRIPTION, BUS SCHEDULES, MAPS, STORE PRICES, AND FOOD LABELS.” THE DISTRICT PAID FOR A 1-YEAR INDEPENDENT STUDY PROGRAM.

Dracut Public Schools, BSEA #08-5330, 15 MSER 78 (2009) The school reports, a student with Asperger’s Syndrome, made significant educational progress and satisfied graduation standards. The student did well academically. He successfully participated in two vocational internships and a mentor program, established friendships at school, and interacted appropriately with peers at lunch and during unstructured times. The Dracut teachers viewed Student as ready for his postsecondary goal, which was to attend college and eventually work in the area of computers. In Student’s and Parents’ view, Dracut’s special education services did not address Student’s non academic deficits (related to, for example, his pragmatic language, social, vocational, and travel skills), meaning he is ill-equipped to participate successfully in postsecondary education, employment, and independent living. Student and Parents believe what Student learned within the High School environment did not provide Student with skills needed to succeed after high school and, as a result, Dracut has an obligation to continue providing transition planning and services to Student; and, in addition, Dracut owes Student compensatory transition services.

What did the court decide?

Dracut Public Schools, BSEA #08-5330, 15 MSER 78 (2009) DRACUT MUST PROVIDE TWO YEAR OF COMPENSATORY SERVICES. Transition services shall be provided and shall include the following, which shall be incorporated into a transition plan: Systematic, pragmatic language instruction taught with consistency over a period of time, with a significant amount of practice with language pragmatics within contexts, including higher education and employment. Development of organizational skills that can be utilized within postsecondary education, employment, and independent living (for example, personal hygiene).

Dracut Public Schools, BSEA #08-5330, 15 MSER 78 (2009) Vocational training that includes placement in three or four work sites in the community, with each work site lasting for three or four months. Travel instruction to use the public transportation system and understand the Massachusetts driver’s manual. A comprehensive social skills assessment by someone with substantial experience and expertise working with students with Asperger’s Syndrome, and social skills training developed and provided on the basis of this assessment.

Amber McConnell or Jim Martin Pictures of question marks Questions? Amber McConnell or Jim Martin OU Zarrow Center ambermcc@ou.edu (405) 325-8951