1. Planning for and Enabling Success in

3. 22% of Americans with disabilities fail to complete high school (2000) Only 32% of people with disabilities are likely to be employed (2003) Transition Plan studies have shown that they do not align with IDEA 1997 and 2004 Youths with disabilities are less likely to participate in extra- curricular activities, enrichment programs, community-based programs 75% of people with disabilities who are not working say that they would prefer to be working Youths with disabilities drop out at twice the rate as compared to those who do not. Studies have shown that students with disabilities “have minimal involvement” with their IEP development, and thus are not self- advocating and not involved in post-secondary planning

4. 1/3 of those needing job training, receive it ¼ of those needing life skills training, tutoring, personal counseling, receive it Those with emotional disturbance see less contact with post-secondary placements (agencies, job placement programs, employers, social service, mental health agencies). 3-5 years after graduation, more than ½ of these youths are arrested at least once Teachers “often” view transition planning as more paperwork

5. Students benefit from taking part in IEP and transition planning (positive relationship) Post-Secondary environments – Benefit from students who are aware of their own strengths nad weaknesses Community Agencies – Better collaboration and self- evaluation/ better connection of needed skills with available future employees

6. Transition planning began in the 50s, but mostly focused on vocational/ occupational prep (career education). This was strengthened in the 60s. Between 1983 and 1989, al 50 states developed school-to-work planning processes. 1980s – Moved beyond questions of employment to other domains of interest (community living, social domain, interpersonal domain,, recreation) IDEA 2004/ 94-142 – separately and jointly with IEP planning

7. Postsecondary education Communication Relationship/ social skills Self-determination/ self- advocacy Career-vocational training Employment Community participation Independent living Leisure/ recreation Lifelong learning Personal management Vocational evaluation Transportation/ mobility Advocacy/ legal Daily living Financial/ income/ money management Health (Patton & Black, 1996)

8. Changes from 1997  Shift from 14 back to 16  Accountability for outcomes: Transition is an “outcome- oriented process, that is focused on improving the academic and functional achievement of the child to facilitate the child’s movement from school to post-school activities...”  Consideration of special factors (behavior that impedes learning, LEP, Braille needs, communication needs, assistive technology) NCLB’s influence

9. Involve students in planning Enable active family involvement Create opportunities to participate in inclusive environments Opportunities for work experience while in high school “Meaningful” vocational courses Student achievement in academic skill areas Direct instruction in pragmatic skills Access to assistive technology (services) Administrative support (transition specialist)

10. UDL (Maximum usability by a diverse population)  Flexible curriculum (flexible planning timetables)  Access General Ed Curriculum (integrated transitional functional and academic skills) Age 25 Projection (envisioning the future, planning for the future) Assessment-driven Planning Summary of Performance Self-Determination/ Person-Centered Planning

11. Characteristics of transition assessments  Student strengths and preferences  Person-centered  Emphasis on individual capabilities (rather than disabilities)  Assess areas of need in the many domains

12.  Interviews  Observations (of simulated environments, e.g.)  Anecdotal information from parents/ teachers/ student  Standardized/ Normed assessments (Commercial)  Achievement/ Aptitude  Adaptive Behavior  Interests  Learning Styles  Life Skills  Self-Determination, Social Skills  Transition Planning Needs  Informal assessments  Can move from the very general to the very specific (especially as aligned with age-based phases of transition planning)

13. Vocational interests/ preferences Aptitudes in skills (mechanical, spatial, numerical, clerical) Worker style preferences (people vs. things) Learning preferences/ styles (auditory/ visual/ tactile) Worker characteristics (traits, values, employability) Abilities in specific technical, industrial, specific jobs Functional/ life skills (transportation, financial management, housing management, social skills), Community Use of ecological method (looking at environment and analyzing need)

14. Job/ Task Analysis in Employment Sites Analysis of Secondary Courses/ Programs (regular ed, vocational and technical ed, work-based experiences, community-based life skills, youth employment programs, ROTC) Analysis of Postsecondary Courses and Programs (admissions, financial aid, support services, majors) Community Analysis  Independent Living Options  Community Agencies and Services  Transportation  Social & Recreational Programs

15. Before Age 14 (Elementary) – Career Exploration/ Orientation for most Ages 14 to 15 – Transition Planning and Goal Setting for Secondary School, with the following represented in the IEP...  Develop post-school goal statements  Transition PLOP  Identify goals and objectives  Identify Related Services  Coordinate activities (UDL, course of study considerations) Age 16 and beyond – Transition Services Begin/ Planning for Post-Secondary, with the following represented in the IEP...  Develop post-school goal statements  Transition PLOP  Identify goals and objectives  Identify Related and Community-Based Services  Coordinate activities (UDL, course of study considerations

16. Separate ITP document...  Identify PLOP (strengths, preferences, areas of need, specific assessment data)  Identify overall post-school goals  Identify goals, parties responsible, timeline and specific action plans for  Vocational goals  Community-living goals  Independent living goals VS. completely integrated into IEP, where it is a natural consideration

17. Includes  Background and demographic information  Student’s post-secondary goals  PLOP (academic, cognitive, functional areas) and Essential accomodations  Recommendations to assist student with post-secondary goals  Student input (could be independently filled out by student...) Assessment moves from collecting data and info on student and environments to compiling and documenting information about the student

18. Developmental disabilities services Vocational rehabilitation services Community rehabilitation programs Community or public health programs Community mental health services Residential or housing services Respite care services One stop employment centers Post-secondary institutions Social work services Adult agencies Advocacy organizations Assistive technology organizations Dropout prevention programs Business-education partnerships Alcohol and substance abuse services Correctional education or juvenile services offices Employers and employment specialists Recreation and leisure programs Adult education programs Parent training and information centers Transportation offices

19. The use of inter-agency agreements The involvement of agencies in the IEP process SOPs

20. What areas do we, Central Virginia, need to explore further to better meet the needs of our students benefiting from transition services and planning? What tools, services, and supports are needed to further improving the development of effective transition processes in our districts? What other areas can we tackle as “action plan items” to improve transition services here in Central Virginia?