Transition Planning for Students with Disabilities

Transition Planning for Students with Disabilities
Maryland Center for Developmental Disabilities Transition Planning for Students with Disabilities Maureen van Stone, Esq., MS Mallory Finn, Esq. March 24, 2018

Transition Symposium Transition Planning The Individuals with Disabilities Education Act (IDEA) (2004) emphasizes that all children with disabilities are entitled to “transition services,” also known as transition planning. Under federal law, these must be provided by age 16. Under MD law, transition services must be provided by age 14. Despite federal and state mandated transition services, post-school outcomes are poor for children with disabilities.

Transition Symposium Transition and the Law IDEA defines “transition services” as a coordinate set of activities for a child with a disability that are: Designed within a results-oriented process; Focused on improving the academic and functional achievement of the child; Facilitate movement from school to post-school activities; Based on the child’s individual needs, taking their strengths into account; and Includes instruction, community experiences, development of employment and post-school living objectives, and acquisition of daily living skills and functional vocational evaluation.

What is Transition Planning?
Transition Symposium What is Transition Planning? A process that brings students and their families together with educators and other adult service providers to help plan and prepare students to exit school and enter a post-secondary school environment, such as adult day programs, employment, vocational school, and college.

Transition Planning Transition Symposium Student focused planning
Student development Interagency collaboration Family involvement Program structure To increase outcomes for students transitioning from high school, Kohler’s Taxonomy for Transition Planning outlines qualities that collaborative transition planning includes. Taxonomy for Transition Planning, Kohler, P.D. (1996) Student Focused Planning: IEP development, Student participation, planning strategies One of the most important aspects of a good transition plan is to individualize the plan to the student. This plan should focus on their hopes and dreams, their interests, their goals. Creating cookie cutter transition plans leads to transition plans that don’t work for individual students, and ultimately leads to poor outcomes for students. Student Development: Life Skills Instruction, Career and Vocational Curricula, Structured Work Experiences, Assessment, Support Services In addition, it is essential to help the student develop and discover those interests. By helping the student to develop new skills and interests, and gaining new work experiences, the transition process will go smoother. Interagency Collaboration Collaborative framework, Collaborative service delivery Working with multiple agencies is ideal when planning on a transition from high school to another agency, whether that’s a day program, a vocational program, or a college. This will not only help the student prepare while in high school for the skills they will need to be successful in the new environment, but it will also make the transition to the new environment easier. Family Involvement Family Training, family involvement, family empowerment Making sure the family is also involved in the process will also help the process go smoothly. The transition process is difficult, not only for the student, but for the family members as well. There are many different aspects of the transition process that parents will have to deal with. They may not know what opportunities are available to them and may not be able to take advantage of all the assistance programs available to them. Good transition planning empowers the family and provides them with the knowledge necessary to make the right decision for their family. Program Structure Program philosophy, program policy, strategic planning, program evaluation, resource allocation, human resource development A look at the big picture of the school’s transition process is also important to consider. Gathering data on student outcomes, evaluating the process from multiple perspectives, and considering the overarching philosophy of what transition services is trying to achieve can be beneficial if outcomes for your students are poor. By looking at the systemic influences coming from the program structure, flaws in the system can be evaluated. It may be that not enough resources are allocated toward transition planning, or it may be that current resources are not being used to their fullest potential. Having a clear program structure is therefore important for the success of students who go through the transition process.

Transition Planning Elements of Quality Transition Planning
Transition Symposium Transition Planning Elements of Quality Transition Planning Transition assessment Academics Vocational skills Interests/aptitude Self-determination Independent living Post-secondary goals Training/education Employment Instruction and services Identify transition services Identify IEP goals Involve agencies that assist with transitioning Transition Assessments When planning for transition plans, an IEP re-evaluation does not provide sufficient information to make important decisions about the student’s post-secondary life. In addition to traditional academic assessments, consider these other assessments. Vocational assessments not only provide information on vocational skills, but also interests, temperaments and worker styles, worker characteristics, habits, personal skills, and life skills. These can include observations, interviews with teachers and parents, as well as more formal testing measures like interest inventories, aptitude tests, and learning-style inventories. On-the-job try-outs are another way to assess a student’s employment potential and also a great experience for the student. All of these assessments are vital for determining general and specific post-secondary goals. The student’s current skills and their preferred post-secondary placement will determine what the specific goals will be. These goals should be designed with the students interests and desires in mind. These goals can focus on gaining specific training and education, employment opportunities, or gaining independent living skills so they are able to live in a less restrictive home environment. Once goals are determined, the method of instruction and services should be turned into specific IEP goals. As other agencies become involved with the transition process, make sure to include them in the transition planning process, as their perspective and knowledge on the opportunities available for the student may be invaluable.

IEPs Must include documentation of: Transition Symposium
Evidence of age-appropriate transition assessment Appropriate measurable post-secondary goals in employment, education/training, and independent living, if appropriate Annual IEP goal related to the student’s transition services needs Transition services Courses of study that will reasonably enable the student to meet those postsecondary goals Evidence that: The student was invited to the IEP meeting The parent, or student if they have reached the age of majority, provided consent to invite agency representatives if it is appropriate for representatives to be invited The agency representative was invited to the meeting

Transition Plans must be…
Transition Symposium Transition Plans must be… Results oriented Based on the individual Improve academic and functional skills Help transition out of high school Results oriented: Goals for transition plans need to have specific goals that can be measured, so we can determine whether the goals were achieved. For example, we can measure how many words you can read in a minute, but we can’t measure if you read “well.” It’s important for goals to be measurable so that schools can determine if the student is progressing or not. Based on the individual Transition plans should be based on the individual and take into account their unique abilities. It’s important to consider the student’s goals and interests as well. Improve Academic and Functional Skills Goals should focus on academic skills like reading writing and math, but also focus on functional skills that will help them live as independently as possible. This can be learning how to shower on their own or learning a vocational skill. Help Transition out of high school The goal of the transition plan is to make the transition process as smooth as possible and to help the student be as successful as possible after high-school.

Transition Symposium Transition Plan Developing and executing a meaningful transition plan is required to ensure that students with IEPs are prepared for the post-high school challenges they will encounter. Address: Instruction Related services Community experiences Development of employment and other post-school adult living objectives Acquisition of daily living skills and provision of a functional vocational evaluation, when appropriate

Transition Symposium Goals A measurable postsecondary goal is an outcome that occurs after the person has left high school. The student will… NOT the student hopes to, plans to, or will investigate… The path toward achieving the goal occurs before the student leaves high school.

Goals for a Transition Plan
Transition Symposium Goals for a Transition Plan Academic Skills Reading Written language Mathematics Problem Solving Comprehension Art or Music Foreign Language Communication Skills Requesting Following/giving directions Communicating Information Understanding information Social Skills Answering a phone and making calls Displaying appropriate workplace behavior Learning how to protect themselves from victimization Occupational & Vocational Skills Using a time card Arriving to work on time Accepting instruction and corrections Using appropriate voice tone and volume

Transition Symposium Goals Local school systems (LSS) are not liable if a student does not meet his or her postsecondary goals. There is a statutory obligation to provide transition services to assist a student in attempting to reach his or her measurable postsecondary goals. However, the IDEA does not hold the LSS liable if the student does not achieve his or her goals.

Transition Planning Guide
Transition Symposium Transition Planning Guide Must be provided at each IEP meeting where transition is being discussed. Parent and student must sign that the received the guide, the receipt must be added to the student’s file. Provides a timeline outlining when specific transition activities should occur.

Schools Government Programs Self-Advocacy
Transition Symposium Transition Planning for Students Exiting at 21 and Eligible for DDA Services: Age 14-15 Identify career interests and goals Participate in IEP meetings Develop initial transition plan Schools Apply to the Developmental Disabilities Administration – eligibility Provide written consent for school to share information with DDA or DORS Government Programs Learn about disability Consider life after school Attend community transition fairs and workshops Self-Advocacy As parents, there are other things you can do to help your child through the transition process. It is important to work with the school to develop a transition plan, but there are also government programs that can help your child be successful as an adult. Ideally you should start the process as early as possible, but legally a transition plan should be in place by age 16. There are lots of things to consider when planning for your child’s future. (discuss content on slide)

Transition Symposium Transition Planning for Students Exiting at 21 and Eligible for DDA Services: Age 16-17 Participate in employment training opportunities Consider travel training Schools Submit a Mobility application form Consider obtaining an ID or driver’s license Government Programs Create social networks Investigate recreation activities for after high school Self-Advocacy As parents, there are other things you can do to help your child through the transition process. It is important to work with the school to develop a transition plan, but there are also government programs that can help your child be successful as an adult. Ideally you should start the process as early as possible, but legally a transition plan should be in place by age 16. There are lots of things to consider when planning for your child’s future. (discuss content on slide)

Transition Symposium Transition Planning for Students Exiting at 21 and Eligible for DDA Services: Age 17-18 Participate in employment training opportunities Consider travel training Schools Contact regional DDA office to verify eligibility status and priority category Choose a coordination of community services provider Government Programs Plan for health care transition Consult an attorney for future planning and guardianship/less restrictive alternatives Self-Advocacy As parents, there are other things you can do to help your child through the transition process. It is important to work with the school to develop a transition plan, but there are also government programs that can help your child be successful as an adult. Ideally you should start the process as early as possible, but legally a transition plan should be in place by age 16. There are lots of things to consider when planning for your child’s future. (discuss content on slide)

Transition Symposium Transition Planning for Students Exiting at 21 and Eligible for DDA Services: Age 18 Explore supported employment and work-based learning opportunities Schools Apply for Medical Assistance Apply for Supplemental Security Income (SSI) Government Programs Begin financial and future planning Register to vote Explore living arrangement options Self-Advocacy As parents, there are other things you can do to help your child through the transition process. It is important to work with the school to develop a transition plan, but there are also government programs that can help your child be successful as an adult. Ideally you should start the process as early as possible, but legally a transition plan should be in place by age 16. There are lots of things to consider when planning for your child’s future. (discuss content on slide)

Transition Symposium Transition Planning for Students Exiting at 21 and Eligible for DDA Services: Age 19-20 Explore post-secondary education and training options Schools Apply to DORS the fall prior to exit year Government Programs Begin visiting community adult service providers Explore adult mental health care, if needed Self-Advocacy As parents, there are other things you can do to help your child through the transition process. It is important to work with the school to develop a transition plan, but there are also government programs that can help your child be successful as an adult. Ideally you should start the process as early as possible, but legally a transition plan should be in place by age 16. There are lots of things to consider when planning for your child’s future. (discuss content on slide)

Transition Symposium Transition Planning for Students Exiting at 21: Fall of Final Year Invite adult provider to IEP exit IEP meeting Schools Develop contingency plan in the event that funding from DDA is not immediately available Apply to and select service providers Government Programs Explore transportation options Work with entire team to create seamless transition to adult service delivery system Self-Advocacy As parents, there are other things you can do to help your child through the transition process. It is important to work with the school to develop a transition plan, but there are also government programs that can help your child be successful as an adult. Ideally you should start the process as early as possible, but legally a transition plan should be in place by age 16. There are lots of things to consider when planning for your child’s future. (discuss content on slide)

Transition Symposium Transition Planning for Students Graduating at 18: Age 13/14 (last year of middle school) Identify career interests and goals Participate in IEP meetings Develop initial transition plan Schools Apply to the Developmental Disabilities Administration, if appropriate – eligibility Give permission for school to share information with DDA and/or DORS Government Programs Learn about disability Create a transition planning home file Self-Advocacy As parents, there are other things you can do to help your child through the transition process. It is important to work with the school to develop a transition plan, but there are also government programs that can help your child be successful as an adult. Ideally you should start the process as early as possible, but legally a transition plan should be in place by age 16. There are lots of things to consider when planning for your child’s future. (discuss content on slide)

Schools Self-Advocacy
Transition Symposium Transition Planning for Students Graduating at 18: Grade 9 Meet with guidance counselor to select high school course of study Review graduation requirements with guidance counselor Schools Become familiar with needed classroom accommodations Create social support and networks Self-Advocacy As parents, there are other things you can do to help your child through the transition process. It is important to work with the school to develop a transition plan, but there are also government programs that can help your child be successful as an adult. Ideally you should start the process as early as possible, but legally a transition plan should be in place by age 16. There are lots of things to consider when planning for your child’s future. (discuss content on slide)

Transition Symposium Transition Planning for Students Graduating at 18: Grade 10 Apply for College Board accommodations Take PSAT Schools Submit Mobility application Consider obtaining a driver’s license Government Programs Learn about community travel, explore transportation options Utilize public transportation to travel in community Self-Advocacy As parents, there are other things you can do to help your child through the transition process. It is important to work with the school to develop a transition plan, but there are also government programs that can help your child be successful as an adult. Ideally you should start the process as early as possible, but legally a transition plan should be in place by age 16. There are lots of things to consider when planning for your child’s future. (discuss content on slide)

Transition Symposium Transition Planning for Students Graduating at 18: Grade 11 Discuss potential post-secondary options with school transition personnel Review graduation requirements with guidance counselor Schools Apply to DORS in the fall Consider career assessment through DORS Research federal financial aid options Government Programs Consider part-time/summer employment Research college, trade school, military, and employment options Visit colleges and trade schools Self-Advocacy As parents, there are other things you can do to help your child through the transition process. It is important to work with the school to develop a transition plan, but there are also government programs that can help your child be successful as an adult. Ideally you should start the process as early as possible, but legally a transition plan should be in place by age 16. There are lots of things to consider when planning for your child’s future. (discuss content on slide)

Transition Symposium Transition Planning for Students Graduating at 18: Grade 12 Take ACT/SAT Schools Apply for financial aid between January 1 and March 1 Apply for SSI at 18, if eligible Register to vote at 18 Government Programs Apply to colleges, employers, or enlist in military Contact Disability Support Services if applying to college Self-Advocacy As parents, there are other things you can do to help your child through the transition process. It is important to work with the school to develop a transition plan, but there are also government programs that can help your child be successful as an adult. Ideally you should start the process as early as possible, but legally a transition plan should be in place by age 16. There are lots of things to consider when planning for your child’s future. (discuss content on slide)

Summary of Performance
Transition Symposium Summary of Performance Required by the IDEA and COMAR Provided to exiting students with IEPs Provides potential employers, postsecondary education institutions, and adult service providers with information about the student’s skills, strengths, and supports that he/she may need to be successful. Developed and provided to the student prior to exiting school. Generated during a formal exit meeting or at an IEP meeting.

Transition Planning Post-Secondary Options Diploma Options
Transition Symposium Transition Planning Diploma Options High School Diploma Certificates of Completion General Education Diploma Post-Secondary Options Adult day program Employment Vocational program College One of the first things to consider will be whether your child will be earning a diploma or a certificate of completion. This will determine their post-secondary options available to them. For a High School Diploma, your child needs to meet course requirements for at least 21 required course credits. This can take longer than 4 years. Another option is a certificate of completion. For this option, the student needs to meet the goals in their IEP. This is typically achieved at age 21. The last category is a general education diploma, which requires a proficiency test to be taken. This can be taken at any age. Homeschooled students can obtain any of these. Post-Secondary Options depend on the students academic, vocational, and daily living skills of the individual student. Students who have limited daily living skill may be able to participate in an adult day program. Those with some vocational skills may be able to have some employment. Students who have more daily living and vocational skills may attend a vocational program. Those with academic skills as well may attend a 2 or 4 year college.

Applicable Laws IDEA 2004 Section 504 of the Rehabilitation Act
Transition Symposium Applicable Laws High School College/University IDEA 2004 Section 504 of the Rehabilitation Act Americans with Disabilities Act

Things to Remember Entitlement Mandatory, free Identifies students
Transition Symposium Things to Remember High School College/University Entitlement Mandatory, free Identifies students Special programs Modified course Offers support Applies accommodations Monitors progress May have small classes Schedule is arranged Tests & quizzes Eligibility Voluntary, expensive Must self-identify Academic standards Seek support Request accommodations Monitor own progress May have large classes Arrange own schedule Lengthy exams

Poor Transition Planning
Transition Symposium Poor Transition Planning More likely to drop out of school Less likely to attend postsecondary education Less likely to be employed 3-5 years after high school Achieve lower levels of independent living Experience more social isolation as adults Rice, N. and Owels, L., An Analysis of Transition in Five Introductory Textbooks, Career Development for Exceptional Individuals 27, (2004). Students with disabilities are: More likely to drop out of school than non-disabled peers (36% to 12%) Less likely to attend postsecondary education (37% vs 68% Less likely to be employed 3-5 years after leaving high school (34%-79%) Achieve lower levels o independent living (37% - 60%) Experience more social isolation as adults than their peers without disabilities

Secondary Transition Indicators
Transition Symposium Secondary Transition Indicators The State must have performance indicators in place through which it reports progress to the U.S. Department of Education. Used to examine in-school programs and the connection between what youth experience in school and the influence on what they experience after leaving school. Four indicators: Percent of youth with disabilities who graduate with a regular diploma Percent of youth with disabilities who drop out Percent of transition age youth whose IEPs contain all the required transition components Percent of youth with disabilities who achieve various postsecondary outcomes in education and employment

Implementation of Policies: Employment First
Transition Symposium Implementation of Policies: Employment First A policy that makes integrated competitive employment the first service to be explored for individuals with disabilities. Self-discovery and customization Process that looks at a person’s interests, abilities, and environmental needs, and uses an interactive process of hands-on exploration to identify employment goals. Also takes employer needs into account to match skills to tasks.

Implementation of Policies: Maryland PROMISE
Transition Symposium Implementation of Policies: Maryland PROMISE Maryland was one of six states to be awarded a federal research grant Promoting the Readiness of Minors in Supplemental Security Income (PROMISE) Administered by the Maryland Department of Disabilities (MDOD) Goal is to improve education and employment outcomes of child SSI recipients and their families, ages A community, rather than school-based, intervention. However, local school systems are encouraged to work closely with PROMISE staff since PROMISE youth are eligible for additional supports to meet shared goals of education/employment and may be able to access additional resources based on family needs/goals (i.e. paid summer school, paid summer work).

Transition Symposium Implementation of Policies: Maryland Work-Based Learning Collaborative (MWBLC) Aims to improve the lives of students with disabilities in Maryland by increasing their academic, career, and financial success. Purpose is to enable local school systems in Maryland to implement a model of school to career transition services for students with disabilities. Model incorporates four evidence-based components associated with post-school success: Early engagement with DORS Multiple work experiences Paid employment; and Focused collaboration among schools, DORS, local community rehabilitation providers, workforce centers, and other partners.

State Initiatives and Technical Assistance
Transition Symposium State Initiatives and Technical Assistance The Division of Special Education/Early Intervention Services (DSE/EIS) offers professional development to local school systems on using data inform instructional decisions and the development of quality transition IEPs and evaluate existing transition programs and activities in relation to evidence-based best practices. DSE/EIS supports engagement of America’s Job Centers (formerly known as One Stops). DSE/EIS seeks to ensure that youth not eligible for DORS due to order of selection have a defined pathway to employment. DSE/EIS is exploring meaningful alternatives to certificates currently provided to students not eligible for high school diplomas.

Implementation Tools Transition Symposium Transition Planning Guide
Guide developed by DSE/EIS to provide students and families with an overview of the transition process. Maryland Standards of Effective Transition Programs Provides a framework to local school systems (LSS) to develop a shared understanding of research-based practices to impact student outcomes. Tool to identify strengths and areas of improvement, develop an action plan, and evaluate progress over time with regard to secondary transition. Charting the Life Course Framework Framework implemented in several states, including Maryland. Allows individuals and families to start planning early and continue their planning and helps families start conversations about goals and expectations.

Implementation Tools Transition Symposium
Maryland Transition Assessment Toolkit LSS transition coordinators completed a survey on their transition assessment practices and needs. Respondents expressed a need for help identifying “the best tools to effectively gather the information they need in the most efficient manner” and the need for assessments to “keep a continuum.” DSE/EIS established a workgroup to identify transition assessments that might be helpful to transition coordinators across the state. Maryland Transition Digital Portfolio Provides students with an organized way to show their work and experiences through the completion of tasks that spotlight various transition activities. Students document their transition experiences, which are directly aligned to their transition goals and with activities outlined in their IEP.

State Resources MD Department of Health & Mental Hygiene
Transition Symposium State Resources MD Department of Health & Mental Hygiene MD Higher Education Commission MD Transition Council for Youth with Disabilities MD State Department of Education (MSDE) MD Division of Rehabilitation Services (DORS)

Resources Maryland Learning Links: www.marylandlearninglinks.com
Transition Symposium Resources Maryland Learning Links: National Technical Assistance Center on Transition (NTACT): National Youth Transitions Center:

Nonprofit Resources The Arc Maryland Abilities Network
Transition Symposium Nonprofit Resources The Arc Maryland Policy and legislative advocacy on behalf of individuals with disabilities The Arc can provide information regarding choosing an attorney, wills & direct inheritances, third-party special needs trust, guardianship, & handling money. Abilities Network Support services - available to adults & children who have a developmental disability, reside in a service area, & do not receive services from the Developmental Disabilities Administration (DDA). Community/employment partners - offers adults with disabilities connections to housing, communities, & potential employers.

Transition Symposium People On the Go People On the Go (POG) is a statewide self advocacy group in Maryland, which is affiliated with the MCDD. A group of advocates with intellectual and developmental disabilities who use their voices to be heard and recognized. Activities: trainings about issues of interest, quarterly meetings, participation in legislative advocacy, and policy change.

Maureen van Stone, Esq., M.S.
Transition Symposium Contact Info Maureen van Stone, Esq., M.S. Associate Director, Maryland Center for Developmental Disabilities Director, Project HEAL (Health, Education, Advocacy, & Law) Faculty, Center for Innovation & Leadership in Special Education Mallory Finn, Esq. Staff Attorney, Project HEAL 716 N. Broadway, Office 106 Baltimore, MD 21205 (443)

Transition Planning for Students with Disabilities

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