1. Beyond Perkins Addressing the Needs of Students with Special Needs

2. CTAE/OEC Statewide Task Force Created to address issues and questions in the field and to determine what most needed to be accomplished Membership included local principals and superintendents, CTPD superintendents, city special needs directors, special needs coordinators, career development and assessment specialists, ODE CTAE and OEC directors, ODE CTAE and OEC associate and assistant directers

3. Outcome Critical issues and needs identified Most frequent questions answered and posted on ODE website Four (4) committees established

4. Four Committees Improving the IEP Process Developing a Better Communication Process Providing Teacher Pre-service and Professional Development Training Enhancing Career Development and Career Assessment

5. Results of Committee Work 4 Committee Reports with 4-5 key goals and action plans for each goal Second Statewide Committee meeting in December with full reports from each committee Final goals established from that meeting

6. Preview of Issues Professional Development Communication between Career Centers and Associate Schools Use of IACP as central component

7. Preview of Issues Detailed assistance on IEP development Better communication and cooperation within ODE Better Transition Services including career assessment and development

8. How This Will Help the Field Professional Development on administrative and teacher level related to best practice for students with disabilities Clear guidance documents for IEP and transition services Better communication between school districts and career centers And much more as committees present and final decisions are made

9. Postsecondary Transition An Important Component of The Individualized Education Program (IEP) Required for all SWD at age 14 (in Ohio) or earlier if appropriate

10. The Purpose of IDEA “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…”

11. State Performance Plan Links Increased Graduation Rates for Students with Disabilities (I-1) Reduction of Dropouts (I-2) Increased Quality and Effectiveness of the Transition Component (I-13) Increased Postsecondary Success for Students with Disabilities (I-14)

12. Required Components Appropriate Measurable Goals in 1.Education and Training 2.Integrated Employment 3.Independent Living Skills (Where appropriate) 4. Services to support the goals

13. Transition Services Focused On Post-school Results Improving academic & functional achievement Movement to post-school activities Needs, strengths, preferences, and interests of the student Services needed to assist the child in reaching the postsecondary goals

14. May Include Instruction (this may be specialized instruction, i.e., special education) Related Services (ORSC, MRDD, etc) Community Experiences (work, job shadowing, volunteering, etc. Post-school Adult Living Objectives Acquisition of Daily Living Skills if appropriate

15. District Accountability 1.Is there a plan – EMIS, yes or no? 2.Does it include measurable goals? 3.Does it include services needed to assist in realizing those goals? 4.Districts are NOT responsible for the realization of specific postsecondary goals 5.Districts ARE responsible for providing the specified services 6.And for inviting outside service agencies.

16. Must Be Based On Age Appropriate Transition Assessments Related to Training and education Employment Independent Living Skills, where appropriate http://www.nsttac.org/

17. Summary of Performance Not part of the IEP process Required by federal law for all SWD who will graduate, or “age out” in the current school year A summary of academic achievement and functional performance Provides guidance in meeting postsecondary goals [See handout]

18. Current Practice Does not address all the federal requirements Is confusing to students, parents, educators Is interpreted in different ways in different districts – inconsistent use View the Current Form

19. The Annotated Form Refers to all three federal requirements Translates the “vision’ into realizable goals Includes support services Refers to Age Appropriate Transition Assessments View the Annotated Form

20. Supporting Resources http://www.nsttac.org/ Age Appropriate Transition Assessment guide – short version NSTTAC Transition Guide – long version Indicator 13 Checklist (A & B) Indicator 13 Checklist for Training Plus many more valuable resources

21. Questions – Comments John Magee Office For Exceptional Children Ohio Department of Education John.magee@ode.state.oh.us 614-728-1115