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

2. 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

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

4. 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

5. 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.
§ (b)

6. 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.

7. 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

8. 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

9. 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.

10. 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.

11. STUDENT INFORMATION GATHERING FORM -FVE
INTERESTS
STRENGTHS
LIMITATIONS
WORK EXPERIENCE

12. 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

13. 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)

14. Assessment Process
Use the form from the Guide to Transition Assessment (
Note interests, strengths, temperaments
Identify needs
Note date and activity
Add to portfolio or attach to IEP

15. 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

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

17. 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?

18. Websites: Resources for Assessment
Best Practices
Post-ITT
Learning Style Resources
National Secondary Transition Technical Assistance Center

19. Websites, cont. Temperaments http://www.keirsey.com/
 Occupational Outlook Handbook
Where Are You Going? (Career Guide)
Student directed activities

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

21. 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);

22. 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.

23. 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

24. 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.

25. 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 /18/06

26. 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.

27. 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.

28. 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

29. 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.

30. 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.

31. Course of Study – Chart format Kimo, age 14PE
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 hr/wk
Transition program 4 hr/wk
Fifth year plan:
Supported Employment
20 hr/wk minimum
11/18/06
State Assessment:
___ WASL ___ DAW __X_ WAAS

32. 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.

33. 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.

34. 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 /18/06

35. 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.

36. 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. § (b)(3)

37. 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.

38. 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.

39. 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.

40. 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

41. 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).

42. 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

43. 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.

44. 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
§ (e)(3)

45. 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

46. 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

47. 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.

48. 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