Reauthorization of the Transition Requirements of IDEA 2004: Are We in Jeopardy or Can We Succeed

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Reauthorization of the Transition Requirements of
IDEA 2004Are We in Jeopardy or Can We Succeed?
www.transitioncoalition.org

• Dr. Mary E. Morningstar
• University of Kansas
• Dept. of Special Education
• mmorningstar_at_ku.edu

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www.transitioncoalition.org
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Online Information, Training Resources

• Materials publications
• Resources
• Mini-modules
• National database of 18-21 programs
• Links

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Models of Success
? Grassroots Efforts ? Exemplary Transition
Programs ? Individual Success Stories
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KU TransCert Courses

• 4 Transition Masters Courses
• Transition Across the Lifespan
• Vocational Training Employment
• Transition Assessment
• Interagency Community Services

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Transition IEP
Transition Assessment
Other Requirements
Elements of Transition Services
Why Transition?
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Why was transition included in IDEA?

• Beginning in the mid-1980s, the U.S. Department
  of Education recognized that the first group of
  students who had been all the way through special
  education were leaving school and unsuccessful in
  adult life. Unemployment, lack of enrollment in
  postsecondary education, continued dependence on
  parents, social isolation, and lack of
  involvement in community-based activities were
  found among young adults with disabilities.

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What happens to students with disabilities after
high school?

• Post-school outcome research indicates that the
  current special education curriculum,
  instruction, and planning are not meeting
  students' needs. The National Council on
  Disability (2004) reported that many youth and
  young adults with disabilities do not learn or
  use the skills in their school programs that they
  need to achieve productivity, empowerment, and
  independence.

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Why interagency collaboration is not present?

• Limited levels of service coordination and
  collaboration among schools and community service
  agencies have created difficulties for students
  with disabilities in achieving positive
  post-school results (Johnson, et al., 2002). In
  many circumstances, students with disabilities
  leave school without appropriate community
  supports necessary to achieve successful adult
  outcomes. Many students remained at home with
  nothing to do because they were on long waiting
  lists for adult services.

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What happens to students who drop out of school?

• This is one of the most serious problems facing
  special education programs across the country.
  Almost 1/3 of all youth with disabilities exit
  the school system by dropping out. Youth with ED
  have the highest drop out rates (from 21 to 64
  - twice the rate of nondisabled students). The
  drop out rate for students with learning
  disabilities averages 32 (National Center for
  Education Statistics, 2001). Dropouts have fewer
  options for employment, usually entry level and
  low-paying positions are more likely to end up
  in juvenile justice and do not go on to
  postsecondary education and training

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What are critical elements of transition planning?
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IEP Results Process for Transition Services
(adapted from OLeary, 2005)
Step 1 Measurable Postsecondary Goals
Step 3 Needed Transition Services
Step 4 Annual IEP Goals
Step 2 Present Levels of Academic Performance

• a. Course of Study
• b. Needed Services
• Instruction
• Related Services
• Community Experiences
• Employment and other post-school adult living
  objectives
• Daily Living skills Functional Vocational
  Assessment (when appropriate)

Step 5 Summary of Performance
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• a coordinated set of activities for a student
  that
• (A) is designed to be within a results-oriented
  process that is focused on improving the academic
  and functional achievement of the child with a
  disability to facilitate the childs movement
  from school to post-school activities, including
  post-secondary education, vocational education,
  integrated employment (including supported
  employment), continuing and adult education,
  adult services, independent living, or community
  participation.

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What is the definition of transition in IDEA?

• (B) based on the individual childs needs, taking
  into account the childs strengths, preferences,
  and interests and
• (C) includes instruction, related services,
  community experiences, the development of
  employment and other post-school adult living
  objectives, and when appropriate, acquisition of
  daily living skills and functional vocational
  evaluation. (Section 602, (34).

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What are the major requirements for the
transition IEP?

• At the front of the IEP and drive all IEP goals
  and objectives
• Open-ended narrative in which the students
  needs, strengths, preferences, and interests are
  expressed
• Parent and student input is critical
• Focus on postschool outcomes not available
  services

• When transition planning starts
• What happens when a student reaches the age of
  majority
• What must be developed when a student exists
  school

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What must be in the IEP beginning no later than
the IEP in effect when the student turns 16 and
annually thereafter?

• A student's IEP must include appropriate
  measurable postsecondary goals based upon age
  appropriate transition assessments related to
  training, education, employment, and where
  appropriate, independent living skills. The IEP
  must include those transition services (including
  courses of study) needed to assist the student in
  reaching postsecondary goals. (Section 614)

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What are measurable postsecondary goals?

• A statement that articulates what the student
  would like to achieve after high school based on
  students strengths, preferences, and interests.

• Once postschool outcomes are explicitly stated,
  IEP team must then plan for goals through
• Transition assessment
• Transition services
• IEP goals,
• Interagency collaboration
• to ensure most likely achievement

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Examples (adapted from NSTTAC.org)

• Upon completion of high school, John will pursue
  a general associates degree program at a
  community college in August of 2009. (separate,
  education or training)
• Upon completion from high school, Jason will
  pursue his undergraduate degree in history and
  education, to become a high school social studies
  teacher. (combo education or training and
  employment)
• Upon completion of high school, Paulo will
  independently prepare for work each day by
  dressing, making his bed, making his lunch, and
  accessing transportation. (separate, independent
  living)

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TrainingSpecific vocational or career field,
independent living skills training, vocational
training program, apprenticeship, OJT, job corps,
etc.

• 15 year old example
• Upon completion from high school I/David will be
  enrolled full-time in an on-the-job training
  program.
• 17 year old example
• Upon completion from high school, I/David will be
  enrolled full-time in a plumbing apprenticeship
  program.

Adapted from Gilles Maitrejean (2006)
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Education4 year college or university, technical
college, 2 year college, etc.

• 15 year old example
• Upon completion of HS, I/Walter will be enrolled
  full-time at a technical college or university.
• 17 year old example
• Upon completion of HS, I/Walter will be enrolled
  full-time in a teacher education program leading
  to licensure.

Adapted from Gilles Maitrejean (2006)
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EmploymentPaid (competitive, supported,
sheltered)unpaid employment (volunteer, in a
training capacity) military etc.

• 15 year old example
• Upon completion of HS, I/Riley will work
  full-time.
• 18 year old example
• Upon completion of HS, I/Riley will work
  full-time for a construction company.

Adapted from Gilles Maitrejean (2006)
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Independent LivingAdult living, daily living,
independent living, financial, transportation, etc

• 14 year old example
• Upon completion of HS, I/Betsey will live in a
  supported living apartment.
• 20 year old example for severe disability
• Upon completion of HS, I/Betsey will live in my
  own apartment.

Adapted from Gilles Maitrejean (2006)
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What are transition assessments?

• In order to ensure that goals (postsecondary
  goals and annual IEP) are appropriate, we need to
  complete this process in order to have the
  information we need for effective transition
  planning

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What is your definition of transition assessment?
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Transition AssessmentWhere Do You Start?
Resources www.transitioncoalition.org Online
module (Transition Assessment The Big Picture
Assessment Resources www.transitioncoalition.org
pdfs of commercially available assessments
questions to ask (Tools Resources gt
Presentations)
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What are transition services?

• These must be considered by the IEP team during
  the planning process include
• instruction,
• community experiences,
• related services,
• the development of employment and other
  post-school adult living objectives,
• and when appropriate, acquisition of daily
  living skills and functional vocational
  evaluations.

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What are courses of study?

• A multi-year description of coursework to
  achieve a students desired postschool goals that
  are meaningful to the students future and
  motivate the student to complete his or her
  education
• From Storms and OLeary (2000)

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Courses of Study How Specific Do You Have to
Be???

• Grade 9 Reading, Study Skills, World Geography,
  Earth Science, Beginning Foods, Applied Math,
  Theater
• Grade 10 Oral and Written Communication,
  Reading, Applied Math, Intro. To Biology,
  Geography,
• Experience Based Career Education
• Grade 11 Algebra, U.S. History, Natural
  Resources/Forestry, PE, Computer Studies,
  Photography, Single
• Survival, Cooperative Work Experiences
• Grade 12 Composition, Government, Technical
  Carpentry, Natural Resources and Forestry (dual
  enrollment program), Alternative Cooperative
  Education
• (1) Sam expresses an interest in pursuing
  post-secondary education upon graduation from
  high school. He will need to determine entrance
  requirements for the colleges he is considering
  and complete the courses required. Sam should
  enroll in the college preparatory course at the
  high school to receive support in the areas of
  study skills, time management, organizational
  skills and self-advocacy skills.
• (2) Suzie expresses an interest in seeking
  full-time competitive employment or technical
  skills upon graduation from high school. She
  should investigate the program options at the
  regional vocational-technical school and
  determine necessary prerequisites. If this is not
  feasible, Suzie should address how she will begin
  career exploration, job training and community
  based work experience as part of her high school
  program.

From Colorado Dept. of Ed. Fast Facts (2000)
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What are the age of majority requirements?

• This activity must occur beginning not later
  than one year before the student reaches the age
  of majority under State law students and parents
  are to be notified of the specific rights which
  will transfer to the student once he or she turns
  18 documentation must be found in the IEP.

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Who is responsible for ensuring that transition
services are implemented?

• In the case where a participating agency, other
  than the educational agency, fails to provide
  agreed upon services, the educational agency
  shall reconvene the IEP team to identify
  alternative strategies to meet the transition
  objective.

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Who should participate in transition planning?

• Family Members
• Student
• Education personnel
• School support staff
• Community members

• Peers and friends
• Administrators
• Postsecondary Ed. staff
• Community Service Providers

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What is a comprehensive re-evaluation?

• This process shall not be required before the
  termination of a child's eligibility under this
  part due to graduation from secondary school with
  a regular diploma.

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What is a summary of performance?

• a local educational agency shall provide the
  child with a summary of the child's academic
  achievement and functional performance, which
  shall include recommendations on how to assist
  the child in meeting the child's postsecondary
  goals.
• IDEA 2004 Sec. 614c (5)

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For a student whose eligibility terminates due to
graduation from secondary school or exceeding the
age eligibility for a free appropriate education
under State law

• (i) a member of the students IEP Team shall
  provide the student with a written Performance
  Summary
• (ii) be based on a historical review of
  functional assessment and evaluation data as well
  as an interpretation of the effectiveness of
  accommodations and supports
• (iii) specify information and data that
  documents the students disability provide
  information on the nature and extent of academic
  and functional limitations caused by the
  disability and provide information on the
  effectiveness of accommodations, supports and
  assistive technology previously used to reduce
  the functional impact of the disability.
• (iv) the Performance Summary should include,
  whenever possible (a) the most recent
  evaluations or data that support the narrative
  above and (b) student input regarding the
  functional limitations of her/his disability and
  use and effectiveness of accommodations and
  supports.

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What is Indicator 13?

• Percent of youth aged 16 and above with an IEP
  that includes coordinated, measurable, annual IEP
  goals and transition services that will
  reasonably enable the child to meet the
  postsecondary goals.
• 20 U. S. C. 1416 (a)(3)(B)

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What is the NSTTAC Indicator 13 Checklist?

• Is there a measurable postsecondary goal or goals
  that covers education or training, employment,
  and as needed, independent living?
• Is (are) there annual IEP goal(s) that will
  reasonably enable the child to meet the
  postsecondary goal(s)?
• Are there transition services in the IEP that
  focus on improving the academic and functional
  achievement of the child to facilitate their
  movement from school to post-school?
• For transition services that are likely to be
  provided or paid for by other agencies with
  parent (or child once the age of majority is
  reached) consent, is there evidence that
  representatives of the agency(ies) were invited
  to the IEP meeting?
• Is there evidence that the measurable
  postsecondary goal(s) were based on
  age-appropriate transition assessment(s)?
• Do the transition services include courses of
  study that focus on improving the academic and
  functional achievement of the child to facilitate
  their movement from school to post-school?
• Does the IEP meet the requirements of Indicator
  13? (Circle one)
• Yes (all Ys or NAs are circled)
• No (one or more Ns circled)

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Indicator 13 Example Adapted from NSTTAC
2. IEP Goal Given information about community
college programs, John will demonstrate knowledge
of the colleges admission requirements by
verbally describing these requirements and
identifying admission deadlines with 90 accuracy
by November, 2006.
1. Measurable Postsecondary Goal Upon completion
of high school, John will enroll in the general
Associates Degree program at Ocean County
Community College in August of 2009.

• 3. Transition Services
• Use of guided notes for lessons
• Use of Assistive technology such as audio-taped
  texts for English 12
• Instruction related to advocating for needed
  accommodations
• Vocational Rehabilitation referral to determine
  eligibility for tuition assistance

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Indicator 13 Example Cont.

• 4. Evidence of Invitation
• A consent form signed by Johns father,
  indicating that the LEA may contact the
  disability services office at Ocean County
  Community College
• An invitation to conference in the file, mailed
  to an individual in the disability services
  office of Ocean County Community College
• Invitation to conference of Vocational
  Rehabilitation for eligibility determination in
  the file with corresponding parental consent

• 5. Transition Assessment
• Student grades
• Results of Self-Determination assessments
• Career interest inventories
• AT assessment
• Student interview
• Parent questionnaire

6. Course of Study 12th grade year Psychology
(semester), English 12 (year), Algebra II (year),
Band (year), Phys Ed. (semester), Cooperative
Work Experience (semester), Advanced Biology
(year), Child Development (semester), Resource
Room (year)
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IEP Results Process for Transition Services
(adapted from OLeary, 2005)
Step 1 Measurable Postsecondary Goals
Step 3 Needed Transition Services
Step 4 Annual IEP Goals
Step 2 Present Levels of Academic Performance

• a. Course of Study
• b. Needed Services
• Instruction
• Related Services
• Community Experiences
• Employment and other post-school adult living
  objectives
• Daily Living skills Functional Vocational
  Assessment (when appropriate)

Step 5 Summary of Performance