Transition Services and the Reauthorization of IDEA

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Transition Services and the Reauthorization of
IDEA

• All County Task Force Meeting
• February 16, 2006

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Presentation Goals

• Overview of Changes in Federal Law Changes from
  IDEA 1997 to IDEA 04
• Kent State Longitudinal Study
• Ohio Department of Education Transition Task
  Force Goals and Updates
• Summary of Performance (a regional model to
  consider)
• Regional Dialogue and Planning

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Todays Presenters

• Reena Fish, Transition Coordinator, Northwest
  Local School District
• Robert Baer, Coordinator, Ohio Longitudinal
  Transition Study
• Susie Rutkowski, Manager of Disabilities
  Education, Great Oaks Institute of Technology and
  Career Development
• Rose Kahsar, Parent Mentor, Mt. Healthy City
  School District
• Holly Boroff, Consultant, SWOSERRC

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If we dont focus directly on changing the
conditions that surround us--the culture of the
school, how one school relates to another, the
school districts role, and so on--- we will not
be able to pursue moral purpose on any scale.
- Michael Fullan, 2003
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High Quality High Schools

• Structure career and technical education
  programs around already-proven models that
  feature quality college and career readiness
  curricula and emphasize the need for learning
  beyond high school.
• -Ohio State Board of Education Task Force on
  Quality High Schools for a Lifetime of
  Opportunities, November 2004

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High Schools That Work

• Easing the Transition of CTE Students to
  Postsecondary Education, Advanced Training and
  Apprenticeships
• Entering most high-demand, technical
  occupations that pay family-supporting wages now
  requires completion of some training or education
  beyond high school. Making pathways from high
  school to further education seamless and easily
  navigable is essential to preparing young people
  for the future.

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Ohio Integrated Systems Model for Academic and
Behavior Supports
Academic System
Decisions about tiers of support are data-based
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Transition and IDEA 04

• Definition Section Transition Services
• A.) A coordinated set of activities for a child
  with a disability that
• 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
• B.) Is 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.

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Transition Planning

• Beginning not later than the first IEP to be in
  effect when the child is 16, and updated annually
  thereafter-
• (aa) appropriate measurable postsecondary goals
  based upon age appropriate transition assessments
  related to training, education, employment, and,
  where appropriate, independent living skills
• (bb) the transition services (including courses
  of study) needed to assist the child in reaching
  those goals

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Transition Evaluations Before Change in
Eligibility

• (ii) Summary of Performance--For a child whose
  eligibility under this part terminates under
  circumstances described in clause (i), a local
  educational agency shall provide the child with a
  summary of the childs academic achievement and
  functional performance, which shall include
  recommendations on how to assist the child in
  meeting the childs postsecondary goals.

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THE OHIO LONGITUDINAL TRANSITION STUDYPHASE II
EXIT AND FOLLOWUPContact rbaer_at_kent.edu(330)
672-0722

• Robert M. Baer, Principal Investigator.
• Al Daviso, Project Director, Kent State
  University
• Lawrence Dennis, Liaison, Office for Exceptional
  Children
• Robert Flexer, Consultant, Kent State University
• Margo Izzo, Consultant, The Ohio State University

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Why is Ohio Conducting a Followup Study of IEP
Graduates?

• The No Child Left Behind Act (NCLB) of 2001 has
  emphasized the need for accountability for
  evidenced-based instruction that led to
  school-wide academic testing and evaluation.
• However, the focus of the IDEA has always been
  twofoldprogress in the general curriculum and
  preparation for productive adult roles and the
  IDEIA of 2005 now requires evaluation of
  postschool outcomes.
• Consequently, the Office for Exceptional Children
  (OEC) developed a strategic goal that By June
  2004 OEC will develop a longitudinal tracking
  system for students with disabilities after K-12
  departure

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What are the Federal Requirements for Postschool
Followup?

• All schools should conduct followup of IEP
  graduates and dropouts at least once every six
  years (gt50,000 yearly)
• This evaluation should identify work and
  education outcomes for IEP students
• Schools should identify factors that promote
  postschool success and address these in school
  improvement efforts

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Ohios Response to Federal Requirements

• The OEC has submitted a plan that is based
  on the current OLTS model, which includes
• Recruitment of a cross-section of urban, rural,
  and suburban schools in each SERRC region
• Training, support, data analysis, and materials
  development from Kent State University
• SERRC sponsored regional transition teams that
• meet 3-4 times per year to recruit and
  train schools

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What Kind of Information has been Collected, to
Date?

• 1,342 exit surveys have been coded and analyzed
  from two cohorts exiting 2004 and 2005
• 94 from student interviews
• From 9 SERRC regions
• 74 from high schools, 21 from JVS
• Exit sample compared to Ohio in ethnicity and
  disability.
• 205 followup surveys are coded and analyzed for
  students who exited
• in 2004 and were followed up in 2005
• Only about ½ of schools who conducted exit
  surveys followed up after graduation because
  followup schedule conflicted with IEPs
• Followup sample compared to Ohio but harder to
  followup urban and students with learning
  disabilities
• as compared to Ohio statistics reported for
  students who exited special education in 2000 as
  reported in the 24th Annual Report to Congress.

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OLTS Findings How Well Did Transition Plans
Address Goals?

• Postsecondary Education
• 67 well or very well
• Employment
• 80 well or very well
• Independent Living
• 63 well or very well
• Community/Leisure
• 66 well or very well

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OLTS Findings Secondary Programs Student
Ratings
Cohort I
Cohort II
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OLTS Findings Anticipated Outcomes
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OLTS Findings Anticipated Fields of Work
Cohort I
Cohort II
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OLTS Findings Anticipated Independent Living/
Leisure
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OLTS Findings (Cohort I) Planned vs. Current
Fields of Employment
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OLTS Findings (Cohort I) Postschool Work and VR
Services
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Work Outcomes by Cluster in
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Adult Service Utilization by Cluster (currently
receiving services) in
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Reasons for Not Working of Unemployed Graduates
(N44)
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Income Support by Cluster
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OLTS Findings (Cohort I) Planned vs. Current
Postsecondary Ed.
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Education Outcomes by Cluster in
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Education Supports of Graduates Who Were
Attending College (N69)
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Reasons for Not Attending Postsecondary
Education as Planned (N67)
Cant findcant find job Benefitsdont want to
lose benefits
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Planned and Current Living Arrangements
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Planned and Current Transportation and Voting
Registration
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Predictors of Postschool Engagement (Work or
College)
Significant Predictors with less than .05
likelihood of occurring by chance
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Major Findings

• Need to bolster supports for students entering
  postsecondary education
• Need to assure students entering employment have
  job by graduation
• Need to focus on in-school outcomes of
  proficiency and employment experience
• Need to address issue of students needing
  remedial academics in college

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Update on State Transition Initiatives
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State Transition Work Group

• OEC/CTAE
• 20 Team-Member Organization
• 4 Full-Day Meetings Fall 2004
• 12 Strategic Directions
• 2005 Transition Summit in Washington, D.C.

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Task Force Members

• Ohio Association of Supervisors and Coordinators
  for Exceptional Students
• Buckeye Association of School Administrators
• Ohio Association for Supervision and Curriculum
• Ohio Association of Pupil Services Administrators
• Ohio Middle School Association
• Ohio School Board Association
• Ohio School Psychologist Association
• Ohio Association of Secondary School
  Administrators
• Ohio Association of JVSD Superintendents
• Ohio Coalition
• Ohio Board of Regents
• Ohio Association of Career Technical Education
• Ohio Advisory Panel for Exceptional Children
• Ohio Association of Community Colleges
• Ohio Education Service Center Association
• Ohio Youth Services Education Districts

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ODE Representatives

• Lawrence Dennis, OEC
• Joyce Brouman, CTAE
• Mike Armstrong, OEC
• Vicki Melvin, CTAE Administration
• Stephanie Metzger, OEC Program and Services
• Kathy Shibley, CTAE-Pathways, Programs and
  Services

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Purpose of Task Force

• Set Direction for OEC
• Implement Secondary Transition Services
• Improve Post-Secondary Performance Outcomes

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Vision

• It was the belief of this work group that the
  ultimate vision is a unified system of service
  delivery for all students designed to produce
  high school graduates with the knowledge and
  skills they need to succeed in college or the
  workplace and to be good, responsible citizens.

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Transition Services WorkgroupStrategic Direction

• 12 point plan

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Strategic Direction A

• To provide coordinated on-going
• professional development
• Outcome
• A1. Establish a statewide trainer-of trainer
  model
• for professional development.

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Strategic Direction B

• Infuse flexibility into educational structure
• Outcomes
• B1. Redesign the continuum for career technical
  options that is integrated with all of transition
• B2. Develop new job description and training for
  role of transition access coordinator" (old
  VOSE/WSC)
• B3. Connect the work of the High School Reform
  Task force with efforts of the Transition Work
  Group

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Strategic Direction C

• Create flexible, multiple mastery based
• assessments
• Outcomes
• C1. Develop alternative versions of assessments
  which align with diverse learning styles
• C2. Expand window of opportunity for when
  students are assessed.
• C3. Identify new ways to use various assessments
  of student learning.

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Strategic Direction D

• Define student outcomes as an opportunity for
• work and further education.
• Outcomes
• D1. Determine what other states are doing to
  include additional credentialing to a diploma.
• D2. Determine where all of the students have
  gone
• D3. Research what knowledge and skills employers
  need and determine how that can be credentialed.

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Strategic Direction E

• Provide leadership to affect change.
• Outcomes
• E1. Ensure that Ohio has instructional leaders
  who can motivate change.
• E2. Ensure our transition outcomes are tied to
  the High School Reform initiatives.
• E3. Clear guidance and directives are provided
  to the state around transition.

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Strategic Direction F

• Influence pre-service to coincide with actual
• practice.
• Outcomes
• F1. Connect High School reform to pre-service
  training that results in a plan for pre-service
  education that ensures that educators are risk
  takers, problem solvers, and critical thinkers.

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Strategic Direction G

• Develop effective partnerships with agencies
• and families.
• Outcome
• G1. Establish highly qualified (TTW) transition
  specialists to provide transition services in
  districts

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Strategic Direction H

• Implement and support policies and standards.
• Outcome
• H1. Ensure policies and standards are
• implemented.

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Strategic Direction I

• Expand Public Relations.
• Outcome
• I 1. Improve perceptions of transition services
  and educational practices in Ohio.

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Strategic Direction J

• Provide a support structure to identify, explore
  and
• disseminate models and resources for instruction
• and best practice.
• Outcome
• J1. Develop a dynamic matrix of best practice.

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Strategic Direction K

• Ensure curriculum and instruction are linked
• to standards.
• Outcome
• K1. Standards based curriculum and instruction is
  coordinated statewide.

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Strategic Direction L

• Examine current research on
• 1).Assessment
• 2) Cultural difference
• 3). Parent /stakeholder involvement
• Outcome
• L1. Expand our data base and understanding.

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National Transition Leadership SummitJune
2005

• Three Priorities
• Flexibility in educational structure
• Provide leadership to affect change
• Coordinated and on-going professional development

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IDEIA Performance Requirements

• State Performance Plan (SPP)
• Indicator 13 Percent of youth aged 16 and above
  with an IEP that includes coordinated, measurable
  IEP goals and transition services that will
  reasonably enable the student to meet the post
  secondary goals.
• Measurable Target 100 Required by IDEIA

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IDEIA Performance Requirements

• State Performance Plan (SPP)
• Indicator 14 Percent of youth who had IEPs, and
  are no longer in secondary school and who have
  been competitively employed, enrolled in some
  type of postsecondary school, or both, within one
  year of leaving high school.
• Measurable Target Established by State by June
  2007

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Transition Evaluations Before Change in
Eligibility

• Summary of Performance--For a child whose
  eligibility under this part terminates under
  circumstances described in clause (i), a local
  educational agency shall provide the child with a
  summary of the childs academic achievement and
  functional performance, which shall include
  recommendations on how to assist the child in
  meeting the childs postsecondary goals.

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Summary of Performance

• This document is designed to assist secondary
  school personnel develop goals that will foster
  access to postsecondary education and other
  transition services
• for students with disabilities.

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Brief History of Transition Assessment

• The 1990,1997 2004 IDEA defined transition
• services as a coordinated set of activities
  that
• Is designed within a results-oriented process,
• Facilitates movement from school to post-school
  activities, including post-secondary education,
• Is based on individual students strengths,
• preferences and interests.

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IDEA 2004

• A comprehensive evaluation.. 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.
• Does call for 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. Sec. 614c (5)

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Postsecondary Education

• College students with disabilities
• increased from 2.6 in 1978 to 9.2 in 1998
• The National Council on Disability (2004) states
  that higher education is key to the economic
  prospects and independence of youth with
  disabilities. (p. 68)
• National Center for Education Statistics (2000)
  students with disabilities who graduate from
  college exhibit similar employment rates and
  annual salaries compared to their counterparts
  without disabilities

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Legal Basis - Postsecondary Section 504/ADA

• Mandates equal access to otherwise
  qualified individuals with disabilities (civil
  rights statute)
• Student (adult now) must self-advocate
• Student must self-identify and present
• appropriate documentation
• Accommodations decided each semester,
• based on current disability documentation
• Accommodations level playing field but cannot
  fundamentally
• alter essential functions or create undue
  burden

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• Summary of Performance
• Proposed Regulatory Language
• Summary of Performance
• 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
• a member of the students IEP Team from a local
  education agency shall
• provide the student with a written Performance
  Summary

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Proposed Regulatory Language (continued)

• (ii) the Performance Summary
• shall be based on a historical review of
  functional assessment and evaluation data as well
  as an interpretation of the effectiveness of
  accommodations and supports

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Regulatory Language (continued)

• (iii) the Performance Summary will
• document the students disability
• provide information on the nature and extent of
  academic
• and functional limitations caused by the
  disability
• (c) provide information on the effectiveness
  of accommodations, supports and assistive
  technology used

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Regulatory Language.

• (iv) the Performance Summary should include,
  whenever possible
• (a) the most recent evaluations
• (b) student input regarding the functional
  limitations and use and effectiveness of
  accommodations and supports.

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SOP Sections

• Student Demographics
• Primary and Secondary Disability
• Date of most recent IEP or 504
• Summary of Academic and Functional Performance
• Postsecondary goals
• Recommendations
• Student Input
• Attach relevant evaluations

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Our Regional Perspective

• History of the Southwest Ohio Transition Task
  Force
• Questions for our dialogue
• What has changed (a recap of the law and
  regulations)?
• What do we have going for us?
• What challenges are we facing (in our districts
  and in our region)?
• Ideas generation for meeting our challenges
• The future of our SWO Transition Task Force