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Secondary TRANSITION Training


Title: Transition to Adult Living Author: AndreaReed Last modified by: sbobbitt Created Date: 4/30/2007 1:24:10 AM Document presentation format: On-screen Show (4:3) – PowerPoint PPT presentation

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Title: Secondary TRANSITION Training

Secondary TRANSITION Training
What remains the same as IDEA 97?
  • An expectation of coordinated services
  • Transition planning based on the students needs,
    interest and preferences
  • Including instruction, related services,
    community experiences, development of employment
    and when appropriate, acquisition of daily living
    skills and functional evaluation
  • Transition Services
  • Transferring rights at the age of majority

What language is new in IDEA 04?
  • Transition language in the IEP at age 16
  • Measurable post-secondary goals
  • Based on age-appropriate assessments related to
  • Training, education, employment and where
    appropriate, independent living skills
  • Providing a Summary of Performance upon school

Indicators will measure Transition Services
Language and Outcomes
  • U.S. Dept., of Ed. Office of Special Education
    developed 20 Indicators that states will be held
    accountable for monitoring Special Education in
  • States must develop State Performance Plan that
    address these indicators and submit an Annual
    Performance Report (APR) on progress
  • 20 Indicators replace the Key Performance
    Indicators (KPI)

What Indicators will measure Transition Services
Language and Outcomes
  • Indicator 13
  • of youth ages 16 and above with an IEP that
    includes coordinated, measurable post secondary
    goals, annual IEP goals and transition services
    that will reasonably enable the child to meet the
    post secondary goals
  • (20 U.S.C. 1416(a)(3)(B))
  • Indicator 14
  • of youth who had IEPs are no longer in
    secondary school and who have been competitively
    employed, enrolled in some type of post secondary
    school, or both, within one year of leaving high
  • (20 U.S.C. 1416(a)(3)(B))

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Activity 1
  • Is this ITP compliant?

Transition IEP Development
Age Appropriate Transition Assessment
Measurable Post-Secondary Goals
Development of Annual Goals to Support Measurable
Post-Secondary Goals
Transition Services including Course of Study
Age of Majority Notification (Age 17)
Summary of Performance
Age-Appropriate Transition Assessments
  • What is age appropriate?
  • Age-appropriate means chronological rather than
    developmental age
  • What is the purpose of transition assessments?
  • Assist the student to identify needs, interests
    and preferences
  • Determine appropriate accommodations and supports
  • Determine appropriate instruction and activities
    that will assist the student achieve post-school
  • Determine next steps
  • Transition to Adult Living - APPENDIX E pp

Activity 2
  • How many age appropriate transition assessments
    can you name?

Transition Assessments
  • All students who have been on a general education
    track and plan on enrolling in post-secondary
    education (2 or 4-year college) should have the
    following information in their files
  • State mandated test scores gathered during high
  • Quarterly or semester grades throughout high
  • Current psychological assessment data indicating
    areas of strength and weakness, while documenting
    the presence of a diagnosed disability
  • College entrance exam scores if applying to
    4-year colleges
  • This information would include (a) data gathered
    over time that can (b) be associated with current
    and future environments. Additional information
    may include informal interviews with student and
    family, student completion of interest
    inventories or questionnaires to establish
    student interests and preferences in transition
    planning to meet the basic requirements of age
    appropriate transition assessment.

Transition Assessments
  • All students should have the following
    information in their files
  • State mandated test scores (standardized or
  • Quarterly or semester grades or progress notes
  • Current psychological assessment data
  • Career Interest Inventory, Adaptive Behavioral
    Scale, and/or Career Skill Inventory
  • An Adaptive behavior scale (with a student
    self-assessment component included), interest
    inventory, and interview with the student should
    provide information to document student
    strengths, interests, and preferences. Presence
    of the above information in the students file
    and a clear link of such information to the
    students postsecondary goal(s) would meet the
    requirements of age appropriate transition
    assessment. Additional data may include family
    interview, teacher/transition coordinator
    observational assessments or various student
  • This information would include (a) data gathered
    over time that can (b) be associated with current
    and future environments to meet the basic
    requirements of age appropriate transition

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Results of Age-Appropriate Assessments
  • Student completed the Looking Toward the Future
    Questionnaire and the Transition Planning
    Profile. Student is interested in the area of
    law enforcement/security. He is unsure of
    requirements necessary and programs available for
    security types of jobs. Student wants to continue
    at a community college and take classes related
    to law enforcement. Student has established a
    checking account, but needs to learn how to use
    and maintain his checking account. WorkAbility
    Program evaluations indicate strengths in
    attendance, punctuality, grooming and he was
    commended for trustworthiness. Indicated areas of
    needed improvement were polite at all times,
    care of equipment, lack of initiative and too
    much socialization effecting productivity. During
    simulated work situations at school, Student
    often displays inappropriate behavior disrupting
    class/work settings making comments to peers and
    supervisors. Student is able to utilize public
    transportation independently.
  • Student completed the questionnaires, "Looking
    Toward the Future," and "Life After High School.
    Student is unsure of the career he wants to
    pursue. He is interested in art and expresses
    interest in a career related to automotive
    painting. He does not know the training
    programs/education necessary for a job in this
    area. Student earns an allowance and has a
    savings account. He is able to read bus schedules
    and has utilized public transportation. He plans
    on living at home while completing a
    training/education program. Student has
    difficulties with appropriate behavior required
    for the work setting. When frustrated, he often
    puts his head down and quits working. He is
    often distracted and off task. Student
    participated in the TAPs assessment on 12-7-04.
    Results indicate strengths in Discrimination by
    color and Discrimination by touch. He also
    scored high in the area of fine finger dexterity
    Students weakest areas were in gross manual
    dexterity and retention of mechanical and
    structural detail.

Results of Age-Appropriate Assessments
  • Student would like to attend a tech school and
    become a video game designer. He would eventually
    like to open up his own business and design
    games. He would like to work a summer job to help
    out his grandmother. After graduation he would
    eventually like to move in with one or more
    friends. He currently enjoys playing video games,
    hanging out with friends, and playing on the
  • Go to college and major in law enforcement or
    business, he wants to move out of his parents'
    home at age 18 and get a part time job to help
    with living expenses. He also states that he
    would like to acquire a driver's license to
    access the community.
  • Go to college and major in Cinematography or
    performing arts-career goal-Film Industry. He
    wants to move out when he is ready and live in a
    house with one roommate. Parents would like him
    to open his own checking and savings account and
    manage his money responsibly.
  • Student would like to go to college to study
    Animal Science or to become a writer. She is on
    track to graduate from high school. She has
    passed the ELA portion of the HSEE, but still
    needs to pass the math. Her last score was a 331
    needing 350 to pass.
  • On 10/30/07, Student completed the Future
    Outcomes/Goals Assessment. She indicated that
    after graduating from high school she plans to
    attend Fresno City College and then transfer to
    Fresno State or UC Davis. Student would like to
    be a veterinarian. Currently, she works
    part-time at a dental office doing computer entry
    for insurance forms. She enjoys her job and
    plans to keep it, but would like to work more
    hours and plans to acquire an additional part
    time job during the holidays.

Post Secondary Goals
  • The IDEA 04 requires
  • Appropriate, measurable post-secondary goals
    based on age-appropriate assessments related to
    training, education, employment, and where
    appropriate, independent living skills
  • Post-secondary goals are what the student plans
    to do upon school exit
  • A postsecondary goal is generally understood to
    refer to those goals that a child hopes to
    achieve after leaving secondary school (i.e. high
    school) (IDEA 2004 Part B Regulations,
    300.320(b), p. 746)

  • Education/Training is defined as enrollment in
    (a) community or technical college (2-yr), (b)
    college/university (4-yr), (c) compensatory
    education program, (d) a high school completion
    document or certificate class (e.g. Adult Basic
    Education, General Education Development GED,
    (e) short-term education or employment training
    program (e.g. Workforce Investment Act WIA, Job
    Corps, Vocational Rehabilitation), or vocational
    technical school, which is less than a two year
  • What is the difference?
  • Training a program leading to high school
    completion or certificate, i.e. adult education
    or a short term training program, i.e. a
    vocational program.
  • Education Community or technical colleges
    (generally two-year programs) or college or
    university (generally four-year programs).

  • Students may have either a post-school training
    or post-school education goal, both are NOT
  • All students should have post school education OR
    training goal, employment goal and independent
    living goal which encompass community

  • Defined as (a) competitive, (b) supported, or (c)
  • Competitive employment is work (a) in the
    competitive labor marked that is performed on a
    full or part-time basis in an integrated setting
    and (b) is compensated at or above the minimum
    wage, but not less than the customary wage and
    level of benefits paid by the employer for the
    same or similar work performed by individuals who
    are not disabled.
  • Supported employment is competitive work in
    integrated work settings, or employment in
    integrated work settings in which individuals are
    working toward competitive work, consistent with
    the strengths, resources, priorities, concerns,
    abilities, capabilities, interests and informed
    choice of individuals, for individuals with the
    most significant disabilities for whom
    competitive employment has not traditionally
    occurred or for who completive employment has
    been interrupted or intermittent as a result of a
    significant disability and who, because of the
    nature and severity of their disability, need
    intensive supported employment services.
  • Sheltered employment refers to An accredited
    occupationally-oriented facility, including a
    work activities center, operated by a private
    nonprofit agency, which except for its
    administrative and support staff, employs
    disabled persons certified under special
    provisions of federal minimum wage laws by the
    Wage and hour Division, u. S. Department of

400-Independent Living
  • Yes, Necessary BEST PRACTICE
  • Independent Living or life skills are defined as
    those skills or tasks that contribute to the
    successful independent functioning of an
    individual in adulthood in the following
  • leisure/recreational
  • community participation
  • maintain home
  • personal care

Activity 3
  • Practice writing post-secondary goals

Annual IEP Goals
  • IDEA 04 requires, a statement of measurable
    annual goals as part of the IEP
  • Annual goals are statements that describe what a
    child with a disability can reasonably be
    expected to accomplish (e.g. master some skill or
    knowledge not an activity) within a twelve
    month period in the childs special education
  • Do we need an annual goal(s) to support each post
    secondary goal?
  • Not necessarily, if there is an annual goal(s) in
    another section of the IEP that logically
    supports the post secondary goal.
  • See APPENDIX F pp.140-145

Annual IEP Goal
  • Measurable goals are defined as statements that
    contain four critical elements
  • Timeframe identifies the amount of time in the
    goals period and is usually specified in the
    number of weeks or a certain completion date.
  • Conditions specify the manner in which progress
    toward the goals is measured. Conditions are
    dependent on the behavior being measured and
    involve the application of skills or knowledge
    and describe the materials and environment
    necessary for the goals to be completed.
  • Behavior clearly identifies the performance that
    is being monitored. It represents an action that
    can be directly observed and measured.
  • Criterion identifies how much, how often, or to
    what standards the behavior must occur in order
    to demonstrate that the goals has been achieved.
    The goal criterion specifies an amount of growth.

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Activity 4
  • Practice, practice, practice

Transition Services
  • Transition Services may be
  • Services the student needs to complete required
    courses and succeed in the general education
  • Services the student needs to accomplish the
    annual IEP goals that support the post secondary
    goals such as assistance gaining work experience
    or obtaining a social security number or drivers

List of Services
  • Instruction
  • Employment and post-school adult living
  • Community experiences
  • Related services what and where are they
  • Daily Living skills - when appropriate
  • Functional vocational evaluation - when

  • Instruction is one component of a transition
    program that the student needs to receive in
    specific areas to complete required courses,
    succeed in the general curriculum, and gain
    needed skills.
  • Examples
  • Instruction related to word processing/keyboarding
  • Tutoring (peer or teacher) in reading
    comprehension strategies
  • Self-monitoring instruction related to on-task
  • Self-advocacy training
  • Instructional support of guided notes for lessons
  • Instructional support of preferential seating in
    class Spanish 1
  • Audio-taped texts for English 12
  • Extended time on tests in Algebra 2 and Advanced
  • Participation in academic and functional
  • Travel instruction
  • Instruction related to functional math skills
  • Instruction related to health and hygiene
  • Personal banking instruction
  • Math instruction related to money skills
  • Participate in IEP team meeting
  • Request accommodations/modifications when needed

Employment (and) Other Post-School Living
  • Employment (and) other post-school living
    objectives are components of a transition program
    that the student needs to achieve desired
    post-secondary goals. These could be services
    leading to a job or career or those that support
    activities done occasionally such as registering
    to vote, file taxes, renting a home, accessing
    medical services, filing for insurance or
    accessing adult services such as Social Security
  • Examples
  • Work experience in a position working with
  • Apply for college
  • Apply for college financial aid
  • Vocational rehabilitation referral
  • After school paid work experience at Target to
    get retail training______
  • Volunteer position at local animal shelter
  • Community based instruction experiences related
    to food service______
  • Work based instruction with a local construction
  • Community based instruction at Dollar Tree to
    introduce basic employment skills
  • Instruction related to money usage
  • Instruction related to safety in the workplace
  • Instruction related to time using a variety of
  • Instruction related to calendars and schedules
  • Instruction related to personal safety and
  • Ask for accommodations/modifications/assistance
    when needed

Community Experiences
  • Community experiences is one component of a
    transition program that are provided outside the
    school building or in community settings.
    Examples include community-based work experiences
    and/or exploration, job site training, banking,
    shopping, transportation, counseling and
    recreational activities.
  • Examples
  • Visit community college
  • Trip to community college using public
  • Trip to college bookstore to purchase supplies
  • Tour community college
  • Tour adult service provider program
  • Visit recreational agencies/facilities in
  • Tour retail business in community

Related Services
  • Related services is defined as transportation,
    and such developmental, corrective, and other
    supportive services (including speech-language
    and audiology services, interpreting services,
    psychological services, physical and occupational
    therapy, recreation, including therapeutic
    recreation, social work services, school nurse
    services as described to enable a child with a
    disability to receive a free appropriate public
    education as described in the individualized
    education program of the child, counseling
    services, including rehabilitation counseling,
    orientation and mobility services and medical
    services, except that such medical services shall
    be for the diagnostic and evaluation purposes
    only) as may be required to assist a child with a
    disability to benefit from special education, and
    includes the early identification and assessment
    of disabling conditions in children. However,
    the term does not include a medical device that
    is surgically implanted or the replacement of
    such device.
  • Does not need to be on the Individual Transition
    Plan if addressed elsewhere in the IEP.

Daily Living Skills
  • Acquisition of daily living skills is one
    component of transition programs that is included
    if appropriate to support student ability to do
    those activities that adults do every day (e.g.,
    preparing meals, budgeting, maintaining a home,
    paying bills, caring for clothes, grooming).
  • Examples
  • Purchase a monthly bus pass
  • Practice safety skills in the community
  • Practice bus routes
  • Complete chores at home
  • Laundry instruction to wash uniform/PE clothes
  • Prepare simple meals
  • Plan and purchase groceries for a meal
  • Create a budget based on income
  • Request assistance/accommodations when needed

Functional Vocational Evaluation
  • Functional vocational evaluation is one component
    of a transition program that Is included if
    appropriate. This evaluation involves an
    assessment process that provides information
    about job or career interests, aptitudes, and
    skills. Information may be gathered through
    situational assessment, observations or formal
    measures and should be practical. The IEP team
    could use this information to refine services
    outlined in the IEP.
  • Examples
  • Complete a career preference inventory
  • Complete an adaptive behavior scale
  • Complete an aptitude assessment
  • Complete a self-determination scale
  • Complete teacher made task-analysis of work task
    in the classroom

Activity 5
  • What kind of transition services are needed?

Course of Study
  • Course of study A multi-year description of
    coursework (necessary) to achieve the students
    desired post- school goals
  • For students working toward a general diploma, a
    transcript that lists courses taken/courses
    required may be appropriate.
  • For students working toward a certificate of
    achievement/completion, a listing of academic and
    functional courses may be appropriate.

(No Transcript)
Service Coordination
  • The term service coordination reflects current
    concepts of family and person-centered
    philosophies, and emphasizes the central role the
    individual/family plays in identifying needed
    services. Service coordination will assist
    individuals and families in working with complex
    systems across agency lines, and will enhance
    their ability to live full lives in the community
    and school.
  • Evidence and Documentation
  • Consent for industry tour signed by parent/adult
  • Consent for college visitation signed by
    parent/adult student
  • Referral to Transition Partnership Program
  • Course counseling worksheet
  • Community based work experience
  • WorkAbility agreement
  • Community based activity
  • Transition Portfolio (1/2 sheet)
  • Assessment reports
  • TPP meeting notes (1/2 sheet)

Agency Linkages
  • Central Valley Regional Center
  • Dept. of Rehabilitation (TPP)
  • Center for Independent Living (Bridges - H. S.)
  • Job Corp
  • California Conservation Corp (CCC)
  • Good Will
  • State Center Community College District
  • Fresno City College
  • Reedley College
  • North Center
  • Willow Center
  • Madera Center
  • Oakhurst Center

Transfer Age of Majority
The Law Section 300.34 (c) of IDEA states,
beginning at least one year before a child
reaches the age of majority under state law, a
statement that the child has been informed of his
or her rights under this title, if an, that will
transfer to the child on reaching the age of
majority. Requirements The Age of Majority in
California is 18 therefore, student need to be
informed of their rights on or before their 17th
birthday. All educational rights will transfer
to the student when they become 18. For students
age 18 and older, the IEP should document how and
when these students were informed about the
transfer of rights. Any required IEP notices
shall be provided to the student who has reached
the age of majority. If the student is
determined to be incompetent to act on his own
behalf in assuming his/her rights, and a judge
has appointed a legal conservator, then the
rights do not transfer to the student. In this
case, the IEP should indicate who the conservator
Summary of Performance
  • The purpose of the summary is to provide the
    student with a document that will help establish
    eligibility for reasonable accommodations and
    supports in post school settings.
  • Summary of existing data, a new evaluation is not
  • The summary is not part of the IEP (mail or give
    at last IEP)
  • Give to all with diploma vocational (new)

Summary of Performance
  • Instructions for completion
  • Background information
  • Students Post Secondary goals
  • Academic and functional performance (describes
  • Recommendations to assist goals
  • Student input (recommended) Portfolio!!!

Summary of Performance (Exit Summary) - Diploma
Summary of Performance (Exit Summary) - Age Out
Summary of Performance (Exit Summary) -
Post School Options
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Indicator 14
  • CUSD Special Education Office responsibility

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