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Secondary Transition

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Title: Transition: The Next Step Last modified by: CK Created Date: 9/18/2006 12:40:11 AM Document presentation format: On-screen Show Company: ctdol – PowerPoint PPT presentation

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Title: Secondary Transition


1
Secondary Transition
  • Patricia L. Anderson, Ph.D.
  • CT State Department of Education
  • Bureau of Special Education
  • 860-713-6923
  • patricia.anderson_at_ct.gov

2
What is Transition Planning?
  • Transition Planning assists a student and his/her
    family in creating a vision of what life will
    look like in the future
  • Postsecondary Education or Training
  • Employment
  • Independent Living /Community Participation
  • What do you want to be when you grow up?

3
Keys to Success
  • Family involvement
  • Social skills
  • Integration/LRE
  • Independence/Responsibility
  • Interests/Preferences
  • Futures planning/Goal-setting
  • Community-based instruction/activities
  • Community service/volunteer work
  • Paid work experience
  • Interagency collaboration
  • Vocational training
  • Adapted from Best Practices in
    Transition by Paula Kohler

4
Individuals with Disabilities Education Act (PL
108-446) IDEA 2004 Transition Services
  • Coordinated set of activities
  • Result-oriented process
  • Improve academic AND functional achievement
  • Movement from school to post-school
  • Activities (integrated and inclusive)
  • Based on needs, including strengths, preferences
    and interests


5
State Performance Plan - SPP
  • Required by IDEA 2004
  • A 6-year plan describing the States performance
    on 20 indicators
  • 14 indicators required for compliance
  • Reports progress through the Annual Progress
    Report (APR)

6
Secondary Transition
  • Indicator 13
  • Percent of youth with IEPs aged 16 and above
    with an IEP that includes appropriate,
    measurable, postsecondary goals that are annually
    updated and based upon an age-appropriate
    transition assessment, transition services,
    including courses of study, that will reasonably
    enable the student to meet those postsecondary
    goals, and annual IEP goals related to the
  • students transition services
    needs.

7
Secondary Transition
  • Indicator 13 (continued)
  • There also must be evidence that the student
    was invited to the IEP Team meeting where
    transition services are to be discussed and
    evidence that, if appropriate, a representative
    of any participating agency was invited to the
    IEP Team meeting with the prior consent of the
    parent or student who has reached the age of
    majority.

  • (20 U.S.C. 1416(a)(3)(B))

8
Transition Services IDEA 2004
  • Transition Services 300.320(b)
  • Beginning not later than the first IEP to be in
    effect when the child turns 16, or younger
  • Updated annually, thereafter
  • IEP must include
  • Appropriate measurable postsecondary goals based
    upon age-appropriate transition assessments
  • Related to postsecondary education or training,
    employment, and if appropriate, independent
    living skills (OSEP, 2007)
  • Transition services (including courses of study)
    needed to assist child in reaching postsecondary
    goals

9
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10
Importance of Transition Planning
  • Special Education is an entitlement program
  • Adult services are eligibility programs
  • The capacity of the adult systems cannot and do
    not match the services and supports that students
    receive under IDEA

11
IDEA vs. ADA/Section 504
  • Americans with Disabilities Act ADA
  • Civil rights legislation
  • Serves qualified students with disabilities
  • Accommodations determined by documentation
  • Student self-advocates
  • Ensures access not success
  • Individuals with Disabilities Education Act
    IDEA
  • Free and appropriate education
  • Serves all students with disabilities
  • Program modifications IEP
  • Parent involvement

12
Transition Assessment
  • An ongoing process of gathering information that
    will help students, educators, and family members
    make informed decisions about life, during and
    after high school . . . specifically in the areas
    of college, training, employment and independent
    living.

13
Strengths, Preferences and Interests
  • Promotes the participation of students and
  • parents in the IEP meeting process.
  • Ensures that a students interests and
  • preferences are considered when the IEP Team is
    planning his/her program.
  • Must document how students input was
  • obtained in planning his/her educational
  • program if did not attend the IEP meeting.

14
Transition Planning
  • How do you know what PSOGS or annual goals to
    write in an IEP?
  • What is recorded on Page 6 of the IEP, 3?
  • What is recorded on pages 4 5 of the IEP
    Present Levels of Performance?
  • What do you do with the information on pages 4
    5?

15
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16
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17
Impact of Indicator 13 on LEAs
  • Every IEP that is written for a student who will
    turn 16 during the course of the school year MUST
    include transition planning (i.e., Post-School
    Outcome Goal Statements PSOGSs annual goals
    related objectives and transition services).
  • The transition planning box in the Reason for
    Meeting section of page 1 of the IEP should be
    checked in addition to any other appropriate
    reasons when holding a Planning and Placement
    Team (PPT) meeting to discuss transition goals

  • and objectives.

18
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19
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20
Agency Participation
  • Initiates the referral process to any appropriate
    adult agency or service, so the referral is
    completed prior to exit from special education
  • Ensures that agency personnel that could provide
    services and support for a student once he/she
    graduates, are part of the planning process

21
IDEA Regulations
  • Agency participation
  • IEP Team 300.321(b)(3)
  • To the extent appropriate, with the consent
    of the parents or a child who has reached the age
    of majority, . . . When considering postsecondary
    goals for the child and the transition services
    needed to assist the child in reaching those
    goals . . ., the public agency must invite a
    representative of any participating agency that
    is likely to be responsible for providing or
    paying for transition services.

22
Agency Participation
  • Item 4 evidence that PPT has considered
    whether a representative of an outside agency/
    service is appropriate to be invited to
    participate in the transition planning process
  • postsecondary education
  • vocational education
  • integrated employment including supported
    employment
  • adult services
  • independent living/community participation

23
Agency Participation
  • No, not appropriate to invite a representative
    from an outside agency
  • No, written consent to invite a representative
    was not provided - (inviting an outside agency
    may be appropriate but written consent was not
    granted) or
  • No, no outside agency was invited. (This was not
    done by the district.)

24
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25
Post-School Outcome Goal Statements
  • A Post-School Outcome Goal Statement is
    generally understood to refer to those goals
    that a child hopes to achieve after leaving
    secondary school (IDEA 2004 Part B
    Regulations, 300.320(b), discussion of Final
    Rule p. 46,668)
  • A Post-School Outcome Goal Statement is NOT the
    process of pursuing or moving toward a desired
    outcome.
  • National Secondary Transition Technical
    Assistance Center http//www.nsttac.org/

26
Post-School Outcome Goal Statements
  • Non-Examples
  • After high school, Jodi will explore taking
    classes at the local community college.
  • The fall after graduation from high school,
    Allison plans to enroll in a four-year university
    in the Southeast.
  • Marianne will complete all academic coursework in
    preparation for going to a four-year college.

27
Post-School Outcome Goal Statements
  • Non-Examples
  • Alejandro wants to work as a welder.
  • Vanessa will work with the vocational
    rehabilitation services to ensure competitive
    employment.
  • Upon completion of high school, Kevin will
    express his preferences related to his
    postsecondary employment options, given picture
    symbols on an augmentative communication device.

28
Post-School Outcome Goal Statements
  • Upon completion of high school, Ted will enroll
    in the general Associates Degree program at the
    local community college in September of 2010.
  • Participation in postsecondary education is the
    focus of this post-school outcome goal statement.
  • Enrollment at a community college can be
    observed, as in Ted enrolls in courses or he does
    not.
  • Enrollment at a community college occurs
  • after graduation.

29
Post-School Outcome Goal Statements
  • The fall after high school, Juanita will enroll
    in courses (non-degree) at the local community
    college.
  • Participation in postsecondary education is the
    focus of this post-school outcome goal statement.
  • Enrollment in courses (or not) can be observed.
  • The goal will occur after Juanita leaves high
    school.

30
Post-School Outcome Goal Statements
  • Carol will independently attend culinary training
    at the XYZ Center after exiting from high school,
    so that she can obtain entry level employment
    within the food services industry.
  • Participation in training, employment, and
    independent living skills are part of this
    post-school outcome goal statement.
  • Enrollment in the culinary training program and
    entry level employment in food services job can
    be observed.
  • Participation in the training will occur after
    exiting from high school.

31
Post-School Outcome Goal Statements
  • Upon completion of high school, Joan will work
    independently in a competitive employment setting
    in the clerical field.
  • Employment and independent living skills are the
    focus of this post-school outcome goal statement.
  • Employment in a competitive clerical position can
    be observed.
  • It is stated that this goal will occur upon
    completion from high school.

32
Post-School Outcome Goal Statements
  • After finishing high school Alex will increase
    his work hours in the business department of a
    local office supply store, contacting XYZ Agency
    for employment support services.
  • Participation in employment is the focus of this
    post-school outcome goal statement.
  • Increasing work hours is measurable.
  • The expectation, or behavior, is explicit, as in
    Alex continues employment and accesses adult
    agency services (or not).
  • It is stated in this goal that increased
    employment and use of adult services will occur
    after Alex leaves high school.

33
Post-School Outcome Goal Statements
  • After high school, Jeremy will improve his
    social, self-advocacy, and self-care skills by
    attending instruction at a center-based adult day
    program.
  • Training and independent living skills are the
    focus of this post-school outcome goal statement.
  • Improving the skills noted is an explicit outcome
    for Jeremy.
  • Improving skills and attending the program are
    observable goals that will occur after Jeremy
    leaves high school.

34
Post-School Outcome Goal Statements
  • After graduation, Rolanda will live at home and
    participate to the maximum extent possible in her
    daily routines (e.g., feeding, dressing, bathing,
    activating small appliances/media devices, choice
    making) and environment through the use of
    technology.
  • Post-school outcome goal statement is focused on
    independent living (residential, self-care,
    community participation, communication skills).
  • Goal is stated in an explicit manner that can be
    observed (i.e., will live, participate.)
  • The post-school outcome goal statement identifies
    outcomes for Rolanda after high school, not
    activities or
  • processes
    toward outcomes.

35
Post-School Outcome Goal Statements
  • Upon completion of high school, Mason will obtain
    competitive employment in a field of his choice.
  • Participation in employment is the focus of this
    goal.
  • Employment in a competitive job can be observed
    and measured.
  • This goal will occur after completion of high
    school.

36
Post-School Outcome Goal Statements
  • After graduation from high school, Shelia will
    participate in training that is required for her
    to obtain competitive employment in the field of
    her choice.
  • Participation in training and employment is the
    focus of this goal.
  • Employment in a competitive job and participation
    in training can be observed and measured.
  • This goal will occur after completion of high
    school.

37
Post-School Outcome Goal Statements
  • Chris will attend a postsecondary education
    program after high school in preparation for
    obtaining competitive employment.
  • Participation in postsecondary education and
    employment is the focus of this goal.
  • Employment in a competitive job and participation
    in a postsecondary education program can be
    observed and measured.
  • This goal will occur after completion of high
    school.

38
Annual IEP Goals
  • For each Post-School Outcome Goal Statement,
    there must be an Annual Goal(s) and Objectives
    included in the IEP that will help the student
    make progress towards the stated postsecondary
    goal(s).

39
Annual Goals Objectives
Employment
Does the students IEP include consideration of ___ Enrollment in the highest level of academic coursework to ensure students are gaining the skills to advance to the best career opportunities ___ Supporting and enhancing the skills required to be successful in a variety of employment settings through school curricula ___ Enrollment in coursework to enhance skill development in technologies (business, computers) ___ Sequencing of employment curricula from career awareness to career exploration to specific skills training that matches interests and preferences ___ Movement of career training experiences from in-school to community-based settings ___ Exposure to appropriate workplace behaviors (task persistence, punctuality, effective communication) ___ Workplace accommodations, if appropriate ___ Teaching self-advocacy skills so the student can articulate learning strengths and weaknesses and share information with others ___ Development of employment goals and objectives that includes student/family input ___ Development of social skills ___ Linkages to state agencies/community resources, if appropriate ___ Utilization of Assistive Technology, if appropriate.
40
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41
Post-School Outcome Goal Statements
  • Professional Development Resources
  • Transition Assessment and the IEP SERC
  • Bureau of Special Education Web site
  • PPT Writing Transition Goals and Objectives
    PSOGS
  • http//www.sde.ct.gov/sde/cwp/view.asp?a2678Q3
    20730publications
  • Topic Brief - Post-School Outcome Goal
    Statements Frequently Asked Questions
  • http//www.sde.ct.gov/sde/cwp/view.asp?a2678
    Q320730Briefs

42
Impact of Indicator 13 on LEAs
  • Additional Issues
  • Transition planning should be a student-driven
    process.
  • Transition assessment and career planning for a
    student with an IEP must include activities and
    services that go beyond what any student would
    receive through general education (e.g., career
    interest inventory or college selection
    information provided via school counselor or
    career center).
  • TWNDP - For students 18 receiving transition/
    vocational services most appropriate to NOT be
    in HS building.

43
Impact of Indicator 13 on LEAs
  • Additional Issues
  • In some LEAs that do not have a dedicated high
    school, students might need transition planning
    in middle school to assist with the decision
    about which school to attend, including the
    option of a technical high school.
  • Transition assessment and career planning for a
    student with an IEP must include activities and
    services that go beyond what any student would
    receive through general education (e.g., career
    interest inventory or college selection
    information provided via school counselor or
    career center).

44
Impact of Indicator 13 on LEAs
  • Additional Issues
  • 7. At least one year prior to reaching the age
    of 18, the student must be informed of her/his
    rights under IDEA which will transfer at age 18.
  • ? NA (Student will not be 17 within one year)
  • ? The student has been informed of her/his
    rights
  • under IDEA which will transfer
    at age 18
  • ? No IDEA rights will transfer
  • Explore options with family and student
  • Written statement for continued parental
    involvement
  • Power of Attorney (full or limited) - Attorney
  • Guardianship/Conservatorship Probate Court

45
Secondary Transition Updates
  • New SDE/SERC Publications
  • Building a Bridge (also in Spanish)
  • Directory of Transition Services in College,
    University and Community-Based Settings 
  • Directory of Transition/Vocational Service
    Providers
  • Transition Services Survey Summary Report
  • CT DCDT Chapter NEW!
  • Council of Exceptional Children (CEC) Division
    of Career Development and Transition

46
Secondary Transition Indicator 14
  • Percent of youth who are no longer in secondary
    school, had IEPs in effect at the time they left
    school and were (within one year of leaving high
    school)
  • Enrolled in higher education
  • Enrolled in HE or competitively employed
  • Enrolled in HE, or in some type of
    postsecondary education or training
    program, or competitively employed or in some
    other employment.

47
Secondary Transition Concerns
  • Preparation for college
  • Transition services during a bridge or fifth
    year
  • Up-to-date preparation skills for competitive
    employment
  • Access to assistive technology for ALL students
    to transition to college and/or work
  • Post-School Outcome Goal Statements for
  • students in unique circumstances

48
Parents/Professionals Roles in Preparing for
Transition
  • Help students to understand how their disability
    impacts them in school, work and social settings
  • Help students to learn how to use a range of
    accommodations, effective learning strategies,
    and assistive technology
  • Expose students to a range of opportunities
    beyond high school
  • Involve students in their IEP meetings
  • Foster independent decision-making and
    self-advocacy skills

49
How Can Parents Professionals Help?
  • Set realistic goals
  • Encourage gradual independence
  • Gather information about transition issues
  • Become familiar with adult service systems
  • Build self-esteem
  • Encourage social integration
  • Encourage self-advocacy
  • Provide real experiences
  • Encourage good grooming and work habits
  • Foster acceptance of constructive criticism
  • Encourage independent living skills
  • Plan for letting go

50
CT State Agencies
  • Bureau of Rehabilitation Services (BRS)
  • Assists persons with physical or mental
    disabilities to prepare for, find or keep a job
  • Disability must result in a substantial
    impediment to employment
  • Must be able to be competitively employed
  • Order of Selection when resources are limited
  • Individuals with severe disabilities have serious
    limitations in one or more functional areas

51
CT State Agencies
  • Bureau of Rehabilitation Services (BRS)
  • Time-limited services
  • Collaboration with districts with eligible
    students as young as age 14
  • Six transition counselors embedded in urban
    districts Bridgeport, Hartford, New Britain, New
    Haven, New London, and Stamford/Norwalk
  • BRS Transition Committee

52
CT State Agencies
  • Department of Developmental Services (DDS)
  • Intellectual and adaptive difficulties present
    and occurred before the age of 18
  • IQ of 69 or lower
  • Adaptive behavior test
  • Required to apply for Medicaid/Title 19 and
    Social Security entitlements
  • Life-long support as needed

53
CT State Agencies
  • Department of Developmental Services (DDS)
  • Assist in the preparation for transition by
    identifying the students projected level of
    support regarding vocational/day needs NOTIFY
    as EARLY as possible
  • Students who have graduated or exited special
    education services
  • Funding via fiscal year (July June)
  • Collaboration with BRS

54
CT State Agencies
  • Board of Education and Services for the Blind
    (BESB)
  • Comprehensive range of services for children who
    are legally blind or visually impaired adults
    who are legally blind
  • Braille instruction,
  • Independent living and social development
    training,
  • Provision of adaptive technology and textbooks,
  • Transition from school to work services,
  • Mentoring programs, and
  • Consultation services to local school districts.

55
CT State Agencies
  • Department of Mental Health and Addiction
    Services (DMHAS) Young Adult Services (YAS)
  • Ages 18 25 (may be referred at 16)
  • Chronic and serious mental health illness
  • Be medically indigent
  • Priority given to DCF clients
  • Services
  • Housing supports
  • Clinical supports for mental health issues
  • Skill building and vocational supports
  • Fosters independence

56
  • There are no secrets to success. It is a result
    of preparation, hard work, and learning from
    failure.
  • Colin Powell

57
  • Give a man a fish and he will
    eat for a day
  • Teach him how to fish and he will eat
    for a lifetime.
  • Chinese Proverb
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