Title: Navigating Rough Waters: Supporting Students with Disabilities in Transition
1Navigating Rough Waters Supporting Students
with Disabilities in Transition
- A presentation by the North Region SELPA
Community Advisory Committee (CAC) - and the Disability Rights Education and Defense
Fund )DREDF) -
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4A Vision for the Future
- Take a few minutes to envision your hopes and
fears about your child transitioning out of
school (or for students, for yourself!) - What words describe the outcomes you envision?
- So what are the outcomes right now?
5Current OutcomesWhy are transition services
required?
- KEEPING IT IN PERSPECTIVE
- Studies show the average young person relies on
parental support until age 26! - Compared to their peers without disabilities,
people with disabilities experience - Half the graduation rate
- Higher dropout rates (21 v. 10)
- Lower college entrance/completion
- Lower employment (35 v. 78)
- Higher dependency on public assistance
- Higher poverty rate (26 v. 9)
- Lower life satisfaction rate (34 v. 61)
- TRANSITION PLANNING, DONE RIGHT, SUPPORTS ACCESS
AND INCLUSION, AND CREATES NEW POSSIBILITIES!
6The 2004 Congressional Finding
- Almost 30 years of research and experience has
demonstrated that the education of children with
disabilities can be made more effective by- - (A) having high expectations for such children
and ensuring their access to the general
education curriculum in the regular classroom, to
the maximum extent possible, in order to - (i) meet developmental goals and, to the extent
possible, the challenging expectations that have
been established for all children and - (ii) be prepared to lead productive and
independent lives to the maximum extent possible
(20 U.S.C. Sec. 1401 (c)(5)
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7Critical Elements of Transition
Transition to Adulthood
8Transition What is goal of IDEA?
- Goal of IDEA is to promote maximum independence
in adulthood - Goal of transition plan is to promote maximum
transition plan in adulthood - Transition plan must address childs interests,
aptitudes, plans regarding education, career,
housing and community involvement
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9Transition Planning is a Process!
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
10What are transition services?
- Definition of transition services in the IDEA a
coordinated set of activities 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 - The data just presented indicates a
need for improved results.
11The Individuals with Disabilities Education Act
has required transition language in the IEP
since 1990 with the following
-
- An expectation of coordinated services
- Transition planning based on the student's
interest and preferences - Including instruction, related services,
community experiences, development of employment,
or other post-school adult living objectives, and
when appropriate, acquisition of daily living
skills and a functional evaluation - Transition services
- Transferring rights at the age of majority
12The Individuals with Disabilities Education
Actof 2004 requires
- Transition language in the IEP at age 16
- AT THE LATEST! Services can begin as early as
IEP team determines necessary. - Measurable postsecondary goals
- Based on age-appropriate assessments related to
training, education, employment, and, where
appropriate, independent living skills - Providing a Summary of Performance upon school
exit
13 What are Postsecondary Goals?
- The IDEA 04 requires
- appropriate, measurable postsecondary goals
based on age-appropriate assessments related to
training, education, employment, and, where
appropriate, independent living skills - Postsecondary goals are what the student plans to
do upon school exit
14What are Postsecondary Goals?
- The IDEA indicates the need for
- measurable post-secondary goals related to
training, education, employment, and, where
appropriate, independent living skills - What is the difference between
- training and education?
15 What are Postsecondary Goals?
- Training a program leading to high school
completion or certificate like adult education or
a short-term training program like a vocational
program. - Education community or technical colleges
(generally two-year programs) or college or
university (generally four-year programs)
16Without goals, a transition plan becomes a
transition to nowhere.
- IEP inadequate where not based on transition
evaluation, contains inadequate transition
services, lacks goals. - ITP is a FLEXIBLE roadmap to a destination that
matters!
17What are Age-Appropriate Transition Assessments?
- What is age-appropriate?
- Age-appropriate means chronological rather than
development age - What is the purpose of transition assessments?
- To provide the team with meaningful information
to make appropriate decisions. Insufficient
information is a major obstacle to collaboration
and planning!
18What are Age-Appropriate Transition Assessments?
- The IDEA 04 requires
- appropriate, measurable postsecondary goals
based on age-appropriate assessments related to
training, education, employment, and, where
appropriate, independent living skills - For some students, a FUNCTIONAL VOCATIONAL
ASSESSMENT is necessary to drive appropriate
services.
19 Four-Step IEP Process
- Identify students post-school goals
- Determine present levels of performance
- Develop annual goals to support post-school goals
- Identify needed transition services
20Age-Appropriate Transition AssessmentsOutcomes
to Consider, where needed
- Independent living
- Selecting a lifestyle and living arrangement
- Money management
- Health care
- Mobility (travel training, drivers license)
- Independent living
- Nutrition
- Cooking/cleaning
- Community participation
- Accessing resources
- Connections established with adult service
providers
21What are Annual IEP Goals that Support
Postsecondary Goals?
- Does the student know what his/her post-school
goals are for education or training? - Does the student know what his/her post-school
goals are for employment? - If not, annual goals to support self awareness
and career exploration might be appropriate. - Annual goals for work or work-like experience
(service learning, WorkAbility program, Regional
Occupational Program) may also help the student
make informed decisions.
22What are Annual IEP Goals that Support
Postsecondary Goals?
- Does the student know what their post-school
options for independent living are? - If not, annual goals to support daily living
skills, exploration about housing options and
community resources might be appropriate. - Does the student need connections to post-school
adult service providers? - If so, annual goals to establish those
connections are appropriate.
23What are Annual IEP Goals that Support
Postsecondary Goals?
- Annual goals that support postsecondary goals
for - Instruction/training
- Employment
- Independent living
- Most sample annual goals show alignment with
selected English/language arts content standards
or CAPA levels
24What are Transition Services?
- IDEA 04 requires
- transition services (including courses of study)
needed to assist the child in reaching those
(postsecondary) goals
25What are Transition Services?
- A. Courses of study are
- 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 the academic
and functional courses may be appropriate.
26What are Transition Services?
- A. Transition services may be
- Services the student needs to complete needed
courses and succeed in the general curriculum - Services the student needs to accomplish the
annual IEP goals that support the postsecondary
goals, such as assistance gaining work experience
or obtaining a social security number or drivers
license
27 What is a 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. It is also
useful for the Vocational Rehabilitation
Comprehensive Assessment process. - It is NOT an assessment in itself!
28 What is a Summary of Performance?
- Part 1 Background information
- Part 2 Students postsecondary goals
- Part 3 Academic and functional performance
- Describes accommodations/modifications
- Part 4 Recommendations to assist goals
- Part 5 Student input (recommended)
- Note This is NOT an assessment. However, in
most cases, to access DSP services in college,
recent (No more than 3 years) assessment is
required.
29Address Behavior if Needed in Transition Planning!
30 What Can Parents Do to Help?
- Families provide critical relevant information!
- Participate in the processlisten, question,
collaborate and challenge on high stakes issues - Negotiate in good willfollow through on your
end, ask what you can do to support teachers,
staff. - Remind team of who this youth IS and what they
CAN do.
- What am I most worried about?
- Is there something I can recommend?
- If your child cannot participate in meeting,
speak to their dreams and interestsbring them in
in any way possible. - Bring in concrete examples of strengths and
challenges to help team understand.
31 What Can Parents Do to Help?
- Supporting Self Determination and Advocacy
- What can you do to encourage self determination
and advocacy? - Help youth make doctor appointments
- Provide incremental independence opportunities
- Ensure youth understands his/her disability, and
can explain it to others - Make sure student understands LEGAL rights and
responsibilities - Encourage youth to USE accomodations.
- PROVIDE PRACTICE OPPORTUNITIES!
- Student Rights and Responsibilities.
- What are your childs rights?
- What are your childs responsibilities?
- Never hesitate to bring team back together if
things arent workingdo it sooner rather than
later. - ADVOCATE BEYOND YOUR OWN STUDENT!
- GET INVOLVED!
- PARTICIPATE IN LEADERSHIP OPPORTUNITIES!
32The Family Participation Fund to Encourage
Engagement!GET PAID TO ATTEND CAC MEETINGS!
- The Family Participation Fund provides assistance
for family members to attend and participate in
policy-making meetings. - TO QUALIFY FOR FUNDING, Families must
- Have a child with disabilities.
- Attend local, regional or statewide meetings to
provide their ideas to decision makers about
education policy.These meetings include, but are
not limited to, the following - The Interagency Coordinating Council (ICC)
- The Regional Coordinating Councils
- The State Special Education Advisory Committees
- Task forces/committees where families provide
input on issues affecting the education of
children with disabilities, to appropriate
decision makers.
33Family Participation Fund
- One person per household per activity may apply
for stipend and reimbursement. - 1,000.00 per person per year maximum.
- Will not be receiving a stipend from the agency
conducting the meeting - Total number of meetings reimbursable per month
is two (2) meetings - Applications must be received within 30 days of
the meeting that was attended. - NOTE Trainings, Workshops, Lobbying and
Conferences are NOT paid for under this program. - SEE HANDOUT!
34What about the Age of Majority?
- One year before student will turn 18, parent and
student need notice that this is coming. - What happens when students reach the age of
majority (18 years old)? They are in the
drivers seat. - Ask team How can we help student get ready for
this? - Questions to consider
- Is your child able to make informed decisions?
- Will your child live independently?
- Who can help with conservatorship?
35New Rule on Parent Participation
- Student has a right to complete a Delegation of
Authority or some other mechanism for allowing
the parent to participate on behalf of the
student even if parent is not taking
conservatorship - Even in this case, make every effort to involve
and engage youth! - See sample in your packet
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36 What Agencies Support Transition?
- There are many! See checklist in Transition to
Adult Living Guide in packet - Lists major federal/state agencies that support
transition - Describes eligibility and services
- State-level contact information is listed to
obtain regional agency assistance.
37Interagency Collaboration is Essentialand
Difficult!
- Department of Developmental Services
(DDS/Regional Center) caseworker - County Mental Health
- District Foster Youth Liaison (where
applicable) - Workability Staff/Job Coaching program
- Department of Rehabilitation
- Vocational Assessment professional
- Health Care Coordinators / Social Workers
/Therapists - Any other Agency or individuals that may be
responsible for input or delivery of plan
services.
38 If student is eligible for support from other
agencies, address
- Steps for applying and determining eligibility
- Assistance with securing enrollment
- Plan for effective use
- Examples Center for Independent Living,
Department of Rehabilitation, Center for
Assistive Technology, Social Security Admin,
Adult Assisted Living Program
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39So what about the CAHSEE?
- See DREDF Special Edition for September 2009.
- State Exit Exam is not required for students with
a 504 or IEP plan beginning this year - Not retroactive
- Students must still attempt exam in 10th grade
- Not an excuse for not providing services,
supports, opportunities for students to meet all
graduation requirements and state standards, but
allows school boards to continue setting their
requirements with some flexibility for students
with disabilities
40Eligibility for accommodations on ACT/SAT,
Graduate and Licensing Exams
- Requires documentation, e.g., evaluation and
special education or 504 status - No longer flagged on reports
- Evaluation agencies toughening criteria
- Must now link disability to history of
adverse impact in relation to general population
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41Burden on student/applicant to document disability
- In testing and education context, student must
affirmatively request and document need for
accommodation - Same in employment context, but applicant must
balance risks of disclosure in employment context
with benefits
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42Additional factors in determining eligibility for
accommodation
- Must be otherwise qualified
- Provides right to accommodations, but not
remedial services - Accommodations cannot be unduly burdensome or
fundamentally alter nature of program
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43Criteria for Eligibility for Accommodations
- Must have up-to-date evaluation (generally not
more than 3 years oldsenior year is ideal - IEP or 504 plan insufficientneed ASSESSMENT
REPORTS - Special education/Section 504 eligibility helps
not legally essential, but functionally essential - Evaluation must be by qualified professional
- Must show impairment in comparison to average
population - Must link need for accommodation to impairment
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44When do services stop?
- Graduation with regular diploma.
- 22nd birthday in California
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45The Buck Stops with the School
- If the Transition Plan involves other agencies
and they fail to deliver, the school must
reconvene the IEP to identify alternative
strategies to meet the transition objectives.20
USC 1414 (d)(6)
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46Remember
- ACCOUNTABILITY IS KEYIEP Team should never
assign responsibility to a person or Agency not
present to ACCEPT and UNDERSTAND what is needed! - ASK What tools, modifications/accommodations,
services, staff training and relationships will
support Student in meeting this goal - Cost cannot be a considerationAppropriateness
and identified need are the issue.
47Key Components of Success
- Provide youth with maximum input into charting
their own course without forfeiting adult support
or safety nets availablethe Training Wheels
metaphor. - School-Based Preparatory Experiences and
environments to support skill acquisition,
educational and vocational opportunities
INDIVIDUALIZED to the students own goals. - Career Preparation and Work-Based Learning
Experiences while still in school (could be an
ESY service)
48FINAL REMARKS
- Transition Planning should start early
- Plan must be Person Centered
- Plan must link activities, classes and learning
at school to post secondary goals - Parents are critical partners in the process
- Students should be increasingly in the drivers
seat from 16 on. - Interagency collaboration is key
- JOIN THE CAC!