Transition Plans

1. Transition Transition Plans Indicator 13, IDEA, & Successful Students By: Taylor Hair & Michelle Elia EDF 621, Walsh University

2. Some StartlingStatistics • 30% of students receiving special education services will leave school without a diploma. • 4% of students in special education had ever been enrolled in a four-year college 3–5 years after high school. • 12 to 30% of graduating LD students go on to college . • Two years after leaving high school, only about 11% of special education youth were living independently (Levine & Wagner, 2005).

3. 1997 Revision to IDEA – Transition Plan Added • Part of the transitional plan can include vocational education courses. In 2001, 60% of special education students, were taking a vocational education course in a semester. Half of which were in occupationally specific courses. • Participation in vocational education classes has declined 15% from 1995 – 2005 (increased emphasis on academic courses). • Occupational vs. College Bound Coursework • Schools foster dependence, the real world requires independence. IDEA & IEP’s ?

4. What is a Transition Plan? • Section of the IEP outlining transition goals as well as services to reach those goals. • Based on high school student’s individual needs, weaknesses, strengths, and interest areas. • Used to identify and develop goals which should be accomplished within the current school year to ensure student meets his post high school goals. (Stanberry, 2010) Transition Goals Educational Goals What student NEEDS to reach these goals

5. Starting at age 16 – transition plan within the IEP that includes: • Future Planning Statement • Transition goals based on age appropriate transition assessments • Transition services for each goal • Student involvement in this process is mandated by law. IDEA Individuals with Disabilities Education Act

6. It’s All about the C’s!

7. Future Planning Statement • The first step of the process – must create an accurate picture. • Changes over time. • Starts out parent driven (elementary). • Student driven through high school (with parent input). • Pointer – points the direction of the IEP.

8. Age 14 Transition Statement • A Statement of Transition Service’s Needs of the Child that Focuses on the Child’s Course Of Study. Include all of these things!

9. Post Secondary Education Goal • Post Secondary Employment Goal • Independent Living Goal (optional) 3 Goals “…the Act requires a child’s IEP to include measurable postsecondary goals in the areas of training, education, and employment, and, where appropriate, independent living skills.  Therefore, the only area in which postsecondary goals are not required in the IEP is in the area of independent living skills….  It is up to the child’s IEP Team to determine whether IEP goals related to the development of independent living skills are appropriate and necessary for the child to receive FAPE.”  [Emphasis added] 71 Fed. Reg. 46668 (Aug. 14, 2006).  

10. Post Secondary Education Goal Sample Goals Important Points • “Upon completion of high school, Sarah will… • … enroll in a 4 year degree program at Walsh University in the field of engineering.” • …enroll in a training / journeyman program for electricity.” • …receive on the job training as a cashier.” • …continue to work with an occupational therapist and job coach in supervised employment.”

11. Post Secondary Employment Goal Sample Goals Important Points This goal can be combined with Post Secondary Ed Goal. • “After graduation from high school, John will… • “work part time while in college and then transition full time to employment in a field related to his course of study.” • “work at a sheltered workshop 5 days a week.”

12. Independent Living Goal • Optional • More likely used with students with more severe disabilities. • Upon graduation from high school, Joe will… … live in a semi independent setting, with the assistance of a caregiver. … live independently in a dorm while attending college. … utilize public transportation to get to and from his job at a sheltered workshop. … maintain a checking and savings account, using functional math skills.

13. Also Includes: Course of Study Assessments Both formal and informal AATA (Age Appropriate Transition Assessments) Record reviews, interviews, surveys Must have at least 1formal assessment. (Brigance, ELSA, etc.) • Links goals to student’s course of study. • Ohio Core • College Prep or “Basic” Courses? • Functional Curriculum? • Must be REASONABLE to meet goals.

14. Other Agency Involvement • “Bridge the Gap” from educational assistance at school to the “real world.” • Can include: • BVR • Educational Service Centers (MCESC, TCESC) • MCBDD / MRDD • Social Security • ORSC

15. Requirements Parents Students Learn self advocacy. Research educational and career options available for you. Attend the meeting (required by law) Complete requirements for Career / Ed goals. • Consider all options for educational programs. • When will your child graduate? (Option 23) • Know the parts of the transition plan. • Develop relationships with outside services. • Begin to foster independence in your child. • Guardianship?

16. Teachers & School Requirements • Build relationships with outside services to provide support after graduation. • Meet all requirements of Indicator 13 Checklist.

17. Indicator 13 Checklist

18. Indicator 13 Checklist

19. Court Cases • Yankton School District v. Schramm, 93 F.3d 1369,1374 (8th Cir. 1996), 24 IDELR 704. • Transition plans could provide services such as drivers ed, independent living skills (cooking and cleaning), and self advocacy. • Student v. San Francisco Unified Sch. Dist., Case No. SN 476-98, 29 IDELR 153 (1998). • Transition plan should be based on students individual needs. In this case, student tested far below grade level in all subjects, but transition plan discussed researching colleges.

20. + / ∆ Pros Cons – Need for Change Long process to develop, time consuming. Burden falls on high school teacher. Parent desires don’t always match ability. Increased focus on academics may not benefit students. Does not teach independence, what students ultimately NEED to be successful. • Forces students and teachers to analyze career / education goals. • Forces parents to be realistic. • Malleable, changes • Can include vocational courses as well as academic. • Links to services to assist after graduation.

21. Personal Reaction / Critique • The statistics are startling… students with disabilities are not successful after high school. • The problem is multi fold, and the transition plan is an attempt to remedy the problem via law (amendment to IDEA). • Schools foster dependence and assistance, the world or work requires independence. So, in our opinion, the transition plan needs to encourage independence as well as functional skills for society. • Parent & student involvement is crucial. They need to know how to handle the world after school. Agency support is also necessary to assist them. • The indicator 13 checklist is a challenging rubric!

22. Bibliography • ERIC Clearinghouse on Disabilities and Gifted Education, R. n. (2000). New Ideas for Planning Transitions to the Adult World. Research Connections in Special Education. Retrieved from EBSCOhost. • ERIC Clearinghouse on Disabilities and Gifted Education, R. n. (2000). New Ideas for Planning Transitions to the Adult World. Research Connections in Special Education. Retrieved from EBSCOhost. • Ingels, S. J., Dalton, B., Holder, T. r., Lauff, E., Burns, L. J., & National Center for Education Statistics, (. (2011). The High School Longitudinal Study of 2009 (HSLS:09): A First Look at Fall 2009 Ninth-Graders. NCES 2011- 327. National Center for Education Statistics, Retrieved from EBSCOhost. • Levine, P., & Wagner, M. The transition to adulthood for the special education population. Network on Transitions to Adulthood Policy Brief, July 2004 (24). Retrieved from http://www.transad.pop.upenn.edu/downloads/levine-special%20ed%20formatted.pdf • Ohio State Dept. of Education, C. n. (1999). Ideas for Transition: Planning for Transition Services during the IEP Process, Ages 14 through 21. Retrieved from EBSCOhost. • Pierangelo, R., & Giuliani, G. A. (2007). Understanding, Developing, and Writing Effective IEPs: A Step-by-Step Guide for Educators. Corwin Press. Retrieved from EBSCOhost. • Stanberry, Kristen. (January 2010). Transition planning for students with IEP’s. Retrieved from http://www.greatschools.org/special-education/health/873-transition-planning-for-students-with- ieps.gs • US Department of Education. (Revised 2011). Q and A: Questions and Answers on Secondary Transition. Retrieved from http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CQaCorner%2C10%2C.