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Transition Services in the IEP. November 15, 2010 Community of Practice Secondary Transition Symposium. Susan Bobbitt-Vot Kings County Kathy Brown Glenn County Kurt Leptich Imperial County Vicki Shadd Glenn County. In Spirit Chris Lohrmon North Orange County Connie McCoy
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Transition Servicesin the IEP November 15, 2010 Community of Practice Secondary Transition Symposium
Susan Bobbitt-Vot Kings County Kathy Brown Glenn County Kurt Leptich Imperial County Vicki Shadd Glenn County In Spirit Chris Lohrmon North Orange County Connie McCoy Siskiyou County Presenters
Overview Needs Assessment Law Spirit State Performance Plan The IEP Educational Benefit Resources Questions & Answers Wrap up The Session
Teachers Administrators Job Developers Job Coaches WorkAbility Staff TPP Staff Psychologists Parents Youth Instructional Assistants Other Who do we have?
The Transition Process The Transition Section of the IEP The Transition Assessment The Post Secondary Goals The Connection of Post Secondary Goals to the Annual Goals The Transition Services The Transition Activities Course of Study Summary of Performance Resources Reporting Needs Assessment
Transition Services in IDEA 2004 ...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 child's movement from school to post-school activities... (IDEA 2004) 7
Spirit We Value: • Full compliance with the letter and the spirit of the law for transition services. • Student self-determination and self-advocacy. • Person-centered planning. • Interagency collaboration. • A single planning process for all involved. • Support for parents to make informed choices. • Student programs in the least restrictive and least exclusive settings.
Why Should We be Concerned? Recent research studies have documented that when compared to their non-disabled peers, students with disabilities enroll and complete post-secondary education programs at half the rate, and are employed at approximately one-third the rate of their non-disabled peers. Less than 1% of these individuals ever become self-supporting through employment. Three times as many individuals with disabilities live below the poverty line. (National Center for Education Statistics, 2000; National Council on Disability, 2004; National Organization on Disability, 2004; Wagner, Newman, Cameto, & Levine, 2005) 9
Research Based Best Practices in Promoting Positive Adult Outcomes Self-Determination Training Student Involvement in Planning Person-Centered Planning Age Appropriate Assessments 10
State Performance PlanIndicator #13 11 Indicator #13 - Secondary Transition Goals and Services Indicator - Percent of youth aged 16 and above with an Individualized Education Program (IEP) that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the postsecondary goals. (20 U.S.C. 1416(a)(3)(B))
State Performance Plan (SPP) Indicator #13 12 Includes 8 individual questions to determine compliance with Indicator 13
State Performance Plan Indicator #14“Post-Secondary Outcomes” • Students enrolled in higher education = (# of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled in higher education within one year of leaving high school) • Students enrolled in high education, or in some postsecondary education or training program; or competitively employed or in some other employment.
Educational Benefit? • Was the Transition Plan and Service language in the IEP reasonably calculated over a 3-year period to provide Educational Benefit in the area of Post-Secondary Transition? K
Glenn SELPA and Kathy Brown • ASSESSMENT • (Grade-level Transition Assessment) • Identifies… • PRESENT LEVELS OF PERFORMANCE • (Define Areas of Need) • Drives… • MEASURABLE POST-SECONDARY GOALS • (Written to meet areas of Need) • Which Drives… • ANNUAL TRANSITION GOALS • (In the areas of Training, Education, Employment, Daily Living) • Drives… • SERVICES • Ensures… • PROGRESS • Did the student make yearly progress? If not, were the goals and objectives changed? • Were there enough transition services/activities to ensure student progress towards? • Career Education Work-Based Learning • Grade-level Transition Assessment • Career/Interest inventories • TPP match class • Senior Portfolio or Senior Project • Student-led Individual Education Plan (IEP) and Self-Advocacy Exercises • Drives… • INSTRUCTION, LRE & ACCOMMODATIONS and/or MODIFICATIONS • (Does the instruction ensure student post-secondary outcomes?) • (Is the Accommodation & Modification Plan complete?) • Ensures… • EDUCATIONAL BENEFIT • (Was the Transition Plan and Service Language in the IEP reasonably calculated over a 3-year period to provide • Educational Benefit in the area of Post-Secondary Transition?)
Individual Transition Plan (ITP)Linking Students with Disabilities to Post-Secondary Education, Employment, & Daily Living Skills Chris Lohrman North Orange County SELPA CLohrman@ocde.us Approved by: Frank Tocco, Ed.D Regional Director North Orange County SELPA 1021 W. Bastanchury Road, Suite 161 Fullerton CA, 92833 September 14, 2010 18
Acknowledgements 19 Linda O’Neal, M.A. Transition Specialist Irvine Unified School District Richard Rosenberg, Ph.D. Vocational Coordinator Whittier Union High School District Orange County Adult Transition Task Force (OCATTF) SELPA Administrators of California Frank Tocco, Ed.D. Regional Director North Orange County SELPA Pamela Ptacek SELPA Administrator San Mateo County Office of Education Vicki Shadd SELPA Director Glenn County SELPA
The Power of Transition Service Language “The transition planning mission is to empower all individuals with disabilities with the skills necessary to achieve their full potential in adult living, through support and collaboration with families, education, and communities.”- Linda O’Neal & Dr. Richard Rosenberg (O’Neal, 2009) 20
How Did You Prepare for the ITP 22 • Note if the student was invited; remember this is a legal requirement. • Note if other agencies were invited; remember this is also a legal requirement.“…the LEA, to the extent appropriate, and with consent, must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services to attend the child’s IEP Team meeting.” • Other agencies can decline to come but there must be evidence of attempt to invite. • Describe how the student actually participated in the ITP process.
Age Appropriate Assessments 23 • Describe the results of any age appropriate assessment. • Remember assessment can be formal or informal. However if you used an assessment tool that is specialized for the student and not given to all students in your district you must remember your assessment plan! • Don’t forget to also update information in the present levels of performance annually. • Remember formal assessment requires an assessment plan and a written report.
Post-Secondary Training or an Education Goal 24 • A Post-Secondary Training or Education Goal is Required of all students based on the age appropriate assessment. • Note if the goal is supporting another annual goal. • Must indicate who is responsible for the goal. (Recommend indicating ITP Team, however some districts request that you indicate adult student and parents – please verify with your administrator)
Post Secondary Employment 25 • A Post-Secondary Employment goal is required of all students based on the age appropriate assessment. • For all post-secondary goals, they must be measurable. • Remember you are not held responsible for the student reaching the goal, but are held responsible for activities and services in preparation of the goals.
Post Secondary Independent Living (If Applicable) 26 • A Post-Secondary Independent Living Goal is required, if necessary. • IDEA is vague on defining exactly when it is appropriate, but most people argue that this is for any student not on a diploma tract. • Most transition specialist agree that best practice is to indicate a goal for all students, and do not rely on diploma track as an indicator. • Remember assessment, drives unique goals, including post-secondary goals!
A Coordinated Set of Activities 27 The development of a “coordinated set of activities” has been a challenge to many special educators. Part of the challenge has to do with understanding that this “statement” is not a sentence or pull down menu from a list of possible suggestions. This “statement” is a “broad accounting of what will happen, when it will occur, who is involved and who is responsible”. The activities/strategies are not just annual goals, short term objectives or benchmarks, or specific services. In order to write these statements and do this type of planning, special educators need to think big picture and plan beyond just 12 months, age 18, and age 22. (O’Leary & Collison, 2007)
So Why Annual Goals Too? 28 CDE has interpreted the DOE request for updated compliance to also include a verification that annual goals have also been included in the IEP related to the student’s transition services needs? Big picture…remember “coordinated set of activities.”
Annual Goals 29 • Should include at least one annual goal that helps support a post-secondary goal • Make sure to indicate on the Annual Goal Page which area of Post-Secondary Goals it supports
Key Points to Remember Regarding Post-Secondary Goals 30 • Post-secondary goals must be measurable • These are not the same as annual goals • Goals must be written beyond secondary school • Must review the goals annually, but do not necessarily have to change them annually • Must be based on age appropriate assessment
Transition Related Services Important Update: Transition Service Code (Required) will be changed to: Transition Related Service Code as Appropriate: (Transition Related Service elements outlined on Services Page of IEP) 31 • Transition Service codes are taken directly from your SELPA adopted Local Plan. • Originally CDE was going to cross reference a 800 transition service code for each post-secondary goal. • At the time of this presentation that is no longer the scenario foreseen for compliance purposes.
(860) Mentoring 32 Mentoring is a sustained coaching relationship between a student and teacher through on-going involvement and offers support, guidance, encouragement and assistance as the learner encounters challenges with respect to a particular area such as acquisition of job skills. Mentoring can be either formal as in planned, structured instruction or informal that occurs naturally through friendship, counseling and collegiality in a casual, unplanned way.
Activities to Support Post Secondary Goals Important Update: Activates to Support Transition Service will be changed to: Activities to Support Post Secondary Goal: 33 • Remember that IDEA's definition of transition services states that these are a “coordinated set of activities” designed within a results-oriented process. • Specific activities (instruction, related services, community experiences, and if appropriate, acquisition of daily living skills) are mentioned in the law which gives the IEP team insight into the range of activities to be considered in each of post-secondary domains. • If the student’s transition to the adult world is to be facilitated. A spectrum of adult activities is evident and should be noted, from community to employment, from being able to take care of oneself (e.g., daily living skills) to considering other adult objectives and undertakings.(NICHCY, 2010)
Activities to Support Transition 34 • “activities” can be just that…general activities that all students may participate in that helps support adult transition • Do not necessarily need an IEP or DIS services to accomplish this activity • Examples: • 10th Grade Counseling • Career Day for All Students • General Education CAHSEE Prep Classes
Community Experiences to Support Transition Minor Update: Community Experiences Appropriate will be changed to: Community Experiences as Appropriate: 35 The term “transition services” … Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation.
Examples of Community Experiences 36 • Three visits to community college • Help at his/her local worship center • Job shadow other peers • Visit or sign-up for local recreation leagues or fitness center • Taking public transportation to access a variety of activities
Related Services 37 Supportive services that are required to assist a child with a disability to benefit from special education. Related services include transportation, developmental and corrective services, speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation (including therapeutic recreation), counseling services (including rehabilitation counseling), orientation and mobility services, and medical services for diagnostic or evaluation purposes. Related services also include school health services, school nurse services designed to enable a child with a disability to receive a free appropriate public education as described in the child's IEP, social work services in schools, and parent counseling and training.
Course of Study 38 • Required to assist the child in reaching post-secondary goals • Recommend incorporating school counselors as part of the process • If Certificate of Completion, define what types of courses or learning experiences will post-secondary goals
CAHSEE 39 Document status on the CAHSEE
Age of Majority 40 • Required once prior to, or on the student’s 17th birthday to receive instruction as to transfer of rights • If student requires future supports on decision making, document the discussion as a team but one should not advocate
CASEMIS Questions (SEIS Users) 41 • For SEIS Users only, there area series of questions also attached to the ITP Page 1 that collects information for CDE regarding transition compliance • If you completed the ITP as discussed in this training you should be able to answer Yes to all the items
Example: Disney Land (Mild) 42 Disney Land is a Junior at Anaheim High School. Disney has scored 345 on her Math CAHSEE and passed the ELA CAHSEE. Recent inventory assessments indicate that Disney enjoys working with others and would do well in a service orientated career. Disney’s teachers confirm this assessment and report that she is active in Best Buddies at school. Disney reports that she is interested in traveling when she gets older and enjoys learning about different cultures. However, she hates math! Disney would like to go to college but is not sure she wants to go to a four-year college. Disney is currently on-track for a high school diploma but still needs to pass Algebra I. Let’s plan!
Example: Dana Point (Moderate) 44 Dana Point is a Senior at Laguna Beach High School and has a diagnosis of Autism. Dana has attended a mixture of courses while in school while working both on a high school diploma as well as functional skills. Dana is excellent with computers and math is her area of strength. In fact Dana passed the Math CAHSEE and Algebra I during her Sophomore year. Although her academic skills are strong, Dana has a lot of unique needs in the areas of social skills as well as independent living skills. Dana has expressed for a long time that she plans to attend the same college her father and older brother attended and the family has confirmed the desire for Dana to transition to a four-year college eventually. Dana’s computer teacher reports that she excels in programming and Dana has expressed a desire to continue with more advance computer skills courses.
Example: Diet Coke (Severe) 46 Diet Coke is 19 years old and currently and is currently functioning at about the 24 to 48 month level on most skills. Diet has participated in functional classes throughout his education and is conserved by his aunt. Diet does live in a group home and Regional Center has reported that the placement in which Diet currently resides will continue to support Diet after the age of 22. Diet performs well on a number of sorting tasks in school but when given directions of more than two steps he often becomes frustrated and physically aggressive. Diet’s aunt would like to see him out in the community but plans on sending him to a Day Program. Diet enjoys travel training exercises and will often sit through a whole Pixar movie without interruption.
The following websites have resources to assist teachers in planning exemplary transition plans and programs Resources
National Secondary Transition Technical Assistance Center http://www.nsttac.org/
Grossmont Union High School District 1 2 3 http://intranet.guhsd.net/GUHSD/programs/speced/Main/Main.html