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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November 15, 2010
Community of Practice
Secondary Transition Symposium
...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...
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)
Student Involvement in Planning
Age Appropriate Assessments
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))
Includes 8 individual questions to determine compliance with Indicator 13
North Orange County SELPA
Frank Tocco, Ed.D
North Orange County SELPA
1021 W. Bastanchury Road, Suite 161
Fullerton CA, 92833
September 14, 2010
Linda O’Neal, M.A.
Irvine Unified School District
Richard Rosenberg, Ph.D.
Whittier Union High School District
Orange County Adult Transition Task Force (OCATTF)
SELPA Administrators of California
Frank Tocco, Ed.D.
North Orange County SELPA
San Mateo County Office of Education
Glenn County SELPA
“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
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)
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.”
Transition Service Code (Required) will be changed to:
Transition Related Service Code as Appropriate:
(Transition Related Service elements outlined on Services Page of IEP)
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.
Activates to Support Transition Service will be changed to:
Activities to Support Post Secondary Goal:
Community Experiences Appropriate will be changed to:
Community Experiences as Appropriate:
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.
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.
Document status on the CAHSEE
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.
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.
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.
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The Road to Success