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INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA) PowerPoint Presentation
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INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA)

INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA)

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INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA)

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  1. INDIVIDUALS WITH DISABILITIES EDUCATION ACT(IDEA) Reauthorization IDEA Significant changes from preexisting to the final regulatory requirements regarding secondary transition Purpose for reauthorization was to prepare students for further education, employment and independent living

  2. SECONDARY TRANSITION SPECIALIST The Ohio Rehabilitation Services Commission (ORSC) The Ohio Department of Education (ODE) Office for Exceptional Children (OEC) Collaborated and was award 2.2 million dollar, 5 year grant to direct the work of regional Secondary Transition Specialist

  3. SECONDARY TRANSITION SPECIALIST DUTIES • Work with the ODE on Post-Secondary Transition Issues • Collaborate with OEC and LEA • Develop Regional Secondary Transition Council • To Provide Training and Assistance for Secondary Transition Planning • To Monitor Ohio’s State Performance Indicators 1, 2, 13 & 14 • To Monitor the Improvement of Transition Services for SWD • To Monitor the Compliance, Planning and Implementation Process Through the Secondary Transition Component on the IEP • Collect Secondary Transition Data and Disseminate Data Information and Policies to the Region

  4. WHEN DO SECONDARY TRANSITION SERVICES BEGIN AND WHAT IS REQUIRED Required for All SWD at age 14 (In Ohio) 1. Future Plans and Proposed High School Course of Study 2. What Transition Services are Needed to Support the Course of Study Required Components at age 16 1. Education and Training 2. Independent / Supported Employment 3. Independent Living Skills 4. Services to Support Goals

  5. REQUIRED COMPONENTS AT AGE 16 • Education and Training • Integrated Employment • Independent Living Skills • Services to support the goals

  6. REQUIRED COMPONENTS AT AGE 16 Education and Training Enrollment in community or technical college College / University 4-year program Adult Basic Education or GED Employment training program (WIA, Job Corps) Vocational Technical School Military

  7. REQUIRED COMPONENTS AT AGE 16 Integrated Employment Competitive Supported Sheltered

  8. REQUIRED COMPONENTS AT AGE 16 Independent Living Skills Those skills or tasks that contribute to the successful independent functioning of an individual in adulthood. (Leisure / recreation, home maintenance, personal care and community participation).

  9. REQUIRED COMPONENTS AT AGE 16 Services to support the goals Transportation Speech-Language Pathology Audiology Physical Therapy Occupational Therapy School Nurse Services Rehabilitation Counseling Assessment

  10. WHAT ARE TRANSITION SERVICES • A Coordinated set of Activities for a Student with a • A Result-Oriented Process • Focused on Improving the Academic and Functional Achievement • Facilitates a Movement from School to Post-school Activities • Based on the Individuals Needs, Strengths, Preferences and Interest • Services Needed to Assist the Individual in Reaching Post-school Goals

  11. TRANSITION AS BASIC GOAL SETTING • Where am I now (Present Levels of Performance)? • Where do I want to be (Post-school Goals)? • What is the difference (gap) between here and there? • What do I need to do to close the gap (step by step)?

  12. POST-SCHOOL GOALS • Should reflect high but realistic expectations • Should reflect a forward movement instead of a dead-end approach • Can incorporate external supports • May initially be less specific, increasing in detail as the student approaches graduation • May change from year to year, sometimes slightly, sometimes drastically

  13. Montgomery County, Maryland Put cursor replay and left click When finished take cursor off picture and left click

  14. WHAT IS INDICATOR 13 Individuals with Disabilities Education Act (IDEA) The 13th Indicator Relates to Transition Services for Students Percent of youth aged 16 and above with an IEP that includes coordinated, measurable annual IEP goals and transition services to meet post-school goals. If LEA did not meet the 100% compliance rate they are required to submit a Self-Assessment: 1. Action Plan 2. Worksheet

  15. SCHOOL DISTRICT ACCOUNTABILITY • Is there a Plan? • Has it been Reported to EMIS ? • Does it Include Measurable Goals ? • Does it Include Services Needed to Assist in Realizing those goals ? • Districts are NOT Responsible for the Realization of Specific Post-school Goals • Districts ARE Responsible for Providing the Specified and Outside Agency Services

  16. Data Collection Form for Students with Suspected/Identified Disabilities 2008-2009 School Year Use for Events From June 1, 2008 Through May 31, 2009

  17. Data Collection Form for Students with Suspected/Identified Disabilities 2008-2009 School Year Use for Events From June 1, 2008 Through May 31, 2009

  18. Data Collection Form for Students with Suspected/Identified Disabilities 2008-2009 School Year Use for Events From June 1, 2008 Through May 31, 2009

  19. Data Collection Form for Students with Suspected/Identified Disabilities 2008-2009 School Year Use for Events From June 1, 2008 Through May 31, 2009

  20. Data Collection Form for Students with Suspected/Identified Disabilities 2008-2009 School Year Use for Events From June 1, 2008 Through May 31, 2009

  21. Data Collection Form for Students with Suspected/Identified Disabilities 2008-2009 School Year Use for Events From June 1, 2008 Through May 31, 2009

  22. Data Collection Form for Students with Suspected/Identified Disabilities 2008-2009 School Year Use for Events From June 1, 2008 Through May 31, 2009

  23. Data Collection Form for Students with Suspected/Identified Disabilities 2008-2009 School Year Use for Events From June 1, 2008 Through May 31, 2009

  24. Data Collection Form for Students with Suspected/Identified Disabilities 2008-2009 School Year Use for Events From June 1, 2008 Through May 31, 2009

  25. Data Collection Form for Students with Suspected/Identified Disabilities 2008-2009 School Year Use for Events From June 1, 2008 Through May 31, 2009

  26. Data Collection Form for Students with Suspected/Identified Disabilities 2008-2009 School Year Use for Events From June 1, 2008 Through May 31, 2009

  27. INDICATOR #2 – DROPOUT TARGETS INDICATOR #1 – GRADUATION TARGETS 2007-08 (84.6%) 2008-09 (86.%) 2009-10 (87.5%) 2010-11 (88.9%) 2007-08 (13.2%) 2008-09 (12.7.%) 2009-10 (12.4%) 2010-11 (12.2%)

  28. RECOMMENDATONS FOR REDUCING DROPOUT RATES • Diagnostic System used to identify at risk students Student absences Grade retention Low academic achievement • Targeted Interventions Assign advocates to at risk students Provide academic support and enrichment Implement programs to improve students’ behavior and academic performance • School Wide Interventions Personalize instruction Provide students with skills needed to graduate and to serve them after they leave school

  29. OHIO LONGITUDINAL STUDY (OLTS)INDICATOR #14 • Measures Post-school Outcomes • 2005 – 2006 Findings

  30. 2005 – 2006 POSTSCHOOL OUTCOMES

  31. 2005 – 2006 INDEPENDENT LIVING

  32. ADDITIONAL FOLLOW-UP DATA

  33. OHIO LONGITUDINAL STUDY (OLTS)INDICATOR #14 • Measures Post-school Outcomes • 2005 – 2006 Findings • (OLTS) Survey Form

  34. OHIO LONGITUDINAL STUDY (OLTS)INDICATOR #14 • Measures Post-school Outcomes • 2005 – 2006 Findings • (OLTS) Survey Form • (OLTS) Study Report for Indicator #14

  35. OHIO LONGITUDINAL TRANSITION STUDY (INDICATOR #14) Region 5 – SST Nick Bellino – Transition Specialist (Counties – Ashtabula, Columbiana, Mahoning, Trumbull)

  36. LINKAGE OF INDICATORS 1, 2, 13 & 14 Indicator #13 Increase Quality and Effectiveness of the Transition Component 1. Measurable annual and post-school goals 2. Transition related assessment 3. Course of study, services and activities 4. Coordination of services Indicator #1 & #2 Higher graduation rate Lower dropout rate Indicator #14 Increased Post-school Success 1. Postsecondary education or training 2. Employment 3. Independent Living

  37. Walgreen Put cursor replay and left click When finished take cursor off picture and left click

  38. COMPONENTS OF A GOOD TRANSITION PROGRAM • Where are they now? • Where are they going? • How are we going to get them there?

  39. Comprehensive Service PlanforSecondary Transition Successful transition planning depends largely upon secondary transition programs. The following model represents a variety of possibilities and potential for all students with disabilities. The events in black are common yearly occurrences based on grade and future plans. The events in red are additional considerations given to students who have interest or needs in different areas.

  40. 9th & 10th Grade

  41. 11th Grade