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Transition Planning: Parent’s Perspective to Quality Transition Plans. March 29, 2007 Henrico County Public Schools Dr. Mary E. Morningstar & Dana Lattin firstname.lastname@example.org http://www.transitioncoalition.org Examples from session: www.transitioncoalition.org. University of Kansas
March 29, 2007
Henrico County Public Schools
Dr. Mary E. Morningstar & Dana Lattin
Examples from session: www.transitioncoalition.org
University of Kansas
Department of Special Education
Transition was included in IDEA because the first special education students to exit high school were successful in achieving positive postschool adult outcomes such as living on their own, having a well-paying job, and attending postsecondary education in record numbers.
Correct answer is: FALSE.
Beginning in the mid-1980’s, the U.S. Department of Education recognized that the first group of students who had been all the way through special education were leaving school and unsuccessful in adult life. Unemployment, lack of enrollment in postsecondary education, continued dependence on parents, social isolation, and lack of involvement in community-based activities were found among young adults with disabilities.
Many curricula and programs do not support students with disabilities in developing essential adult-life skills.
Correct answer is TRUE
Post-school outcome research indicates that the current special education curriculum, instruction, and planning are not meeting students' needs. The National Longitudinal Transition Study-2 has reported that while outcome for many youth with disabilities is improving, they often do not learn or use the skills in their school programs that they need to achieve productivity, empowerment, and independence.
Students with disabilities transitioning from school to adult life are not often supported by effective interagency collaboration.
Correct answer is TRUE
Limited levels of service coordination and collaboration among schools and community service agencies have created difficulties for students with disabilities in achieving positive post-school results (Johnson, et al., 2002). In many circumstances, students with disabilities leave school without appropriate community supports necessary to achieve successful adult outcomes. Many students remained at home with nothing to do because they were on long waiting lists for adult services.
Students with disabilities are more likely to remain in school and graduate from high school than their peers without disabilities.
Correct answer is FALSE
Dropping out of school is one of the most serious problems facing special education programs across the country. Almost 1/4 of all youth with disabilities exit the school system by dropping out. Youth with ED have the highest drop out rates (from 21% to 64% - twice the rate of nondisabled students). The drop out rate for students with learning disabilities averages 25% (National Center for Education Statistics, 2001). Reasons include: lack of credits to graduate, no parental support for education, inappropriate social interactions. Dropouts have fewer options for employment and usually end up in entry level, low-paying positions.
Transition is Coordinated
Transition is Student-Centered
Step 1: Measurable Postsecondary Goals
Step 3: Needed Transition Services
Step 4: Annual IEP Goals
Step 2: Present Levels of Academic Performance
Summary of Performance
Age Appropriate Transition Assessments
“a coordinated set of activities for a student that
(B) based on the individual child’s needs, taking into account the child’s strengths,preferences, and interests; and
(C) includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and when appropriate, acquisition of daily living skills and functional vocational evaluation. (Section 602, (34).
A student's IEP must include appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills. The IEP must include those transition services (including courses of study) needed to assist the student in reaching postsecondary goals. (Section 614)
We are NOT talking about IEP goals (“measurable annual goals”)
We are talking about postschool outcomes explicitly stated and then planned for with: 1.transition assessment, 2. transition services, 3. IEP goals, 4. interagency collaboration to ensure most likely achievement
Education/training & employment are required
Examples (from NSTTAC):
Upon completion of high school…
I will enroll in the Associates Degree program at Ocean County Community College in August of 2009. (separate, education/training)
I will get my undergraduate degree in history and education, to become a high school social studies teacher. (combo: education/training & employment)
Paulo will independently prepare for work each day by dressing, making his bed, making his lunch, and accessing transportation. (separate, independent living)
For younger students….
I’d like to work with animals
I’d like to work with computers
I would like to live in my own apartment with a roommateWhat do “measurable postsecondary goals” mean?
Ed O’Leary (2006)
The ongoing process of collecting data on the individual’s strengths, needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal, and social environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the IEP (DCDT Position Statement, Sitlington, 1996)Based on age appropriate transition assessments….
- Notification of meetings
- Notification and consent for evaluation
- Selection of participants of IEP meetings
- Approval of the contents of the IEP
- Approval regarding change of placement
Other Adult Living
Functional Vocational Assessment
Activities, Strategies & Assessments
Goals and Objectives
Date of Completion
SUMMARY OF PERFORMANCE
“… a local educational agency shall provide the child with a summary of the child's academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child's postsecondary goals.”
IDEA 2004 Sec. 614c (5)
A comprehensive evaluation..
“shall not be required before the termination of a child's eligibility under this part due to graduation from secondary school with a regular diploma.”
School support staff
Peers and friends
Postsecondary Ed. staff
Community Service Providers
Who should participate in transition planning & IEPS?
In the case where a participating agency, other than the educational agency, fails to provide agreed upon services, the educational agency shall reconvene the IEP team to identify alternative strategies to meet the transition objective.
Develop a Vision for the Future
Identify Preferences, Interests and Needs
Using Age Appropriate Transition Assessments