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Transition Services and the Reauthorization of IDEA. All County Task Force Meeting February 16, 2006. Presentation Goals. Overview of Changes in Federal Law: Changes from IDEA 1997 to IDEA 04 Kent State Longitudinal Study Ohio Department of Education Transition Task Force: Goals and Updates

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transition services and the reauthorization of idea

Transition Services and the Reauthorization of IDEA

All County Task Force Meeting

February 16, 2006

presentation goals
Presentation Goals
  • Overview of Changes in Federal Law: Changes from IDEA 1997 to IDEA 04
  • Kent State Longitudinal Study
  • Ohio Department of Education Transition Task Force: Goals and Updates
  • Summary of Performance (a regional model to consider)
  • Regional Dialogue and Planning
today s presenters
Today’s Presenters
  • Reena Fish, Transition Coordinator, Northwest Local School District
  • Robert Baer, Coordinator, Ohio Longitudinal Transition Study
  • Susie Rutkowski, Manager of Disabilities Education, Great Oaks Institute of Technology and Career Development
  • Rose Kahsar, Parent Mentor, Mt. Healthy City School District
  • Holly Boroff, Consultant, SWOSERRC
“If we don’t focus directly on changing the conditions that surround us--the culture of the school, how one school relates to another, the school district’s role, and so on--- we will not be able to pursue moral purpose on any scale.”

- Michael Fullan, 2003

high quality high schools
High Quality High Schools

“Structure career and technical education programs around already-proven models that feature quality college and career readiness curricula and emphasize the need for learning beyond high school.”

-Ohio State Board of Education Task Force on Quality High Schools for a Lifetime of Opportunities, November 2004

high schools that work
High Schools That Work

Easing the Transition of CTE Students to Postsecondary Education, Advanced Training and Apprenticeships

“Entering most high-demand, technical occupations that pay family-supporting wages now requires completion of some training or education beyond high school. Making pathways from high school to further education seamless and easily navigable is essential to preparing young people for the future.”

Behavioral System

1-5% Intensive Individualized Interventions

1-5% Intensive Individualized Interventions

5-10% Targeted Interventions

5-10% Targeted Interventions

80-90% School-Wide Interventions

80-90% School-Wide Interventions

Adapted from OSEP Effective School-Wide Interventions

Ohio Integrated Systems Model for Academic and Behavior Supports

Academic System

Decisions about tiers of support are data-based

transition and idea 04
Transition and IDEA 04

Definition Section: Transition Services…

A.) A coordinated set of activities for a child with a disability that

is designed to be within a results-oriented process,that is, focused on improving the academic and functional achievementof the child with a disability to facilitatethe child’s movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

B.) Is 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.

transition planning
Transition Planning

Beginning not later than the first IEP to be in effect when the child is 16, and updated annually thereafter-

(aa) appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills;

(bb) the transition services (including courses of study) needed to assist the child in reaching those goals…

transition evaluations before change in eligibility
Transition: Evaluations Before Change in Eligibility

(ii) Summary of Performance--For a child whose eligibility under this part terminates under circumstances described in clause (i), 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.



Robert M. Baer, Principal Investigator.

Al Daviso, Project Director, Kent State University

Lawrence Dennis, Liaison, Office for Exceptional Children

Robert Flexer, Consultant, Kent State University

Margo Izzo, Consultant, The Ohio State University

why is ohio conducting a followup study of iep graduates
Why is Ohio Conducting a Followup Study of IEP Graduates?
  • The No Child Left Behind Act (NCLB) of 2001 has emphasized the need for accountability for evidenced-based instruction that led to school-wide academic testing and evaluation.
  • However, the focus of the IDEA has always been twofold—progress in the general curriculum and preparation for productive adult roles and the IDEIA of 2005 now requires evaluation of postschool outcomes.
  • Consequently, the Office for Exceptional Children (OEC) developed a strategic goal that: “By June 2004 [OEC] will develop a longitudinal tracking system for students with disabilities after K-12 departure”
what are the federal requirements for postschool followup
What are the Federal Requirements for Postschool Followup?
  • All schools should conduct followup of IEP graduates and dropouts at least once every six years (>50,000 yearly)
  • This evaluation should identify work and education outcomes for IEP students
  • Schools should identify factors that promote postschool success and address these in school improvement efforts
ohio s response to federal requirements
Ohio’s Response to Federal Requirements

The OEC has submitted a plan that is based on the current OLTS model, which includes:

  • Recruitment of a cross-section of urban, rural, and suburban schools in each SERRC region
  • Training, support, data analysis, and materials development from Kent State University
  • SERRC sponsored regional transition teams that

meet 3-4 times per year to recruit and train schools

what kind of information has been collected to date
What Kind of Information has been Collected, to Date?
  • 1,342 exit surveys have been coded and analyzed from two cohorts exiting 2004 and 2005
    • 94% from student interviews
    • From 9 SERRC regions
    • 74% from high schools, 21% from JVS
    • Exit sample compared to Ohio in ethnicity and disability*.
  • 205 followup surveys are coded and analyzed for students who exited

in 2004 and were followed up in 2005

    • Only about ½ of schools who conducted exit surveys followed up after graduation because followup schedule conflicted with IEPs
    • Followup sample compared to Ohio but harder to followup urban and students with learning disabilities*

*as compared to Ohio statistics reported for students who exited special education in 2000 as reported in the 24th Annual Report to Congress.

olts findings how well did transition plans address goals
OLTS Findings – How Well Did Transition Plans Address Goals?
  • Postsecondary Education
    • 67% well or very well
  • Employment
    • 80% well or very well
  • Independent Living
    • 63% well or very well
  • Community/Leisure
    • 66% well or very well
reasons for not attending postsecondary education as planned n 67
Reasons for Not Attending Postsecondary Education as Planned (N=67)

Can’t find=can’t find job; Benefits=don’t want to lose benefits

predictors of postschool engagement work or college
Predictors of Postschool Engagement (Work or College)

Significant Predictors with less than .05 likelihood of occurring by chance

major findings
Major Findings
  • Need to bolster supports for students entering postsecondary education
  • Need to assure students entering employment have job by graduation
  • Need to focus on in-school outcomes of proficiency and employment experience
  • Need to address issue of students needing remedial academics in college
state transition work group
State Transition Work Group
  • 20 Team-Member Organization
  • 4 Full-Day Meetings Fall 2004
  • 12 Strategic Directions
  • 2005 – Transition Summit in Washington, D.C.
task force members
Task Force Members
  • Ohio Association of Supervisors and Coordinators for Exceptional Students
  • Buckeye Association of School Administrators
  • Ohio Association for Supervision and Curriculum
  • Ohio Association of Pupil Services Administrators
  • Ohio Middle School Association
  • Ohio School Board Association
  • Ohio School Psychologist Association
  • Ohio Association of Secondary School Administrators
  • Ohio Association of JVSD Superintendents
  • Ohio Coalition
  • Ohio Board of Regents
  • Ohio Association of Career Technical Education
  • Ohio Advisory Panel for Exceptional Children
  • Ohio Association of Community Colleges
  • Ohio Education Service Center Association
  • Ohio Youth Services Education Districts
ode representatives
ODE Representatives
  • Lawrence Dennis, OEC
  • Joyce Brouman, CTAE
  • Mike Armstrong, OEC
  • Vicki Melvin, CTAE Administration
  • Stephanie Metzger, OEC Program and Services
  • Kathy Shibley, CTAE-Pathways, Programs and Services
purpose of task force
Purpose of Task Force
  • Set Direction for OEC
  • Implement Secondary Transition Services
  • Improve Post-Secondary Performance Outcomes

It was the belief of this work group that the ultimate vision is a unified system of service delivery for all students designed to produce high school graduates with the knowledge and skills they need to succeed in college or the workplace and to be good, responsible citizens.

strategic direction a
Strategic Direction A

To provide coordinated on-going

professional development


A1. Establish a statewide trainer-of trainer model

for professional development.

strategic direction b
Strategic Direction B

Infuse flexibility into educational structure


B1. Redesign the continuum for career technical options that is integrated with all of transition

B2. Develop new job description and training for role of “transition access coordinator" (old VOSE/WSC)

B3. Connect the work of the High School Reform Task force with efforts of the Transition Work Group

strategic direction c
Strategic Direction C

Create flexible, multiple mastery based



C1. Develop alternative versions of assessments which align with diverse learning styles

C2. Expand window of opportunity for when students are assessed.

C3. Identify new ways to use various assessments of student learning.

strategic direction d
Strategic Direction D

Define student outcomes as an opportunity for

work and further education.


D1. Determine what other states are doing to include additional credentialing to a diploma.

D2. Determine “where all of the students have gone”

D3. Research what knowledge and skills employers need and determine how that can be credentialed.

strategic direction e
Strategic Direction E

Provide leadership to affect change.


E1. Ensure that Ohio has instructional leaders who can motivate change.

E2. Ensure our transition outcomes are tied to the High School Reform initiatives.

E3. Clear guidance and directives are provided to the state around transition.

strategic direction f
Strategic Direction F

Influence pre-service to coincide with actual



F1. Connect High School reform to pre-service training that results in a plan for pre-service education that ensures that educators are risk takers, problem solvers, and critical thinkers.

strategic direction g
Strategic Direction G

Develop effective partnerships with agencies

and families.


G1. Establish highly qualified (TTW) transition specialists to provide transition services in districts

strategic direction h
Strategic Direction H

Implement and support policies and standards.


H1. Ensure policies and standards are


strategic direction i
Strategic Direction I

Expand Public Relations.


I 1. Improve perceptions of transition services and educational practices in Ohio.

strategic direction j
Strategic Direction J

Provide a support structure to identify, explore and

disseminate models and resources for instruction

and best practice.


J1. Develop a dynamic matrix of best practice.

strategic direction k
Strategic Direction K

Ensure curriculum and instruction are linked

to standards.


K1. Standards based curriculum and instruction is coordinated statewide.

strategic direction l
Strategic Direction L

Examine current research on


2) Cultural difference

3). Parent /stakeholder involvement


L1. Expand our data base and understanding.

national transition leadership summit june 2005
National Transition Leadership SummitJune 2005

Three Priorities:

  • Flexibility in educational structure
  • Provide leadership to affect change
  • Coordinated and on-going professional development
ideia performance requirements
IDEIA Performance Requirements
  • State Performance Plan (SPP)
    • Indicator 13: Percent of youth aged 16 and above with an IEP that includes coordinated, measurable IEP goals and transition services that will reasonably enable the student to meet the post secondary goals.
    • Measurable Target: 100% Required by IDEIA
ideia performance requirements1
IDEIA Performance Requirements
  • State Performance Plan (SPP)
    • Indicator 14: Percent of youth who had IEPs, and are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school.
    • Measurable Target: Established by State by June 2007
transition evaluations before change in eligibility1
Transition: Evaluations Before Change in Eligibility

Summary of Performance--For a child whose eligibility under this part terminates under circumstances described in clause (i), 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.

summary of performance
Summary of Performance

This document is designed to assist secondary school personnel develop goals that will foster access to postsecondary education and other transition services

for students with disabilities.

brief history of transition assessment
Brief History of Transition Assessment
  • The 1990,1997 & 2004 IDEA defined transition

services as a “coordinated set of activities” that:

  • Is designed within a results-oriented process,
  • Facilitates movement from school to post-school activities, including post-secondary education,
  • Is based on individual students’ strengths,

preferences and interests.

idea 2004
IDEA 2004
  • 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.”

  • Does call for a 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.”Sec. 614c (5)

postsecondary education
Postsecondary Education
  • College students with disabilities

increased from 2.6% in 1978 to 9.2% in 1998

  • The National Council on Disability (2004) states that “higher education is key to the economic prospects and independence of youth with disabilities.” (p. 68)
  • National Center for Education Statistics (2000) students with disabilities who graduate from college exhibit similar employment rates and annual salaries compared to their counterparts without disabilities
legal basis postsecondary section 504 ada
Legal Basis - PostsecondarySection 504/ADA

Mandates equal access to “otherwise qualified” individuals with disabilities (civil rights statute)

  • Student (adult now) must self-advocate
  • Student must self-identify and present

appropriate documentation

  • Accommodations decided each semester,

based on current disability documentation

  • Accommodations “level playing field” but cannot fundamentally

alter essential functions or create undue burden

Summary of Performance
  • Proposed Regulatory Language

Summary of Performance

For a student whose eligibility terminates due

to graduation from secondary school or exceeding the age eligibility for a

free appropriate education under State law:

  • a member of the student’s IEP Team from a local education agency shall

provide the student with a written Performance Summary

proposed regulatory language continued
Proposed Regulatory Language (continued)

(ii) the Performance Summary

shall be based on a historical review of functional assessment and evaluation data as well as an interpretation of the effectiveness of accommodations and supports

regulatory language continued
Regulatory Language (continued)

(iii) the Performance Summary will:

  • document the student’s disability;
  • provide information on the nature and extent of academic

and functional limitations caused by the disability…

(c) provide information on the effectiveness of accommodations, supports and assistive technology used…

regulatory language
Regulatory Language….

(iv) the Performance Summary should include, whenever possible:

  • (a) the most recent evaluations…
  • (b) student input regarding the functional limitations… and use and effectiveness of accommodations and supports.
sop sections
SOP Sections
  • Student Demographics
  • Primary and Secondary Disability
  • Date of most recent IEP or 504
  • Summary of Academic and Functional Performance
  • Postsecondary goals
  • Recommendations
  • Student Input
  • Attach relevant evaluations
our regional perspective
Our Regional Perspective
  • History of the Southwest Ohio Transition Task Force
  • Questions for our dialogue:
    • What has changed (a recap of the law and regulations)?
    • What do we have going for us?
    • What challenges are we facing (in our districts and in our region)?
    • Ideas generation for meeting our challenges…
    • The future of our SWO Transition Task Force