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Secondary Transition for Children with Disabilities

Secondary Transition for Children with Disabilities. Purpose of the Training. The following presentation and materials support districts in achieving compliance in secondary transition as part of the Office for Exceptional Children (OEC) Comprehensive Monitoring System.

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Secondary Transition for Children with Disabilities

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  1. Secondary Transition for Children with Disabilities August 30, 2012

  2. Purpose of the Training The following presentation and materials support districts in achieving compliance in secondary transition as part of the Office for Exceptional Children (OEC) Comprehensive Monitoring System. August 30, 2012

  3. Legal Requirementsfor Secondary Transition • Ohio Revised Code: • Section 3301-51-01(B)(63) Transition Services • Section 3301-51-07(H)(2) Transition Services • Section 3301-51-07(L) (3) • Failure to meet transition objectives • Section 3301-51-06(F)(5)(c) Summary of performance August 30, 2012

  4. IDEA Planning for Post Secondary Success Is Embedded in IDEA The purpose of IDEA is to ensure that all children with disabilities have available to them a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living. (34CFR §300.1(a)) August 30, 2012

  5. IDEA • Focus is on what a child will do after he or she graduates from high school • Develop postsecondary goals and activities that are results oriented Best Practice • Annual goals & activities in the IEP reflect what the child is expected to know or is able to do to meet postsecondary goals August 30, 2012

  6. IDEA Transition Services: • Based upon child’s needs taking into account the child’s preferences, interests, needs & strengths • Facilitate movement from high school to further education, employment,& independent living • Coordinated with all persons and/or agencies working together to plan and deliver the services • Should be considered from a multi-year perspective August 30, 2012

  7. SB 316 Requires IEPs beginning at age 14 to include: • Measurable postsecondary goals based on age-appropriate transition assessments related to: • Training, • Education • Independent living skills; and • Employment in a competitive environment in which workers are integrated regardless of disability August 30, 2012

  8. Ohio’s Standards The IEP must include: • A Future Planning Statement • A Statement of Transition Service Needs • Age-Appropriate Transition Assessment • Measurable Postsecondary Goals • Course of Study • Transition Services/Activities • Measurable Annual Goals August 30, 2012

  9. State Performance Plan (SPP) • A federal requirement – 20 Indicators • Evaluates Ohio’s efforts to implement the requirements of IDEA • Indicators directly related to transition • Indicator 1:Increased Graduation Rates for Children with Disabilities • Indicator 2: Reduction of Dropouts • Indicator 13: Increased Quality and Effectiveness of the Transition Components • Indicator 14: Increased Postsecondary Success for Children with Disabilities August 30, 2012

  10. Transition Responsibility of Schools Based on federal and Ohio laws, what responsibilities do school districts have regarding transition? August 30, 2012

  11. Transition Responsibility of Schools Schools ARE responsible for: • providing the educational programs & transitionservices stated in the IEP Schools ARENOT responsible: • if the postsecondary goal is not attained by the child August 30, 2012

  12. Transition Responsibility of Schools (continued) Example: If a measurable postsecondary goal in employment is a job as a nurse, a school is responsible for the implementation of the child’s course of study, specific transition services, behavioral interventions, and progress on annual IEP goals that support the child’s future planning to become a nurse. However, a school is not held responsible ifthe child does not get a job as a nurse upon graduation. August 30, 2012

  13. How do you know you have met your responsibility for secondary transition? Use Indicator 13 Transition Checklist Indicator 13 Checklist August 30, 2012

  14. What is the Indicator 13 Transition Checklist? Created by the National Secondary Transition Technical Assistance Center (NSTTAC) Approved by the U.S. Office of Special Education Programs (OSEP) Purpose - Help states collect data to meet Indicator 13 – Transition Used by IEP teams to determine if all transition requirements are included in the goals Indicator 13 Checklist August 30, 2012

  15. Transition Planning Flow Summary of Performance Annual IEP Goal(s) Course(s) of Study Transition Services/Activities Measureable Postsecondary Goal(s) Age-Appropriate Assessments Transition Services Needs Statement Future Planning August 30, 2012

  16. Future PlanningIEP Section 1 August 30, 2012

  17. Who should participate in developing the transition section of the IEP? • The child • Family members • Educators Depending on the child’s future plans and needs: • Related service providers • Agency personnel • Community service providers • Postsecondary staff (Indicator 13 Checklist, #7 & #8) Indicator 13 Checklist August 30, 2012

  18. Future Planning for Transition • Start early • Multi-year process • Changes from school focused to life beyond school Best Practice • Ongoing discussion between family, child and school • Occurs outside the IEP meeting August 30, 2012

  19. Future PlanningIEP Section 1 • Based on discussions with the child and child’s family • Includes plans for the child’s future including school and life beyond school • Education/training • Employment • Independent living if appropriate • Summarizes the child’s skills, preferences, interests, needs & strengths • Foundation for transition planning August 30, 2012

  20. Statement of Transition Service NeedsIEP Section 4 August 30, 2012

  21. Statement of Transition Service Needs • Beginning at age 14, (or younger, if appropriate) • A statement of the transition services needs of the child that focuses on the child’s course of study • Describes the child’s needs related to transition to and through the first years of high school August 30, 2012

  22. Age-Appropriate Transition AssessmentsIEP Section 4 August 30, 2012

  23. Age-Appropriate Transition Assessments • Ongoing process • Inform the development of measurable postsecondary goals • Basis for decisions regarding transition services • Basis for identifying annual IEP goals to support movement to postsecondary goals (Indicator 13 Checklist, # 3) Indicator 13 Checklist August 30, 2012

  24. Age-Appropriate Transition Assessments(continued) • Essential to the transition planning process • Both informal and formal Best Practice • Should be conducted before the IEP meeting August 30, 2012

  25. Age-Appropriate Transition Assessments Both Informal and Formal (continued) Informal • Observations -Family, colleagues, employers • Meetings with child • Surveys and questionnaires • Interviews • Task analysis • Self-determination assessments August 30, 2012

  26. Age-Appropriate Transition Assessments (continued) Formal • Career assessment • Learning style inventories • Academic achievement tests • Adaptive behavior scales • Personality assessment • Interest inventories • Testing from ETR • Progress in classes (Indicator 13 Checklist, #3) Indicator 13 Checklist August 30, 2012

  27. Age-Appropriate Transition Assessments(continued) Assessments are documented in • Section 4 of the IEP • Type of assessment conducted • Person or agency conducting the assessment • Date • Summary of results • ETR • Profile • Present Levels of Performance August 30, 2012

  28. Postsecondary Transition Services IEP Section 5 August 30, 2012

  29. Measurable Postsecondary GoalsIEP Section 5 Education or training • Will it be full or part-time? • What field of study or type of training? (e.g., full-time four-year college, on- the- job training in a clerical setting) Employment • Full or part-time? • What type of work is desired? (e.g., full-time work as an auto mechanic) Independent living, if appropriate • What type or residence and/or activities in the community? (e.g., living in an apartment with agency supports, enrollment in the YMCA) (Indicator 13 Checklist, #1) Indicator 13 Checklist August 30, 2012

  30. Measurable Postsecondary Goals(continued) • Results oriented • Occur after the child graduates or leaves high school • Written in the affirmative • Reviewed or updated at least annually (Indicator 13 Checklist, #2) Indicator 13 Checklist August 30, 2012

  31. Writing A Measurable Postsecondary Goal (continued) A measurable postsecondary goal is not measurable in the same way as a measurable annual goal. August 30, 2012

  32. Writing A Measurable Postsecondary Goal (continued) NSTTAC formula for writing a postsecondary goal: ________ _____ will _____ ___________ (After high school) (child) (behavior) (where and how) (After graduation) (Upon completion of high school) (Indicator 13 Checklist, #1) Indicator 13 Checklist August 30, 2012

  33. Course of StudyIEP Section 5 (continued) • Multi-year description of competencies • Examples: College Prep, Career-Tech • Designed to reasonably enable the child to meet postsecondary goals • Specific courses may be listed • May be modified and updated as needed • Addresses the Ohio CORE requirements • Addresses the child’s pathway to graduation (Indicator 13 Checklist, #5) Indicator 13 Checklist August 30, 2012

  34. Transition Services/ActivitiesIEP Section 5 (continued) Transition services: • Take into account the child’s preferences, interests, needs, and strengths (PINS) • Are based on age-appropriate transition assessments; and August 30, 2012

  35. Transition Services/Activities(continued) Prepare the child for: • Postsecondary education or training; • Postsecondary employment; and • If appropriate, independent living. (Indicator 13 Checklist, #1) Indicator 13 Checklist August 30, 2012

  36. Transition Services/Activities(continued) • Timelines need to be specific in the current IEP and broader for future years. • Timelines must include beginning date & the anticipated duration of the activity or service. • Timelines for initiation, frequency, & duration must be specified. Some activities may be one-time activities. August 30, 2012

  37. Transition Services/Activities(continued) • Identify services/activities based on target graduation date. • Include at least one transition service/ activity to support each postsecondary goal • Identify title of the person or agency responsible for each service. • The child or the parent should not be listed as the person responsible. August 30, 2012

  38. Types of Transition Services/Activities Include: • Instruction; • Related services; • Community experiences; and • Development of employment & other adult living objectives. • Acquisition of daily living skills if appropriate • Functional vocational evaluation if appropriate • Linkages with adult services if appropriate August 30, 2012

  39. Instruction Refers to instruction not included in the child’s course of study. Examples: • self-determination & disability awareness; • study skills training; or • specific types of instruction such as occupational skill training or on the job training. August 30, 2012

  40. Related Services Identify services that will enhance the child’s ability to perform in current & future environments related to postsecondary goals & activities Examples: • Work-site and/or college accommodations; • work study services; • OT; PT; SLP; organizers & checklists; • flexible schedules; • crisis intervention; • behavior supports August 30, 2012

  41. Community Experiences Identify ways in which the child’s classroom learning can be applied in authentic settings Examples: • Community work experiences; • college classes; • volunteer experiences August 30, 2012

  42. Development of Employment & Other Postsecondary Living Goals Identify ways that the child can develop and make career plans Examples: • career planning activities [e.g., Ohio Career Information System(OCIS)]; • other career planning and age-appropriate transition assessments; • guidance counseling; • job shadowing; • career preparation activities August 30, 2012

  43. Acquisition of Daily Living Skills if Appropriate Identify activities of daily living that support a child’s performance relative to postsecondary goals. Examples: • hygiene and grooming - health care; • clothing care; • nutrition and menu planning - cooking; • financial literacy; • shopping; • transportation August 30, 2012

  44. Functional Vocational Evaluation if Appropriate An assessment process for any child that provides information about career interests, aptitudes, and skills (assessments must bevalid for child with disabilities) Examples: • Situational work assessments; • work samples; • interest inventories; • aptitude tests; and • internships August 30, 2012

  45. Linkages with Adult Services if Appropriate Consider the child’s post-school needs (on-going or time-limited supports) and eligibility for adult services Examples: • Rehabilitation Services (Bureau of Vocational Rehabilitation (BVR); • summer youth employment programs; • developmental disability (DD) services; • social security benefits; • university/college disability services; and • independent living centers. August 30, 2012

  46. Measurable Annual GoalsIEP Section 6 August 30, 2012

  47. Measurable Annual GoalsIEP Section 6 Annual goals support movement toward the postsecondary goals • There must be at least one annual goal for each postsecondary goal. • One annual goal may be related to more than one postsecondary goal. (Indicator 13 Checklist, #6) Indicator 13 Checklist August 30, 2012

  48. Summary of Performance • Required by IDEA • Provided to the child when graduating from high school and to a child who exceeds age eligibility • Child input is important and necessary • Addresses: • Summary of child’s academic achievement and functional performance • Recommendations to assist child in meeting postsecondary goals August 30, 2012

  49. Do the Transition Goals Meet the Requirements of the Law? One way to determine that the transition goals on the IEP meet the requirements of the law is to use the Indicator 13 Checklist. Indicator 13 Checklist August 30, 2012

  50. NSTTAC Examples Examples of appropriate, postsecondary goals can be found at the National Secondary Transition Technical Assistance Center (NSTTAC) Indicator 13 training site: www.nsttac.org/content/nsttac-indicator-13-checklist-form-b-enhanced-professional-development Indicator 13 Checklist August 30, 2012

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