Transition Planning and Instruction for Students with Disabilities

1. Transition Planning and Instruction for Students with Disabilities Audrey Trainor, Ph.D. The University of Wisconsin, Madison April 6, 2007

2. Transition Definitions • Vertical Transitions • Normative, common experience • Birth, puberty, aging • Horizontal Transitions • Individualized, not time-specific • Marriage, college, incarceration Predict Plan

3. Two Key Transitions in IDEA • Early Intervention to Early Childhood • Individualized Family Service Program to and Individualized Educational Program (IEP) • High school to postsecondary life • Plan by age 16 (federal regulation) • Most states, age 14 (IDEA, 1997)

4. 2nd National Longitudinal Transition Study • Nationally representative sample of over 10,000 youth with disabilities • Interviews, surveys, and document reviews of parents, teachers, and students • NLTS2 began in 2001 • Data is used to inform federal policy and research • On the web at NLTS2.org

5. Other Key Transitions • Changes in placement • Plan for access to the general curriculum • Plan for inclusive social interactions • Transition to/from alternative settings • Exchange of information • Plan for curricular and instructional changes • Transition to/from incarceration settings • Exchange of information • Plan for curricular and instructional changes • Adherence to probationary requirements

6. IDEA 2004 Transition Requirements • Sec 614 (d) (A) (I) (VIII) • Beginning not later than the first IEP to be in effect when the child is 16, and updated annually

7. TPI Transition Planning Process Teaching knowledge and skills Initial identification of transition needs Transition planning Linking to services and supports In-depth assessmentof select areas (Clark & Patton, 1997)

8. Leisure/ Recreation Self-Determination Community Participation Communication Health Expanded Transition Domains Employment Training/ Education Daily Living

9. All youth w/ disabilities Social Outcomes: Focus on ED NLTS2, 2005

10. IDEA 2004 Measurable Postsecondary Goals • Sec 614 (d) (A) (I) (VIII) (aa) • Postsecondary goals are included on the IEP • Based on age-appropriate assessmentsin key areas: • Training/education • Employment • Daily living/functional skills

11. Rationale for Assessment • Evidence-based practices • Date-driven decision making • Issues for teachers: • Time available for assessment • Knowledge of assessment tools

12. Transition Assessment Tools • Assessment tools • Formal: Standardized, curriculum-based • Informal: Survey, checklists, teacher-made • Determine student’s preferences, strengths, and needs • Provide data for the present level of performance included on IEPs

13. Example: Formal Assessments Manages Personal Finances Competent = 2 Inconsistently competent = 1 Not competent = 0 Identify money and calculate correct change. Make responsible expenditures. Keep basic financial records. Calculate and pay taxes. Use banking services. www.cec.sped.org

14. Example: Formal Assessments • Employment • 0= Does not engage • 1= Needs assistance • 2= Performs independently The learner: • Is punctual • Initiates tasks • Responds to authority figures www.estr.net

15. Example: Informal Assessments Available in the TPI Manual

16. Example: Informal Assessments Available in the TPI Manual

17. Identify Preferences Student’s opinions must be considered Strengths IDEA requires “strength-based” planning Needs As related to education, employment, and independent living Present Levels of Performance

18. Alternative credential Diploma High School Completion Total % of Students NLTS2, 2005

19. Explicit statement of graduation expectations Year and course of study Necessary accommodations Student is expected to graduate in 2010. Student is eligible to take end-of-course, graduation examinations, or other tests Given small group instruction in math, Student will demonstrate proficiency in basic algebraic skills. Example Goals: Graduation

20. IDEA 2004 Transition Services • Sec 614 (d) (A) (I) (VIII) (bb) • Transition services including the course of study must assist child in reaching those goals • Access to the general curriculum • Linkages to adult service agencies

21. More than minimum wage Full time Employment Total % of Students NLTS2, 2005

22. Employment PLoP Example: Chris is interested pursuing a career in graphic arts. Chris is able to demonstrate proficiency using a personal computer for word processing, email, and internet searches. He needs to develop knowledge and skills related to illustration/graphics software.

23. 2 Year Colleges Technical 4 Year Colleges Postsecondary Education Total % of Students NLTS2, 2005

24. Case Example: Chris

25. Measurable Goals • Instruction • Chris will be able to articulate the requirements for admission to the graphic arts program at [local community college]. • Chris will complete an application for admissions to [local community college]. • Chris will demonstrate proficiency (90% accuracy) in four of five computer skills assignments.

26. Course of Study • Course of Study • Chris will enroll in Basic Computing I and II. • Chris will take Introduction to Multimedia Software as an elective. • Accommodations • Chris will receive extended time on tests. • Chris will participate in reteach/retest when his test scores are below 70.

27. Transition Services • Linkages to supports and adult agencies • Chris will meet with the guidance counselor to discuss college application processes • A representative from the state vocational rehabilitation office will participate in Chris’s IEP meeting.

28. IDEA 2004 Transfer of Rights • Sec 614 (d) (A) (I) (VIII) (cc) • Beginning not later than 1 year BEFORE the child reaches age of majority under state law, a statement that the child has been informed of the child’s rights under this title, if any, that will transfer to the child on reaching the age of majority.

29. Links to Best Practice • Best Practices in Transition • Planning and instruction • Parent involvement • Student self-determination • Work experience • Linkages to adult service providers