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Service Provider Training. Transition to Adult Living: An Information and Resource Guide 2007, California Department of Education Prepared by Diana Blackmon, Ed.D. Training Topics . Why are transition services language required in IEPs?

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service provider training
Service Provider Training

Transition to Adult Living:

An Information and Resource Guide

2007, California Department of Education

Prepared by

Diana Blackmon, Ed.D.

training topics
Training Topics
  • Why are transition services language required in IEPs?
  • What are the IDEA ’04 transition service language requirements?
  • Transition to Adult Living: An Information and Resource Guide
  • What are the monitoring indicators related to transition?
  • What are measurable postsecondary goals?
  • What are age-appropriate transition assessments?
  • What are annual goals to support postsecondary goals?
  • What are transition services that support postsecondary goals?
  • What is a Summary of Performance?
  • Where are resources that support transition?
transition to adult living
Transition to Adult Living
  • Take a few minutes to envision your students when they leave school.
  • What words describe the outcomes you envision?
  • Now, let’s look at actual outcomes.
why are transition services required
Why are transition services required?

Compared to their peers without disabilities, people with disabilities experience:

  • Half the graduation rate
  • Higher drop out rates (21% v. 10%)
  • Lower college entrance/completion
  • Lower employment (35% v. 78%)
  • Higher dependency on public assistance
  • Higher poverty rate (26% v. 9%)
  • Lower life satisfaction rate (34% v. 61%)

(pages iv–v, Transition to Adult Living)

why are transition services required5
Why are transition services required?

Due to these outcome data collected by the:

  • National Longitudinal Transition Study I/II
  • National Council on Disability
  • National Organization on Disability
  • National Center for Education Statistics
  • and others

Transition services language in Individualized Education Programs (IEP) have been required by the Individuals with Disabilities Education Act (IDEA) since 1990

why are transition services required6
Why are transition services required?

Definition of transition services in the IDEA:

… acoordinated set of activities … designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities…

The data just presented indicates a need for improved “results.”

transition to adult living an information and resource guide
Transition to Adult Living: An Information and Resource Guide
  • Developed by California Services for Technical Assistance and Training (CalSTAT) through a contract with the
  • California Department of Education, Special Education Division to
  • Support schools, districts, and special education local plan areas in the implementation of the secondary transition requirements of the IDEA ’04 and to serve as a
  • Resource to improve post-school outcomes for students with disabilities
national standards and quality indicators for secondary education and transition
National Standards and Quality Indicators for Secondary Education and Transition

In addition to the IDEA ’04, a practical foundation of the guide is the National Standards and Quality Indicators for Secondary Education and Transition developed by the National Center on Secondary Education and Transition and the National Alliance for Secondary Education and Transition.

national standards and quality indicators for secondary education and transition9
National Standards and Quality Indicators for Secondary Education and Transition

Throughout the guide, the standards are reflected and provide benchmarks to guide practice:

  • Schooling

School- and work-based instruction

  • Career preparatory experiences

Career awareness, assessment, and preparation

  • Youth development and leadership

Self awareness and self advocacy

  • Family involvement

Meaningful family participation

  • Connecting activities

Connection to post-school options and resources

transition to adult living an information and resource guide10
Transition to Adult Living: An Information and Resource Guide

The guide contains the following:

  • Legal requirements and best practices
  • The IEP process
  • School- and work-based learning
  • Family involvement and collaboration
  • Preparing students for diplomas or certificates
  • A large appendix with resources such as agencies, Web sites, curricula, and sample assessments and goals
secondary transition in idea 04
Secondary Transition in IDEA ’04

What language remains the same as the IDEA ‘97?

  • An expectation of coordinated services
  • Transition planning based on the student's interest and preferences
  • Including instruction, related services, community experiences, development of employment or other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and a functional evaluation
  • Transition services
  • Transferring rights at the age of majority
secondary transition idea 04
Secondary Transition IDEA ’04

What language is new in the IDEA ’04?

  • Transition language in the IEP at age 16
  • Measurable postsecondary goals
  • Based on age-appropriate assessments related to:
  • Training, education, employment, and, where appropriate, independent living skills
  • Providing a Summary of Performance upon school exit
what indicators will measure transition services language and outcomes
What indicators will measure transition services language and outcomes?
  • The U.S. Department of Education, Office of Special Education Programs (OSEP) developed 20 indicators that states will be held accountable for, ranging from early intervention to postsecondary outcomes, and how services are delivered and monitored.
  • States must develop a State Performance Plan (SPP) that address these indicators and submit an Annual Performance Report (APR) on progress.
  • The 20 indicators will replace the Key Performance Indicators previously used by the California Department of Education to monitor special education in California.
  • The complete list of indicators can be viewed at:
    • U.S. Department of Education, Special Education and Rehabilitative Services or
    • www.calstat.org
what indicators will measure transition services language and outcomes14
Indicator 13

% of youth ages 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the child to meet the postsecondary goals.

[20 U.S.C.1416(a)(3)(B)]

Indicator 14

% of youth who had IEPs, 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

[20 U.S.C.1416(a)(3)(B)]

What indicators will measure transition services language and outcomes?
what indicators will measure transition services language and outcomes15
What indicators will measure transition services language and outcomes?

The U.S. Department of Education, Office of Special Education Programs (OSEP), funds two technical assistance centers to support the transition indicators:

Indicator 13

National Secondary Transition Technical Assistance Center (NSTTAC)

Indicator 14

Nation Post-School Outcomes Center

measures for indicator 13
Is there a measurable postsecondary goal or goals in this area?

Is (are) there annual IEP goals that reasonably enable a child to meet the postsecondary goal(s)?

Are there transition services in the IEP that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post-school?

For transition services that are likely to be provided or paid for by other agencies with parent (or child once the age of majority is reached) consent, is there evidence that representatives of the agency(ies) were invited?

Is there evidence that the measurable postsecondary goals were based on age-appropriate transition assessments?

Do the transition services include courses of study that focus on improving the academic and functional achievement of the child to facilitate movement from school to post-school?

Measures for Indicator 13
measures for indicator 14
Measures for Indicator 14
  • Collected one year after the student leaves school including:
    • Student Demographic Profile
    • Post-school Survey
  • The Post-school Survey will collect data on involvement in competitive employment and/or post-school education
what indicators will measure transition services language and outcomes18
What indicators will measure transition services language and outcomes?
  • Indicator 14 (post-school outcomes) will be a sampling number to be agreed upon between OSEP and state departments
  • Indicator 13 (transition services language) will NOT be a sampling, ALL IEPS for students 16 years old must have transition language
what are postsecondary goals
What are Postsecondary Goals?

The IDEA ’04 requires:

appropriate, measurable post-secondary goals based on age-appropriate assessments related to training, education, employment, and, where appropriate, independent living skills

  • Postsecondary goals are what the student plans to do upon school exit.
postsecondary goals
Postsecondary Goals

Q. If IEP teams write post-school goals and the student does not achieve those goals upon school exit, are schools/districts or state departments going to be held responsible?

A. No, according to NSTTAC.

postsecondary goals21
Postsecondary Goals

According to NSTTAC, if a postsecondary goal is indicated in the areas of education or training, employment, and, where appropriate, independent living, if it is measurable (i.e., is something that can occur or not occur), and if will happen when the student leaves school, it is measurable.

postsecondary goals22
Postsecondary Goals

The IDEA indicates the need for:

… measurable post-secondary goals … related to training, education, employment, and, where appropriate, independent living skills

Q. What is the difference between

training and education?

postsecondary goals23
Postsecondary Goals

A. The NSTTAC Indicator 13 Checklist uses the definition of post-school “training” and “education” from the National Post-School Outcomes Center’s Post-School Data Collection Protocol:

  • Training = a program leading to high school completion or certificate like adult education or a short-term training program like a vocational program.
postsecondary goals24
Postsecondary Goals
  • Education = community or technical colleges (generally two-year programs) or college or university (generally four-year programs)
  • A student may have either a post-school training or post-school education goal, both are not necessary.
  • All students should have post-school employment and educationor training goals and some will have independent living goals which encompass community participation.
what if the student does not know what they want to do upon school exit
What if the student does not know what they want to do upon school exit?
  • An initial post-school goal might indicate that the student does not know what they plan to when they leave school, so annual goals could be to participate in self awareness and career exploration assessments and activities to help the student develop a better understanding about what post-school options best fit their unique needs and interests.
  • The guide has a sample Scope and Sequence of transition instruction and activities in Section 3 and Sample Goals in Appendix F.
what are age appropriate transition assessments
What are Age-Appropriate Transition Assessments?

The IDEA ’04 requires:

appropriate, measurable postsecondary goals based on age-appropriate assessments related to training, education, employment, and, where appropriate, independent living skills

what are age appropriate transition assessments27
What are Age-Appropriate Transition Assessments?
  • What is age-appropriate?

Age-appropriate means chronological rather than development age

  • What is the purpose of transition assessments?
age appropriate transition assessments appendix e of the transition guide
Assist the student in identifying interests and preferences

Determine appropriate accommodations and supports

Determine appropriate instruction and activities that will assist the student in achieving post-school goals

Determine “next steps”

Age-Appropriate Transition Assessments:Appendix E of the Transition Guide
age appropriate transition assessments appendix e of the transition guide29
Education/Training

Determine academic and functional skills

Match academic and functional skills to post-school goal

Determine appropriate accommodations needed in school and work

Match post-school goals to appropriate postsecondary setting (job training, higher education, etc.)

Employment

Determine career interests

Match career goals to strengths, interests, and preferences

Work skills (level of supervision needed, ability to ask for help, task completion)

Interview skills

Work experience

Age-Appropriate Transition Assessments:Appendix E of the Transition Guide
age appropriate transition assessments outcomes to consider where needed
Independent living

Selecting a lifestyle and living arrangement

Money management

Health care

Mobility (travel training, driver’s license)

Independent living

Nutrition

Cooking/cleaning

Community participation

Accessing resources

Connections established with adult service providers

Age-Appropriate Transition AssessmentsOutcomes to Consider, where needed
slide31
Age-Appropriate Transition Assessments:National Secondary Transition Technical Assistance Center (NSTTAC)

NSTTAC states that:

As far as the transition assessment information goes, evidence would likely be gathered from other components of a student’s file for each postsecondary goal stated in the IEP.

(NSTTAC, Frequently Asked Questions and Responses, approved by OSEP, Nov. 16, 2006)

slide32
Age-Appropriate Transition Assessments: Council for Exceptional Children, Division on Career Development and Transition

Transition assessment is the ongoing process of collecting data on the individuals 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 for defining goals and services to be included in the IEP.

age appropriate transition assessments
Age-Appropriate Transition Assessments
  • In some areas, appropriate assessment data may be obtained from another section in the IEP, such as academic achievement necessary to attend college or a vocational program
  • In other areas, additional assessments may be necessary, such as interest inventories, to determine post-school interests and to develop postsecondary goals.
  • Appendix E has a sample assessment process and lists formal and informal assessments.
what are annual iep goals that support postsecondary goals
What are Annual IEP Goals that Support Postsecondary Goals?

The IDEA ’04 requires, a statement of measurable annual goals as part of the IEP.

Q. Do we need transition-related annual goal(s) to support each postsecondary goal?

A. Not necessarily, if there is an annual goal in another section of the IEP that logically supports the postsecondary goal.

what are annual iep goals that support postsecondary goals35
What are Annual IEP Goals that Support Postsecondary Goals?

Checklist for Indicator 13, Item 2

  • Is (are) there annual IEP goal(s) that reasonably enable the child to meet the postsecondary goal(s)?

In the areas of:

  • Education/Training
  • Employment
  • Independent living (when appropriate)
what are annual iep goals that support postsecondary goals36
What are Annual IEP Goals that Support Postsecondary Goals?
  • Does the student know what his/her post-school goals are for education or training?
  • Does the student know what his/her post-school goals are for employment?

If not, annual goals to support self awareness and career exploration might be appropriate.

Annual goals for work or work-like experience (service learning, WorkAbility program, Regional Occupational Program) may also help the student make informed decisions.

what are annual iep goals that support postsecondary goals37
What are Annual IEP Goals that Support Postsecondary Goals?
  • Does the student know what their post-school options for independent living are?

If not, annual goals to support daily living skills, exploration about housing options, and community resources might be appropriate.

  • Does the student need connections to post-school adult service providers?

If so, annual goals to establish those connections might be appropriate.

what are annual iep goals that support postsecondary goals38
What are Annual IEP Goals that Support Postsecondary Goals?

Appendix F has sample annual goals that support postsecondary goals for:

Instruction/Training

Employment

Independent living

Most sample annual goals show alignment with selected English/language arts content standards or CAPA levels

what are transition services
What are Transition Services?

IDEA ’04 requires

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

Q. What are courses of study?

Q. What are transition services?

what are transition services40
What are Transition Services?

A. NSTTAC defines course of study as:

    • A multi-year description of coursework (necessary) to achieve the student’s desired post-school goals.
  • For students working toward a general diploma, a transcript that lists courses taken/courses required may be appropriate.
  • For students working toward a certificate of achievement/completion, a listing of the academic and functional courses may be appropriate.
what are transition services41
What are Transition Services?

A. Transition services may be:

  • Services the student needs to complete required courses and succeed in the general curriculum, like a Study Skills class; or
  • Services the student needs to accomplish the annual IEP goals that support the postsecondary goals, such as participating in the WorkAbility program or obtaining a social security number or driver’s license

Section 2 of the guide provides examples of transition services

what are transition services checklist for indicator 13
What are Transition Services?Checklist for Indicator 13

Item 4: For transition services that are likely to be provided or paid for by other agencies with parent (or child once the age of majority is reached) consent, is there evidence that representatives of the agency(ies) were invited?

  • Evidence may be the consent to invite and the agencies named on the IEP meeting invitation notice (may include the Regional Center, the Department of Rehabilitation, Employment Development, continuing or higher education)

Q. What if transition services from another agencies are not required? Indicate N/A

what is a summary of performance
What is a Summary of Performance?

When the student exits school, the IDEA ’04 requires schools to provide:

A summary of the child’s academic and functional performance, which shall include recommendations on how to assist the child in the child’s postsecondary goals.

what is a summary of performance44
What is a Summary of Performance?

The purpose of the summary is to provide the student with a document that will help establish eligibility for reasonable accommodations and supports in post-school settings. It is also useful for the Vocational Rehabilitation Comprehensive Assessment process.

what is a summary of performance45
What is a Summary of Performance?

Q. Is a new evaluation required for the summary?

A. No, it is a summary of existing data.

Q. Is an IEP meeting required to develop or provide the summary?

A. No, the summary is not a part of the IEP.

what is a summary of performance46
What is a Summary of Performance?
  • There is no state recommended Summary of Performance form, but several national organizations held the National Transition Document Summit to develop a model template, now used by several states. Available at:
  • www.calstat.org/transitionGuide.html
  • The template includes the following:
what is a summary of performance47
What is a Summary of Performance?

Instructions for completion

Part 1: Background information

Part 2: Student’s postsecondary goals

Part 3: Academic and functional performance

Describes accommodations/modifications

Part 4: Recommendations to assist goals

Part 5: Student input (recommended)

transition to adult living section 2 the iep a foundation for secondary transition
Transition to Adult Living, Section 2 The IEP: A Foundation for Secondary Transition

Four Step IEP Process

  • Identify student’s post-school goals
  • Determine present levels of performance
  • Develop annual goals to support post-school goals
  • Identify needed transition services
slide49
Option II ActivityTransition to Adult Living, Section 2 The IEP: A Foundation for Secondary Transition
  • Divide into groups of four
  • Each group of four will read and discuss the four-step IEP process (pages 25–44).
  • Each member of the group will read one of the four steps and share within the group in a jigsaw format.
  • Groups will develop one question, concern, or comment about the secondary IEP process for discussion with the whole group.
slide50
Self Awareness

Decision about high school

Interest inventories

Self esteem

Interpersonal skills

Career Awareness

Connecting school to careers

Online career exploration

Job shadowing

Guest speakers

Career Preparation

Applications/résumés

Interview skills

Punctuality and appearance

Working in teams

Work Experience

ROP

WorkAbility

Work experience

Internships

Independent Living

Community access

Travel training

Health, housing, recreation

Transition to Adult Living, Section 3 Preparatory Experiences and Student DevelopmentPutting it all together in a Scope and Sequence
option iii activity
Option III Activity

Using a current student or a case study

  • Write transition services language for an IEP including:
    • Postsecondary goals based on student interest using
    • Age-appropriate assessments with
    • Annual goals to support the postsecondary goals and
    • Transition services to support the postsecondary goals
  • Share sample transition services language with whole group
transition to adult living an information and resource guide appendices
Transition to Adult Living: An Information and Resource Guide: Appendices
  • Transition-Related Legal References OSEP
  • Comparison of IDEA ’97 and ‘04
  • National Standards for Secondary Education and Transition
  • System Assessment and Action Plan Tool
  • Transition-Related Assessments

F. Sample Transition Goals

G. Agencies that Support Transition

H. Students Not Passing Exit Exam

I. CDE Letter about Graduation Ceremony Participation for Certificate students

J. Transition-Related Web sites

K. Transition-Related Curricula

L. Guide to Acronyms Used

transition resources specific to california
Transition ResourcesSpecific to California

Visit:

California’s Career Resource Network

www.cacareerzone.org/

Career Assessments

Career Exploration

Reality Check

transition to adult living an information and resource guide54
Transition to Adult Living: An Information and Resource Guide
  • Hard copies are available free of charge:

Mail:

NCOE-WEST/CalSTAT

Attn: Transition Guide Request

5789 State Farm Drive, Suite 230

Rohnert Park, CA 94928

Email: publications@calstat.org

  • The guide is also available in an interactive PDF at:

www.calstat.org/transitionGuide.html