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Transition: It’s Not Just for Kids – Parents Need a Transition Plan Too!. The GPS of Secondary Transition. April 4, 2009 - 9:00 AM – 12:10 PM Brown Bag Lunch Discussion – 12:10 PM – 1:00 PM. 9:00 - 9:10 a.m. Introduction and Overview 9:10 - 9:30 a.m. Why Focus on Transition
Transition: It’s Not Just for Kids – Parents Need a Transition Plan Too!
The GPS of Secondary Transition
April 4, 2009 - 9:00 AM – 12:10 PM
Brown Bag Lunch Discussion –
12:10 PM – 1:00 PM
9:10 - 9:30 a.m. Why Focus on Transition
Family Engagement and the Importance of Self Determination
9:30 - 9:45 a.m. A Personal Perspective
9:45 - 9:55 a.m. Participant Activity
9:55 - 10:00 a.m. Transition and the Law
10:00 - 10:15 a.m. The Transition Process – Post School Goals
10:15 - 10:25 a.m. Participant Activity
10:25 - 10:35 a.m. Break
10:35 - 10:45 a.m. The Transition Process – Present Education Levels
10:45 - 10:55 a.m. Participant ActivityAgenda
11:05 - 11:15 a.m. The Transition Process – “The Grid”
11:15 - 11:30 a.m. The Transition Process – Measurable Annual Goals
11:30 - 11:40 a.m. Participant Activity
11:40 - 11:50 a.m. Alignment of Assessment to Goals
11:50 - 12: 00 p.m. Participant Activity
12:00 - 12:10 p.m. Wrap-up and Upcoming Events
12:10 - 1:00 p.m. Brown Bag Lunch Discussion
We will be utilizing an email system for all questions and remote site location monitoring
Please use the following website to correspond with PaTTAN Pittsburgh:
Electronic copies of the Power Points and handouts from this session along with a recording of today’s session will be posted on:
April 4, 2009 – The GPS of Secondary Transition
Getting a high school diploma is not enough
The challenge is not only to ensure all students achieve high academic standards, but also gain skills needed to achieve their desired post-school goals and assume adult responsibilities in their communities
Storms, J., O’Leary, E., Williams, J (2000). Transition requirements: A guide for states, districts, schools, universities and families, p. 6
Is focused on your child’s preferences and interests
Address your child’s individual needs
Plans for a successful outcome for your child
Is a coordinated set of activities,
services and goals
Promotes the movement of your child from high school to adulthood
Your child will begin to explore their goals for life after high school and develop a plan to achieve
Design a program, at school and in the community, beginning at age 14, to help your child gain the skills necessary to achieve his/her goals.
This should include information on:
Develop a team of people who will help your child reach his/her goals. This may be people in the family, in the school and in the community.
Your child will graduate with skills and knowledge to help him/her:
“You have brains in your head.
You have feet in your shoes.
You can steer yourself in any
Direction you choose.
You’re on your own
And you know what you know.
And YOU are the guy/girl
Who’ll decide where to go.”
The Highest Stake…Of Great Value
(Wehmeyer & Schwartz, 1997)
According to transition information from NICHY, it is suggested that four of the most fundamental skills students can have that serve them well in a wide variety of adult situations are:
The ability to assess yourself, including your skills and abilities, and the needs associated with your disabilities
Awareness of the academic adjustments/accommodations you need
Knowledge of your civil rights to accommodations through legislation such as the Americans with Disabilities Act and Section 504 (http://www.ed.gov/ocr )
The self-advocacy skills necessary to express your needs in the workplace, in educational institutions, and in community settings
Rachel Kallem, Youth Advocate
The Pennsylvania Youth Leadership Network
Free Appropriate Public Education
Due Process Rights
Individual Education Plans
Least Restrictive Environment
Individual with Disabilities Education Act, 1990, 1997, 2000:
Driven and strengthens role of parent/guardian
Addresses free and appropriate public education
Considers graduation and improving results for ALL
Transition Services involves planning as part of IEP
Transition Services planning process is long term
Transition Services planning process involves agencies
Transition services must be addressed in the IEP of the student in the year in which the student turns 14 years of age
The IEP team does not have to wait until the student’s approaching 14th birthday year to consider the student’s transition needs
Pennsylvania Chapter 14 Regulations 7/2008
14.131. Individualized Education Program
(b) In addition to the requirements incorporated by reference in 34 CRF 300.29, 300.344(b) and 300.347(b) (relating to transition services; IEP team: and content of IEP), each school district shall designate person(s) responsible to coordinate transition activities.
Step One: Identify the student’s post-school desired goals or vision. (Assessment)
Step Two: Describe the student’s Present Levels of Academic Achievement / Functional Performance (Assessment)
Step Three: Determine Agency Linkages and Supports
Step Four: Design a Transition Plan that includes courses of study and activities/services (transition grid)
Step Five: Determine Measurable Annual Goals that lead to post-school goals (academic, transition, etc)
Step Six: Monitor the progress of the Measurable Annual Goals
Identify the student’s post-school desired goals or vision. (Based on Assessment)
A process of gathering relevant information to plan, evaluate, or make decisions (academic assessment, transition assessment, career assessment, vocational assessment).
Information can be gathered from multiple people and places over a period of time.
Assessment= gathering information
Career development is a continuous life process through which individuals explore activities, make decisions, and assume a variety of roles. Careers are formulated by the continuous evaluation of personal goals and the perception, assessment, and decisions regarding opportunities to achieve those goals. Career development occurs as educational and vocational pursuits interact with personal goals. It continues over the life span.
SOURCE: National Career Development Association, A Division of the American Counseling Association, Policy & Procedure Manual, 2007-08, http://www.ncda.org/pdf/policy_and_procedures2007-08.pdf
The on-going process of collecting information for career development and career planning.
“Transition assessment is an ongoing process of collecting information on the student’s strengths, needs, preferences, and interests as they relate to the demands of current and future living, learning and working environments”
All stakeholders participate in the process of information-gathering and decision-making
2007 Corwin Press. Assess for Success: A Practitioner’s Handbook on Transition Assessment, 2nd ed., by Stillingtion, Neubert, Begun, Lombard, and Leconte
The IEP team has determined that this goal area is not needed for the student at this time
Going to training school after high school and list the area of interest
Going to a 2-4 year college and area of interest
combination of characteristics that helps us know if the student might learn or become proficient in a particular area
Gathering information to help us know if the student can reach these goals
Abilities talents or acquired skills
Transition specialists, guidance counselors, teachers
Therapists (e.g. speech, occupational, physical)
Psychiatrists & psychologists
Community service providers
Vocational Evaluators or Assessment Specialists
Parents and family members
The young person
Others who have relevant experience, vested interest in the individual
Therapeutic evaluations can help determine if therapy is required to help an individual fulfill their potential
Let’s review the Career Development Checklist.
Handout: 2007 Corwin Press. Assess for Success: A Practitioner’s
Handbook on Transition Assessment, 2nd ed., by Patricia L. Stillingtion,
Debra A. Neubert, Wynne H. Begun, Richard C. Lombard, and Pamela J. Leconte.
The Career Development Checklist may assist you with providing a starting point for ascertaining what phase individuals are in the career development process. The Relevant Assessment Questions for Career Development may assist in gathering data.
Cronin, M. E. & Patton, J.R. (1993). Life skills instruction for all students with special needs:
A practice guide for integrating real-life content into the curriculum. P. 13. Austin TX: PRO-ED.
Describe the student’s Present Levels of Academic Achievement / Functional Performance
(Based on Assessment)
“Diane is doing better in math.”
“Diane adds, subtracts, multiplies, and divides multiple-digit computation problems with fewer than 3 errors on a mixed-skill math probe……”
Phillip is an 11th grade student, with a learning disability in reading and written language. He is currently enrolled in the career and technology (CTE) program for Auto Body Repair, with a half day at the High School where he is fully included in general education classes. He is on track for graduation with a regular diploma based on credits in his high school and career and technology programs
At the beginning of 8th grade, Phillip had an assistive technology evaluation for assistance with reading in the content areas. Based on the evaluation, the district purchased “scan and read” software for use in his general education classes. He used it for reading assignments in 8th and 9th grade in science, health, and social studies. When textbook or other print materials were scanned into a digital format which Philip could then read with text-to-speech supports, he maintained grades in the 75% - 85% (C-B range) However, sincethe middle of 9th grade, while Phillip willingly accesses his tech manuals in digital format at the CTC, he has resisted using the software during his half day at the high school. He has stated that he is doing well enough without it, doesn’t need it for his classes, and doesn’t want to call attention to himself. Since he stopped using his scan and read software, his grade averages declined to average of 65% - 78% (D-C range), with the exception of English, in which he typically earns grades in the 60% - 70% (D range).
While Phillip acknowledges that he struggles with reading, he also states that he is able to “get by” in classes by listening, making his own study guides for tests, and making his own graphic organizers for vocabulary. He states that the best strategy for him to understand difficult text is to re-read the material, and he also uses pencil marks and highlighters to mark what he considers to be important. He points out that he already comes in early to work on his reading three days a week.
Phillip’s parents are supportive of his current career path, but report that they want him to keep his options open because he is so young to choose a career. They express concern that his reading skills will be an obstacle to success in the adult world. They are very supportive of the steps being taken by Phillip and his team to expand his use of digital materials in his general education classes this year. They would also like Phillip to explore whether this type of adaptation would be acceptable at a postsecondary program, and to find out what other accommodations are allowable. An informal parent survey, as well as the Comprehensive Informal Inventory of Knowledge and Skills for Transition, were given by the district, and indicate that Phillip is self sufficient and age appropriate in all areas of independent living.
In order to meet his post-school goals, Phillip has the following specific needs:
Determine Agency Linkages and Supports
to be provided or paid for by other agencies, is there evidence that representatives of the agency(ies)
were invited with parent consent
to the IEP meeting?
Seven essential factors to consider for
successful interagency collaborations:
Stakeholders' views of factors that impact successful interagency collaboration Exceptional Children; Reston; Winter 2003; Lawrence J Johnson; Debbie Zorn; Brian Kai Yung Tam; Maggie LaMontagne; Susan A Johnson
(if being considered)
Never commit an agency or
an individual for a service or
activity without their full
knowledge and participation!
Design a Transition Plan that includes courses of study and activities/services (transition grid)
Do the transition services include courses of study that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post-school?
For each post-school outcome there needs to be at least one of the following:
(b) related service(s),
(c) community experience,
(f) if appropriate, provision of a functional vocational evaluation listed in association with meeting the post-school outcome
* Denotes measurable annual goal
Determine Annual Goals that lead to post-school outcomes (academic, transition, etc)
Does this goal measure up?
John will learn and apply sorting skills at his job.
Given mail slots with initial letters enlarged and underlined, John will sort mail by name of staff member at work with 100% accuracy for 10 consecutive daily sorting assignments.
Given mail slots with initial letters enlarged
And underlined, John will sort mail by name
of staff member at work with 100% accuracy
for 10 consecutive daily sorting assignments.
initial letters enlarged and underlined
Information for families and advocates of children with disabilities
Toll free information line - 1-800-879-2301
Parent Training and Information Centers
Parent Education and Advocacy Leadership Center (PEAL)-West and Central PA –
Parent Education Network (PEN)-East PA
April 5th - 7:00 pm - 8:00 pm
April 14th- 9:00 am - 3:00 pm
COP - Self Determination PaTTAN Harrisburg
May 3rd -
7:00 pm - 8:00 pm
July 22-24, 2009
there will be NO pre-conference