Secondary Transition Training

Secondary Transition Training North Slope Borough School District August 2012 Shawn Bernard shawnb@serrc.org | (907) 349-0651 Additional Contact Person: Gail Greenhalghgailg@serrc.org| (907) 349-0651

Secondary Transition What did you want to be when you were 16 years old? (Measurable Postsecondary Goal) List two jobs that you had between high school and college. (resources) Are you doing now what you thought you would be doing when you graduated from high school? Tell us one unusual thing, hobby, talent that you have. (community experiences)

Secondary Transition Objectives of Training 1. Who? 2. What? 3. How, When, Where? (4. Why?)

Secondary Transition 1. Who is important? Students, Parents, and Stakeholders Student’s interests and preferences and putting that in the paperwork to create a functional realistic transition plan for life after high school.

Secondary Transition 2. What are the students preferences, interests, strengths, needs transition assessments? Requirements for the transition paperwork based on IDEA 2004, State Standards and Indicator #13 to create functional, relevant, transition plans.

Secondary Transition 3. How, When, Where? Resources for creative transition planning using a variety of strategies - Knowing your community partners - Start with what you have and research what you need

Work Traits not job title - What does the job require? Creative Experience - Brainstorming way to meet the needs of the students with limited resources. Using your community - Bringing in people who make up your community to support student transition needs - Honoring students who want to stay home - Honoring parents who want their student to stay home Secondary Transition

What is Transition? - Results-oriented process - Focused on improving academic and functional achievement - Facilitate movement from school to post-school activities postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation - Based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation. Secondary Transition

What is required? State Requirements IDEA 2004 Transition requirements What do I know about this student? Transition Assessment; interest and preference Secondary transition goal Related service Independent living needs Community supports Education/ training Secondary Transition

Who is involved in this student’s life? Student Family Parents Sibling Extended Family Friends Community Partners Local Agencies Secondary Transition

Generally, an IEP addresses services to be provided to the student during one school year. HOWEVER, when it comes to transition requirements, the IEP team must think and plan several years ahead. Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by IEP team. Secondary Transition

Pre-Planning Suggestions: Person Centered Plan Formal and informal age appropriate transition assessments Informal surveys/ discussions with students Transition Camp Alaska Career Inventory System (AKCIS) Secondary Transition

Suggested Steps 1. Identify the student’s post-school desired goals or vision 2. Describe the student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP) 3. Design a Statement of Transition Services- Course of Study 4. Design a Statement of Needed Transition Services 5. Determine annual goals and short term objectives or benchmarks Secondary Transition

Suggested Steps 1. Identify the student’s post-school desired goals or vision Measurable Postsecondary Goals (MPG) must be: - the focus of transition planning - measurable - occurs after graduation/ school exit - based upon the appropriate transition assessments - based on strengths, preferences, and interests. Must address the following areas - Training - Education - Employment - Independent Living Skills (when appropriate) Secondary Transition

Measurable Postsecondary Goals (MPG) Training and Education (Required) - 2 or 4 year college, university, or community college - Vocational school or technical college - Short-term education or employment training -Church mission or other humanitarian program Employment (Required) - Full or part time - For pay or volunteer - Military service - Specific vocational field Independent living skills (Where appropriate) - Adult living - Daily living Secondary Transition

Measurable Postsecondary Goals (MPG) Training - specific vocational or career field, independent living skill training, vocational training program, apprenticeship, on the job training, military, job corps, etc. Education - 2 or 4 year college or university, technical college, military, etc. Employment - paid (competitive, supported, sheltered), unpaid (volunteering, humanitarian), etc. Independent Living Skills - independent living, financial, transportation, etc. Secondary Transition

Measurable Postsecondary Goals (MPG) Secondary Transition

Age Appropriate Transition Assessments The Division on Career and Transition (DCDT) of the Council of Exceptional Children defines transition assessment as an “… ongoing process of collecting data on the individual’s 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 and form the basis for defining goals and services to be included in the Individualized Education Program (IEP)” (p. 70-71) NSTTAC Transition Assessment Guide http://www.nsttac.org/content/nsttac-products-and-resources Secondary Transition

Age Appropriate Transition Assessments Types of transition assessments include: - behavioral assessment information - aptitude test - interest and work values inventories - intelligence tests and achievement tests - personality or preference tests - career maturity or readiness tests - self-determination assessments - work-related temperament scales - transition planning inventories Secondary Transition

“If the goal is measurable and occurs after the student has left…I am concerned about liability issues when student’s don’t meet the stated goals after school.” NSTTAC Response …IDEA 2004 does not require that LEAs are held accountable for the attainment of postsecondary goals. The stated measurable postsecondary goals are required components of transition planning. There are numerous mediating factors that positively or negatively affect an adult's acquisition of goals, for which a school could not be held accountable. The purpose of the legislation and this indicator is that a student's education program support their goals beyond secondary school. Secondary Transition

Suggested Steps 2. Describe the student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP) Secondary Transition Janeyis very interested in working with children. She has worked in the kindergarten class where she has helped with art projects, and read stories. Janeyis looking into childcare and would like to find out what is required and what she would need to focus on for her high school program.

Suggested Steps 3. Design a Statement of Transition Services- Course of Study Secondary Transition • Instruction and educational experiences that will assist the student to prepare for the transition from school to adult life • Allows for long term (3-5 years) educational planning related to student’s goals. • Must be linked to student’s measurable postsecondary goals. • Promotes the concept that the high school program focuses on the post-school results* • *The above listed courses will assist ____ in achieving a post secondary goal of ____. • *The math classes will allow __ to understand estimation and measurement which will assist in meeting the post secondary goal of __.

Suggested Steps 3. Design a Statement of Transition Services- Course of Study Secondary Transition MPG: Janwill work on a commercial fish boat in Alaska Course of Study: Grade 11: Reading Edge 7, Writing Workshop 6, Integrated Math 5, Integrated Science 6, Global Studies 6, Career Planning 7, Life Skills 5, Technology 4 Grade 12: Reading Edge 7, Writing Workshop 7, Integrated Math 6, Integrated Science 7, Global Studies 7, Career Planning 7, Advanced Life Skills 6, Technology 5

Suggested Steps 4. Design a Statement of Needed Transition Services Secondary Transition Instruction Course of study and/or other training needed to prepare student to achieve postsecondary goals. Related Services Support services required in order to assist a child with a disability to benefit from special education. Community Experiences Skills, training, and practices necessary to assist student in societal adaptation. Job Training / Employment Training/assistance needed to aid student in seeking and securing employment and/or a vocational skill.

Suggested Steps 4. Design a Statement of Needed Transition Services Secondary Transition Adult Living and Post-school Activities Postsecondary education, vocational training/education, integrated employment, supported employment, continuing and adult education services, independent living and community participation. Daily Living Skills (when appropriate) Skills for self-care, social skills, domestic maintenance, employment, vocation and recreation. Functional Vocational Assessment Services, assessment required to assist student in determination of appropriate vocational possibilities.

Suggested Steps 4. Design a Statement of Needed Transition Services Secondary Transition There should be a direct relationship between the statement of needed transition services, the present level of academic achievement and functional performance, and the IEP goals and objectives or benchmarks

Suggested Steps 4. Design a Statement of Needed Transition Services Secondary Transition

Suggested Steps 5. Determine annual goals and short term objectives or benchmarks Secondary Transition Transition-linked goals are those which address the disability area(s) in which the student qualified for services. If a student qualified for special education services with a Math learning disability, and the measurable post-secondary goal in Education was to attend a technical institute to be a carpenter, an example of a measurable annual goal for this student that links nicely with a transition plan could be: “Given 10 computation problems with fractional numbers with differing denominators, Kristenwill be able to compute the answer with 90% accuracy, in 5 out of 5 trials”. [MB3 & Measurable Postsecondary Goal] Joe has qualified in Math and he will need to learn how to do fractional Math problems as a carpenter. Improving these Math skills will aid him in reaching his post-secondary goal to become a carpenter. Technical Assistance Guide For Transition in the IEP

Transfer of Rights Secondary Transition How? Beginning not later than one year before the student reaches the age of majority under State law, does the IEP include a statement that the student has been informed of the student’s rights under Part B of the Act if any, that will transfer to the student on reaching the age of majority? Where is it on the paper work? Check the box on the signature page of the IEP or make a note in the other agency comments box on the bottom of the signature page -Store letter inside cover of the student file.

The Summary of Performance (SOP) Secondary Transition For a child whose eligibility under special education terminates due to: - graduation with a regular diploma, or - due to exceeding the age of eligibility, The local education 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. 300.305(e)(3). Program Exit Form: (State HB Appendix D, Section 10)

Indicator #13 What is Indicator #13? Percent of youth age 16 and above with an IEP that includes coordinated and measurable annual IEP goals and transition services that will reasonably enable the student to meet the student’s postsecondary goals. An eight item checklist is part of the Procedural Self-Assessment Applied to a random sample of IEPs

Indicator #13 • 1. Is there an appropriate measurable postsecondary goal or goals that covers education or training, employment, and, as needed, independent living? • Evidence: • The goal can be counted or measured • The goal will occur after the student graduates/terminates from school.

Indicator #13 • 2. Is (are) the post measurable goal(s) updated annually? • Evidence: • Were the goals updates with the current IEP?

Indicator #13 • 3. Is there evidence that the measurable postsecondary goals were based on age appropriate transition assessments? • Evidence: • VI. Post-School Goals for Students Age 16-21 years (based on age-appropriate transition assessments; student needs, interests, and preferences.)

Indicator #13 • 4. Are there transition services in the IEP that will reasonably enable the student to meet his/her postsecondary goal(s)? • Evidence: • Transition service areas include instruction, related services, community experiences, job training/employment, adult living and post-school activities daily living skills, functional vocational assessment. • The transition services/activities under these areas are a coordinated plan for the transition from school to adult life. • (continued)

Indicator #13 • Documentation of one or more transition services/activities that focus upon improving the academic and functional achievement of the student to facilitate movement from school to post- school as identified in the measurable postsecondary goals. • Coordinated Set of Activities • Focus on improving academic and functional achievement • Facilitate movement from school to post-school as identified in the MPG(s) • List services/activities to help move from school to post school specific to identified MPG(s) • (continued)

Indicator #13 • Transition Services Activities • Only need to include appropriate areas that will reasonably enable student to meet MPG(s) • Areas include: Instruction, Community Experiences, Related Services, Employment, Post-school Adult Living, and if appropriate, Daily Living Skills and Functional Vocational • Activities can be performed on or off campus, not restricted to school hours or days • Not important in which category the activity belongs

Indicator #13 • 5. Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goal(s)? • Evidence: • The course of study is multi year • Courses align with MPG • Reviewed annually

Indicator #13 • Transition services include courses of study that focus on: • improving the academic and functional achievement of the student • to facilitate the movement from school to post-school • High School courses focused on: • Improving academic and functional skills • Reasonably enabling the student to meet his/her MPG(s) • Meeting required courses for graduation • Needs of the individual student

Indicator #13 • 6. Is (are) there annual IEP goal(s) related to the student’s transition service needs? • Evidence: • Annual transition goal is a statement of measurement of a student’s progress in a specific skill or behavior related to his/her transition needs. • Should focus on transition needs • Identified or tied in with each of the MPG • Must be measurable

Indicator #13 • 7. Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed? • Evidence: • Every student 16 years of age, or younger, must be invited to their IEP meeting • Signature or listing of the student under person present or invited to mtg. • Student invitation • Student Lead/ Facilitated IEP

Indicator #13 • For any student aged 16+ (or younger if determined appropriate by the IEP Team) • Must be evidence of student invite • Can be documented in various ways (non-exhaustive list) • Student signature at meeting • Meeting notice • Telephone log

Indicator #13 • 8. If appropriate, is there evidence that a representative of any participating agency was invited to the IEP Team Meeting with prior consent of the parent or student who has reached the age of majority • Evidence: (NA if too early) • Invitation • Consent to agency participation • Representatives can include but are not limited to: post secondary education, vocational education, integrated employment, adult education, adult services, community partners

Indicator #13 • Evidence that a representative of another agency that is likely to provide and/or pay for transition services has been invited to the meeting after consent from the parent or student who has reached the age of majority. • Evidence may include (non-exhaustive list) : • Written consent form • Memorandum of Agreement/ Understanding • Telephone log • Email correspondence

QuickBook Of Transition Assessments www.tslp.org/docs/QuickbookIEPChecklistFinal091407.pdf Transition Assessment Toolkit by WCT Assessments National Secondary Transition Technical Assistance Center (2010).Age‑Appropriate Transition Assessment Guide (2nd ed.). http://www.nsttac.org/content/nsttac-products-and-resources The Virginia Department of Education (VDOE) Assessment Transition Packet was designed to assist those individuals who might need a structured, coordinated effort that involves collecting data on students' strengths, preferences, and interests related to their postsecondary goals. The matrix is a sampling of different assessments that may be used to define those goals. http://www.vcu.edu/ttac/transition/assessment.shtml Transition Assessments

Students with Moderate to Severe Disabilities Adaptive Behavior - Independent Living Goals Casey Life Skills www.caseylifeskills.org (free) ESTR-III www.estr.net ($20/10 assessments) Vocational Interests Choose and Take Action www.sopris.com (cost $120) Students with Mild Disabilities Adaptive Behavior - Independent Living Goals Casey Life Skills www.caseylifeskills.org Self-Determination Assessment - self determination needs ChoiceMaker SD Assessment www.sopriswest.com (cost $14/25 copies) Transition Assessments

Students with Mild Disabilities and Highly Motivated and Independent Learner Vocational Interests ACT Plan (8th grade) ACT Discover (10th Grade) ONET Interest Profiler www.onetcenter.org look on left under products, click on career exploration tools, select Interest Profiler Vocational Exploration - Occupational Outlook Handbook www.bls.gov/oco/home.htm (full version) free www.bls.gov/k12/index.htm (junior version) free Transition Assessments

Students with Mild Disabilities and Lacks Motivation Vocational Interests Career Clusters www.careerclusters.org (download in pdf format) free www.ioscar.org (student complete on web) free Vocational Exploration - Occupational Outlook Handbook www.bls.gov/k12/index.htm (junior version) Transition Assessments

Formal Assessment Examples • Achievement tests • Intellectual functioning assessment • Adaptive behavior scales • Aptitude tests • Temperament inventories • Self-determination scales • Pre-voc/employability scales • Interest Inventories Transition Assessments

Secondary Transition Training