presented by: dr. judy hackett nsseo superintendent presented by: dr. judy hackett nsseo...

Presented by:Dr. Judy Hackett

NSSEO Superintendent

Presented by:Dr. Judy Hackett

NSSEO Superintendent

Transition Services and the IEP

Township High School District #214 Parent Workshop

Workshop Agenda

I. Introductions/Parent expectations for workshopII. Describe the importance of transition planning

III. Review the changes in IDEA and state focus on transition planning and services

IV. Review transition services and supports available for students/families

V. Review the importance of transition planning for your child’s future

Special Thanks for Contributions to this powerpoint…

Lisa Murphy, Asst. Principal, NSSEO Miner program Sally Wallace, NSSEO Transition specialist

Greg Hill, NSSEO Transition specialist/AdministratorMaryBeth DeFauw, NSSED Transition coordinator

Ken Kozin, #214 Coordinator of Transition servicesSue Walter, ISBE Transition coordinator

I

History of Transition…

• Mid-1980’s, U.S. Dept. of Education realized that first group of students who had received special education programming, as authorized under PL 94-142 were leaving school and not being successful in adult life

• Post-school outcome research indicates that the special education curriculum, instruction, and planning were not meeting students' needs

• Limited levels of service coordination and collaboration among schools and community service agencies created difficulties for students with disabilities in achieving positive post-school results.

• Not enough time, attention and data collection has been dedicated to transition and post-secondary outcomes for students w/ disabilities.

History of Drop-out rates

• Almost 1/3 of all youth with disabilities who exit the school system do so by dropping out.

• Youth with emotional disabilities have the highest drop out rates (from 21% to 64% - twice the rate of nondisabled students).

• The drop out rate for students with learning disabilities is 32%

National Center for Education Statistics, 2001

More concerning statistics…

• 57% employment rate for 18-29 yr. olds w/ disabilities, compared to 72% non-disabled peers

• 50% rate of competitive employment 3-5 years after graduation for graduates with disabilities, compared to 69% of their non-disabled peers

• 35% employment rate of individuals with disabilities who report having a FT or PT job vs. 78% of non-disabled peers.

Transition methods for Youth with Disabilities by Test, Aspen and Everson, 2006

Individuals with Disabilities Education Act (IDEA) 2004

Transition Changes

Rationale and highlights of IDEA changes

Prompting new requirements on transition planning and implementation based on history/intensified study

More clearly and expanded definition of transition services – focus on results

Clear starting point (14.5 yrs.*) Articulate goals and state of

transition services Summary of Performance

documenting student’s academic/functional achievements

Increased collaboration and individualized approach to transition planning – enhanced post-school outcomes for students

Eligibility Termination and the Summary Of Performance (SOP)

• School district must provide the child with a summary of the child’s academic achievement and functional performance, and recommendations on how to assist the child in meeting his/her postsecondary goals.

– Graduation with a regular diploma– Exceeding the maximum age of eligibility

34CFR §300.305(e)(3)

Summary of Academic Achievement

Summary of Functional Performance as it Relates to Post-Secondary Goals

Recommendations on how to assist the student in meeting the student’s measurable post-secondary goals

Summary of PerformanceFederal Mandate (IDEA)

*Establish a student’s eligibility for reasonable accommodations and supports*Assist in the DVR assessment process*Provides summative documentation *Completed during the last year of high school – (not necessarily a part of the student IEP)*Is driven and individualized by the student’s post-secondary measurable goals*Does NOT require additional assessment*CANNOT take the place of the exit IEP meeting

Summary of Performance

Age of Majority

"Beginning not later than one year before the student reaches the age of majority (18 years old), the IEP must document that the student and family have been informed that parental rights under IDEA will transfer to the student."

Age of Majority (continued)

The rights that will transfer from the parent to the student include:

• Notification of meetings • Notification and consent for evaluation • Selection of participants of IEP

meetings • Approval of the contents of the IEP • Approval regarding change of

placement (including graduation) • In other words, the student, upon

reaching the age of majority, will be responsible for making decisions about the IEP.

• For those students who may be deemed legally incompetent to make important life decisions, schools should provide parents with necessary information to begin guardianship proceedings with local court systems.

Transition Planning in Illinois

Beginning not later than the first IEP to be in effect when the child turns 14 ½, and updated annually thereafter, the IEP shall include:

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

• Transition services that are needed to assist the child in reaching those goals, including courses of study and any other needed services to be provided by entities other than the school district23 IAC 226.230(c)

Illinois Special Education RulesGraduation or Completion of Program

• Student’s who require continued public school education experiences to successfully move on to their post-school goals are eligible for such services through the day before the his/her 22nd birthday.

• Student’s who graduate with a regular high school diploma are not longer eligible for FAPE.

• Students can still participate in the graduation ceremony – Regular diploma is “held” by the school district during provision of

transition services as appropriate– Student remains eligible to receive FAPE

23 IAC 226.50(c)

Transition as it relates to IDEA legislation

State Performance Plan Requirements

Emphasis on Data Collectionto improve post-secondary outcomes for

students

Illinois State Performance Plan, Part 2005 - 2010

State’s required plan to meet performance standards on 20 indicators related to IDEA reauthorization

The following four are specific to secondary transition Indicator: Indicator 1. % of youth who Graduate

Indicator 2. % of youth who Drop out

Indicator 13. % of youth who Have transition components in the IEP

Indicator 14. % of youth who Achieve post-school outcomes

Illinois State Performance Plan, Part B

• Indicator 13 Percent of youth age 16 and older with an IEP that includes coordinated, measurable annual IEP goals and transition services that will reasonably enable the student to meet post-secondary goals

Illinois IDEA regulation is age 14 ½ (Federal IDEA is 16) –

emphasizing the importance of focus and collecting data, information that inform staff and families

1. There is a measurable post-secondary goal stated for each of the following post-secondary goal areas:

a. Employment (required) b. Education AND/OR Training (required)

c. Independent Living (if applicable) 2. There is at least one IEP goal listed for each applicable post-secondary goal area. 3. There is at least one transition service listed for each post-secondary goal area. 4. There is evidence of coordination between the LEA and other post-secondary services for each post-secondary goal area. 5. There is evidence that age-appropriate transition assessments were used for each post-secondary goal area. 6. A course of study is indicated which is aligned to all of the student’s post-secondary goal areas.

To Meet the Requirements of Indicator 13…

Critical Connectedness of Transition Process

Quality IEP’s and focus on

transition as a core component

Staying in school and

participating in meaningful experiences

Positive post-school outcomes – education, work and living skills

Graduating from High School

Transition Tree of Influence

14 Percent of youth with IEPs who, within one year after graduation, have been competitively employed, enrolled in postsecondary school, or

both.

1. Percent of youth with IEPs graduating from high school with a regular diploma.

2. Percent of youth with IEPs dropping out of high school.

13. Percent of youth aged 14 ½ or above with an IEP with adequate goals and transition services

Federal and State Transition Federal and State Transition RequirementsRequirements

Person-Centered Transition PlanningPerson-Centered Transition Planning

Supporting Student Self-Supporting Student Self-DeterminationDetermination

Transition: Centerpiece of the IEPTransition: Centerpiece of the IEP

Implementation of Secondary Implementation of Secondary Transition Best PracticesTransition Best Practices

Interagency Collaboration and Interagency Collaboration and TransitionTransition

Adult Life Outcomes for Students with Adult Life Outcomes for Students with Disabilities:Disabilities:A World of OpportunityA World of Opportunity

SSI and Transition PlanningSSI and Transition Planning

Health and Medical Issues in Transition Health and Medical Issues in Transition PlanningPlanning

TOTAL TRANSITION MODULES

Sue Walter, 1/07, ISBE Transition

Transition Planning

• Dynamic process – changes/additions over time

• Partnerships w/ student, parents, community agencies, shared roles

• Maximizing employment, integration, and community participation for young adults with disabilities

• Beginning as early as possible works best…knowing that it will continue to change…

• Recommendations from the field – Discuss Career Options, Gr 7 – 9– Postsecondary Options, Gr 8 – 10– Student Choice, Gr 8 – 10– Academic Planning, Gr 8 – 9 – Personal, Social Planning and

Preparation, Gr 8 – 12

Webb, K.W. (2000). Transition to postsecondary education: strategies for students with disabilities. TX: PRO-ED Series on Transit8ion.

Transition is a process..not an event

What is a MeasurablePost-School Goal?

• A Measurable Post-School Goal –– Is the result of high school…what the student will

achieve after leaving high school

– Is based on the student’s strengths, preferences and interests

– Is based on age-appropriate transition assessments

Sue Walter, 2008

“Coordinated activities" listed in IDEA include:

• instruction, • related services, • community experiences, • the development of

employment and other post-school adult living objectives,

and, when appropriate, • acquisition of daily living

skills and functional vocational assessment.

SECONDARY TRANSITION

Complete for students age 14½ and older, and when appropriate for students younger than age 14½. Post-school outcomes should guide the development of the IEP for students age 14½ and older.

AGE-APPROPRIATE TRANSITION ASSESSMENTS Transition Assessments (Including student and family survey/interview)

Assessment Type

Responsible Agency/Person

Date Conducted

Report Attached

Goal #

EMPLOYMENT None needed

EDUCATION None needed

TRAINING None needed

INDEPENDENT LIVING SKILLS None needed

POST-SECONDARY OUTCOMES (address by age 14½ ) Indicate and project the desired appropriate measurable post-secondary outcomes/goals as identified by the student, parent and IEP team. Goals are based upon age appropriate transition assessments related to employment, education and/or training, and where appropriate, independent living skills.

Employment (e.g., competitive, supported shelter, non-paid employment as a volunteer or training capacity, military): AND

Post-Secondary Education (e.g., community college, 4-year university, technical/vocational/trade school): AND/OR

Post-Secondary Training (e.g., vocational or career field, vocational training program, independent living skills training, apprenticeship, OJT, job corps): AND

IF APPLICABLE, Independent Living (e.g., independent living, health/safety, self-advocacy/future planning, transportation/mobility, social relationships, recreation/leisure, financial/income needs):

COURSE OF STUDY (address by age 14½) Identify a course of study that is a long-range educational plan or multi-year description of the educational program that directly relates to the student's anticipated post-school goals, preferences and interests as described above.

Year 1 – Age 14/15 Year 2 – Age 15/16 Year 3 – Age 16/17 Year 4 – Age 17/18 Extended – Age 18-21

Page 1 of 2

Courses of Study

• The intent is to make sure the courses in which the student enrolls help him or her develop the knowledge and skills he or she will need to achieve the targeted post-school outcomes. In helping the student plan a course of study, IEP teams should consider all of the school's courses and programs that currently exist and in which the student might enroll.

Course of Study (continued)

based upon identified post-school outcomes consider all courses offered by the school include many courses, not only special education courses planning provides a good opportunity to work with the guidance counselor not set in stone. As the student's identified post-school goals change, so may the courses he or she will take. This is especially true for younger students whose vision for the future may change drastically before they enter high school.

Writing Measurable Post School Transition Outcomes

IEP Goals Transition Outcomes

• IEP goals are meant to be met/measured during the school year.

• IEP goals are deficit driven.

• IEP goals are measured by performance.

• Example: Joe will increase his reading comprehension from 5.4 GE to 6.8 GE through the A+ program by May of 2008

Transition goals are related to life after high school.

Transition goals are measured by whether the goal occurs or does not occur.

Example: Joe will attend community college. (either he enrolls or he does not.

Writing Measurable Post School Transition Goals

“SET IN SAND”

Become More Defined Over Time

Level of Detail Changes Over Time

Student Interests and Needs Change Over Time


Goals for AFTER High School

Employment

Education/Training

Adult Living (optional, but important!)


Interests, Preferences, Strengths, and Abilities

Limitations

Based on Data Collection

Data Allows for Realistic Goal Setting

Examples of Post School Transition Outcomes

Education Training Goal for a College-Bound Student

At 14 ½: Jill will attend college.

Senior Year: Jill will attend community college for two years and then transfer to a 4 year university. She will major in recreation therapy.

Education/Training Goal for Student with Cognitive Disabilities

At 14 ½: Bill will receive on the job training for a competitive job. He will be enrolled in classes at the community college to promote skills.

At Graduation: Bill will receive job coaching through supported services of DRS. He will attend community college and be enrolled in photography classes. He will also enroll in classes through the park district.



Education/Training Goal for Students with Severe Disabilities

At 14 ½: Mandy will receive functional living skills instruction.

At Graduation: Mandy will receive life skills instruction through cooperative efforts of family and a local adult developmental training center. She will also access NWSRA for community skill training and leisure and recreation activities.


Employment Goal for a Student with Cognitive Disabilities

At 14 ½: Max will be employed in a competitive job with support services as needed.

At Graduation: Max will be employed in a corporate office mail room. He will receive support services as needed through DRS. He will utilize natural supports in the workplace as determined through support services and corporate human services.


Employment Goal for a Student with Severe Disabilities

At 14 ½: Jason will contribute to the community in a volunteer position.

At Graduation: Jason will volunteer 5 hours each week at the community church. He will help assemble Sunday bulletins with the assistance of other church volunteers. (natural supports) He will attend an adult training program on a part-time basis.


Adult Living Goal for a College Bound Student

At 14 ½: Jack will live independently.

At Graduation: Jack will live in a dorm/apartment during college. He will live independently in an apartment/house following college graduation.


Adult Living Goal for a Student with Cognitive Disabilities

At 14 ½: Stephanie will live independently with support.

At Graduation: Stephanie will live in a apartment with a friend. She will receive intermittent support for budgeting and scheduling recreation/leisure activities through Resources for Community Living.


At 14 ½: Sandy will live with parents.

At Graduation: Sandy will live in a group home with ongoing 24/7 supported services.

Adult Living Goal for a Student with a Severe Disability


Once Goals are Written Determine…

Current Levels of Academic Performance

Current Levels of Functional Performance

How do these levels relate to the Post School Goals?

Transition Assessments

• Transition assessment should be considered as a process of collecting information that is directly relevant to the post-secondary goals for each individual student. This does not mean a single test or even a series of assessments over a short period of time. Age appropriate transition assessments must be systematic and planned and occur over the course of the student's school career.

Transition Assessment is an “ongoing process of collecting data on individual’s needs, preferences and interests as they relate to the demands of current and future working, educational, living, and personal and social environments.”

Transition Assessments serve as the common thread in the transition process and form the basis for defining goals and services in the IEP/Transition Planning process.

Division of Career Development and Transition, CEC

The overall purposes of transition assessment are to:

• Identify students' interests and preferences

• Determine post-school goals and options

• Develop relevant learning experiences (instruction) and transition service needs

• Identify supports (linkages) needed to accomplish goals

• Evaluate instruction and supports. (Noonan, Morningstar, & Clark, 2005)

Two critical elements of transition assessment include self-determination and person-centered planning.

• Self-determined assessment should lead to greater self-awareness of student preferences, interests, and needs during transition.

• Person-centered planning offers a strategy for implementing an assessment process that focuses on the contributions and vision for the future with the input and involvement of those closest to the student.

Four Basic Transition Skills Relevant To Students with Disabilities :

• Ability to assess their own skills and abilities; • Awareness of the accommodations they need because of

their disability; • Knowledge of their civil rights through legislation such as

IDEA, the Americans with Disabilities Act (ADA), and Section 504 of the Rehabilitation Act;

• Self-advocacy skills necessary to express their needs in the workplace, in educational institutions, and in community settings (Wandry & Repetto, 1993)

1. What are the student’s future outcomes/goals?

2. What skills does the student possess?

3. What skills must student acquire to achieve their goals?

4. What planning issues are needed to enhance opportunities to experience success?

Transition Questions that guide Assessment…

Guiding Questions

• Do we understand this student's preferences and interests?

• In what ways can the school prepare students for the future?

• Is the student making progress toward specific instructional goals?

• What do we already know about this student that would be helpful in identifying post-school outcomes?

• What information do we need to know about this individual to determine post-school goals?

• What methods/sources will provide this information?

• How will the assessment data be collected and used in the IEP process?

Two critical elements of transition assessment include self-determination and person-centered planning.

• Self-determined assessment should lead to greater self-awareness of student preferences, interests, and needs during transition.

• Person-centered planning offers a strategy for implementing an assessment process that focuses on the contributions and vision for the future with the input and involvement of those closest to the student.

Four Basic Transition Skills Relevant to Students with Disabilities :

• Ability to assess their own skills and abilities; • Awareness of the accommodations they need because of

their disability; • Knowledge of their civil rights through legislation such as

IDEA, the Americans with Disabilities Act (ADA), and Section 504 of the Rehabilitation Act;

• Self-advocacy skills necessary to express their needs in the workplace, in educational institutions, and in community settings (Wandry & Repetto, 1993)

Categories of Transition Activities and Services

These activities will be linked to the post school goals. These activities, with ongoing assessments, will help to define and refine the post school

goals.

At least one activity should reflect each post school goal.

TRANSITION SERVICES (address by age 141/2)

Please include, if appropriate, needed linkages for outside agencies, (e.g., DMH, DRS, DSCC, PAS, SASS, SSI, WIC, DHCFS, etc.)

Provider Agency and Position

Goal #(s) if appropriate

Date/Year to be Addressed

INSTRUCTION (e.g., tutoring, skills training, prep for college entrance exam, accommodations, adult basic ed.) (If none, indicate “none”)

Date/Year Completed Provider Agency and Position



RELATED SERVICES (e.g., transportation, social services, medical services, technology, support services) (If none, indicate “none”)




COMMUNITY EXPERIENCES (e.g., job shadow, work experiences, banking, shopping, transportation, tours of post-secondary settings) (If none, indicate “none”) Date/Year Completed




DEVELOPMENT OF EMPLOYMENT AND OTHER POST-SCHOOL ADULT LIVING OBJECTIVES (e.g., career planning, guidance counseling, job try-outs, register to vote, adult benefits planning) (If none, indicate “none”). Date/Year Completed




APPROPRIATE ACQUISITION OF DAILY LIVING SKILLS AND/OR FUNCTIONAL VOCATIONAL EVALUATION (e.g., self-care, home repair, home health, money, independent living, / job and career interests, aptitudes and skills)




LINKAGES TO AFTER GRADUATION SUPPORTS/SERVICES (e.g. DRS, DMH, DSCC, PAS, SASS, SSI, WIC, DHCFS, CILs)

Date/Year Completed

HOME-BASED SUPPORT SERVICES PROGRAM Yes No

The student has a developmental disability and may become eligible for the program after reaching age 18 and when no longer receiving special education services.

If yes, complete the following statements: Plans for determining the student’s eligibility for home-based services:

Plans for enrolling the student in the program of home-based services:

Plans for developing a plan for the student’s most effective use of home-based services after reaching age 18 and when no longer receiving special education services:

InstructionFormal activities and services designed to teach a

skill or set of skills.

May range in nature from assisting a student to attain higher scores on a college entrance exam to improving daily living skills in preparation for living in a supported apartment.

Tutoring, general education classes, career/technical education classes, job coaching, self determination, etc.

Related Services

Supportive and Therapeutic activities and services during and after high school to achieve and maintain post school goals.Transportation, Physical Therapy, Occupational Therapy, Rehabilitation counseling, Parent counseling and training, orientation and mobility training, and speech therapy.

The transition plan will address these services as needed outside of the school environment.

Connection to agencies to ensure continuation of needed supports throughout adult life.

Post School Adult Living Activities Foster skills needed to function at a high level of independence

Skills that eliminate the need to rely on others; not necessarily used on a daily basis. These activities are usually done occasionally.

Include registering to vote, filing insurance claims, obtaining medical care, buying furniture, renting an apartment, buying a house, etc.

Consumer education classes?

Community Experiences

Provide students the opportunity to practice skills in actual settings where they will be used.

May be incorporated into a student’s curricular experiences or conducted by adult agencies training programs during or after school hours.

May include vocational education, shopping, transportation, banking, recreation, and leisure activities.

EmploymentActivities that prepare a student for a future

career.

Activities that include career awareness, career exploration, career preparation, and career assimilation.

Includes enrollment in Career/Technical Education classes.

Integration of academic and vocational/functional curriculums.

Daily Living SkillsInvolve activities that are required for

day-to-day functioning within the home and community.

Activities done routinely by self-sufficient adults.

Cleaning, bill paying, personal hygiene, home maintenance, cooking, shopping for groceries, etc.

May also include activities that would encourage increased independence (assisting in physical care, self-feeding, food preparation assistance).

Functional Vocational EvaluationAssessment of student’s interests, aptitudes,

and vocational skills that can help determine appropriate vocational training

and educational placements.

Observation in real vocational settings

Real and simulated work environments

Timelines for Activities and Services

Consider time span needed for completion

Consider whether the activity or service is a one time event or is to be spread out over several months.

Indicate the date the activity or service will be accomplished.

Parent Workshop Summary

Transition planning is a very important culminating process for secondary students.

State and federal IDEA changes emphasize the importance of transition planning with increased expectations.

Transition is an ongoing process through the secondary years, as student interests and needs evolve.

The collaborative partnership between students, families, school systems and community agencies is essential for successful transition for students.

Resources for Parents

• District Transition Resource Directory

• District #214 Checklists – Transition and Career Services Transition from School to Work

and Adult Life• District Career Night, Career Trek• Ken Kozin/#214 Transition staff• Secondary Transitional Experience

Program (STEP) NSSEO- Greg Hill • www.isbe.net • www.ninichcy.org

• www.taaliance.org

http://www.isbe.net/

http://www.ninichcy.org/

http://www.taaliance.org/

presented by: dr. judy hackett nsseo superintendent presented by: dr. judy hackett nsseo...

Documents

transition changes slide

transition methods

review transition services

isbe transition coordinator

history of transition

students w disabilities

learning disabilities

emotional disabilities