secondary transition planning process annie margaret harris, coordinator office of special education...

SECONDARY TRANSITION PLANNING PROCESS

Annie Margaret Harris, Coordinator

Office of Special Education

Division of Technical Assistance

2011 - 2012 Mississippi Department of EducationOffice of Instructional Enhancement and Internal Operations/Office of Special Education

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Definition of Transition Services

“…a coordinated set of activities for a child with a disability that –

(A) is designed with a results-oriented process

that promotes movement from school to

post-school activities, including post-secondary

education, vocational training, integrated

employment, continuing and adult education,

adult services, independent living, or community

participation.2011 - 2012 Mississippi Department of Education

Office of Instructional Enhancement and Internal Operations/Office of Special Education2


(B) Based on the individual child’s needs,

taking into account the child’s

strengths, preferences, and interests;

and


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(C) Including 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

evaluation.”

IDEA 2004

2011 - 2012 4Mississippi Department of EducationOffice of Instructional Enhancement and Internal Operations/Office of Special Education


IDEA ’04

Beginning not later than the first IEP to be

in effect when the child turns 16, or

younger if determined appropriate by the

IEP Committee, and updated annually

thereafter.

Spring 2010 Mississippi Department of EducationOffice of Instructional Enhancement and Internal Operations/Office of Special Education

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State Board Policy 7219

Beginning not later than the first IEP to be

in effect when the child turns fourteen

(14), or younger if determined appropriate

by the IEP committee, and updated

annually, thereafter.


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ACTIVITY 1: Think/Pair/Share

Using the notepad provided, please write your responses to the following questions:1. Why do we need to know about the laws

related to transition?

2. Why do we need transition planning?

3. What is the ONE most important thing students must do/know upon high school graduation?


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Focusing on Transition Planning Changes How We Provide Services

• Transition is Results-Oriented –

Post-secondary education, training,

employment, and independent living• Transition is Coordinated –

Accountable for programs leading to

successful outcomes• Transition is Student-Centered –

IEP reflects what the student is expected to know or be able to do


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IEP Results Process for Transition Services

Step 1: Measurable Post-secondary

Goals

Step 2: Present Levels of Academic

Performance

Step 3: Needed Transition Services

Step 4: Annual IEP Goals

Step 5: Summary of Performance


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Measurable Post-Secondary Goals

The IEP includes appropriate measurable

post-secondary goals based upon age

appropriate transition assessments

related to training, education,

employment and, where appropriate,

independent living skills.


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SMART Annual Goals

SMART Goals are:

• Specific• Measurable• Achievable• Relevant• Time-Related


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SMART Annual Goals

Specific: What are the observablebehaviors that the

student

will do in a year that the

student is not able to do now?


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SMART Annual Goals

Measurable: How do you know when the student

has accomplished the goal(s)?

What criteria will you use?


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SMART Annual Goals

What can the student reasonably do in one year?


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SMART Annual Goals

Relevant: Does the goal(s) reflect

individual needs identified in the Present Levels of

Performance?

Does the goal(s) transfer to

classroom use?


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SMART Annual Goals

Time-Related: How well and over what period of time the

student

must perform the skill or

behavior to consider it met.


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Goal: • Statement that identified what knowledge,

skills and/or behaviors the student will acquire within one year.

Goal should:• Have a need identified in the Present

Levels of Performance

• Allow the student to acquire a skill or behavior

• Be unique to the student.


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Evaluation Criteria:• How well and over what period of

time the student must perform the skill or behavior to consider it met.

Note: Should be possible for student to accomplish in one year.


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Evaluation Procedure:

• Method used to measure progress.

Note: Evaluation procedure should be tangible. Teacher observation is not tangible.


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Evaluation Schedule:• States the range of dates or intervals of

time by which the evaluation procedures will be used to measure student progress.

Note: Should be frequent enough to allow for adjustments to instruction and it

might be different for each goal.


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Areas Of Measurable Post-Secondary Goals

Education is defined as enrollment in. . .

• Community College (2-year program)

• College/University (4-year program)


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Training is defined as. . .• High school completing document or

certificate class (e.g. Adult Basic Education, (GED)

• Short-term education or employment training program (e.g. Job Corps)

• Vocational Technical School• Certificate program (less than a 2 year

program)• Continuing education/life long learning


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COMPETITIVE EMPLOYMENT

Work in competitive labor market

• Full- or part-time basis in integrated setting

• Compensation at or above minimum wage


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Supported Employment

Competitive work that is. . .

• in integrated work settings• for individuals with the most significant

disabilities


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Additional Examples of Employment

Include:

• Volunteer Employment

• Unpaid work-based learning opportunities


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Independent Living or Life Skills(when appropriate) are defined as. . .

“…skills or tasks that contribute to the

successful independent functioning of an

individual in adulthood” (Cronin, 1996) in

the following domains:• Leisure/recreation • Maintain home and personal care• Community participation


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Post-School Goals

• Post-school goals are written so that teachers and parents can measure the extent to which the goals were achieved & school’s role in planning

• Education/training & employment are required

• Independent living as needed


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Remember

Post-school goals must match the student’s diploma/graduation option.


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Post-School Goals

Formula for writing Post-School Goals:

After high school: After

graduation,

student__________ will

outcome (what, where and how?)


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Transition Assessment Steps

1. Data pertaining to students’ interests, preferences, and strengths are used to develop appropriate, measurable post-secondary goals.

2. Data on post-secondary goals, interests and preferences, and data pertaining to student strengths and needs that may impact the realization of the goals are summarized in the Present Levels of Performance (PLP) in the IEP.


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Transition Assessment Steps

3. Needs identified in the PLP drive the remaining components of the IEP transition services, including course of study, transition activities, transition planning, annual goals and accommodations.

4. Summation of all available assessment data is used to develop the Summary of Performance as the student nears graduation or “aging out” of services.


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Guiding Questions

• What do we already know about the student’s strengths, preferences & needs in employment, education, living?

• What methods and sources will provide the information I need?

• Who will gather the information & what role will the student play in the assessment process?


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Guiding Questions

• When will the assessment data be collected and used for transition planning?

• Is the student making progress toward his/her specific post-secondary goals (training, employment, education, daily living skills, etc.)?


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Transition Assessment

Transition assessment is the on-going

process of collecting data on individual’s

needs, preferences, and interests as they

relate to the demands of current and

future working, educational, and living

environments. Assessment data serves

as the common thread in the transition

process and forms the basis for defining

IEP goals and services.


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Transition Assessment

• Focus is upon future roles as worker and citizen.

• Student choice is a major theme.• Transition activity is an on-going, future

focused, person centered process.• Yields match between strengths, needs

preferences and demands and culture of current and future environments.


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What is the Purpose of Transition Assessments?

• 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”


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Assessment Plan Characteristics

• Customized to specific types of information needed

• Appropriate to learning and response characteristics

• Use assistive technology & accommodations

• Include multiple on-going activities to sample behaviors and skills


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Assessment Plan Characteristics

• Must be verified by multiple methods & persons

• Results stored in user-friendly way

• Occurs over time (multiple years)


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What to Assess

Learning Styles

Temperament

Personality

Social Skills

Communication

Interpersonal

Independent Living Skills


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What to Assess

Aptitudes (academic, work, etc.)

Interests & Preferences

Self-advocacy Skills

Vocational & Occupational Skills

Supports & Accommodations

(including assistive technology )


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How to Assess

Standardized:

• Major elements of the assessment are consistent (tests items, scoring, interpretation)

• Norm-referenced

• Criterion-referenced


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How to Assess

Informal:

• Analysis of background information

• Interviews

• Surveys

• Checklists

• Rating scales

• Work samples


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How to Assess

• Curriculum-based assessments

• Interest Inventories

• Observations & situational assessments

• Person-centered planning


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How to Assess

Informal Assessments for Transition

Planning:• Post-secondary Education and Training• Independent Living and Community

Participation• Employment and Career Planning

www.proedinc.com


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How to Assess

Assessing Environments:• Environmental Job Assessment (E-Jam)• Vocational Integration Index• Ecological Inventories• Post-secondary Supports Survey

Opening Doors:

http://dpi.wi.gov/sped/pdf/tranopndrs.pdf


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Transition Assessment Strategies

• Gather information from the student, family, school staff, and any agencies that are currently providing services to the student (e.g., medical, mental health, social services, etc.).

• Use only the parts of the assessment tools that are most relevant, and update information rather than starting over.


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• Make use of career classes and counseling offered through general education.

• Make sure the information follows the student from middle to high school and to the adult service providers.


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• Collect and summarize the information before the IEP meeting and share with the student, family, and other staff members, to ensure the IEP meeting focuses on developing or updating the student’s transition goals and objectives.


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Assessment Tools

Self-Awareness Inventories and Surveys

Explore strengths, learning styles,

personality, aptitude, interests, values,

disability awareness, and accommodations


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Assessment Tools

Career Assessment

• Student interests or hobbies• Classroom lessons on career clusters• Visiting work sites: job shadow, field trips,

informational interviews• What students are doing in general

education classes (career units, counseling)


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Assessment Tools

Situational Assessment

Observe and record skills and behavior in

real-life settings, including the classroom,

campus, community, and work sites.


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Assessment Tools

Portfolio

Collection of assessment data, sample

applications, resumes, and letters of

reference


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Assessment Tools

• Remember, the assessment process can be formal or informal.

• The choice between a formal or informal assessment is an individually determined decision.

• Whichever process is chosen, the process should incorporate: self-awareness, including learning, personality, and preparation based on individual interests, skills and strengths.


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AIR Self-Determination Assessment

http://education.ou.edu/zarrow

• Parent Version

• Teacher Version

• Student Version

Cost: FREE


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Using Data

Results of transition assessments in IEP:

• Include in present levels of academic and functional performance

• Used to identify post-secondary goals (outcomes)

• Used to identify needed transition services

• Monitoring instruction, progress & decisions

about changes

• Coordinate assessment needs with adult

agencies


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Transition Planning Involves Three Major Activities:

1. Coaching every student, along with parents, to think about goals for life after high school and to develop a long-range plan to get there.

2. Designing the high school experience to ensure that the student gains the skills and competencies needed to achieve his or her desired goals.

3. Identifying and linking students and families to any needed post-school services and supports.


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Transition Planning Team

Transition team members include:

• Parents• Students• General and Special Education Personnel• Agency Representative

The successful transition of students with disabilities is the responsibility of all members of the IEP Committee and requires considerable collaboration.


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Team Members’ Roles and Responsibilities

• Parents must advocate for their children within the educational system and the agency structure, believe in them, and fulfill the role of educator in the home environment.

• Students must accept the responsibility to be engaged, responsible individuals who attend school regularly, participate in setting goals for the future, and identify how those goals will be achieved.


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IEP Committee

Collaboration between team members

and participating agencies is an

essential part of the transition planning

process.


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What is Collaboration?

Collaboration is when team members

design, establish, and improve services

for young adults preparing for transition

from school to post-school activities:

1. Networking

2. Service Coordination3. Cooperation.


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Networking

Through networking, IEP Committee

members gain an awareness of available

resources and discover how to access or

refer individuals to those services.


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Service Coordination

Service coordination assists in the

selection and scheduling of services. In

coordinating, team members arrange for a

student with disabilities to receive specific

services from different agencies.


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Cooperation

With cooperation, IEP Committee

members look for ways to support and

complement one another’s transition

services.


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Collaboration

Collaboration begins with networking,

coordination, and cooperation; but it then

requires team members to share

decisions, responsibility, and trust.

It requires that team members invest time

and energy to come up with options and

design strategies for carrying out these

plans.


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Who is Responsible for Transition Outcomes?

In the case where a participating agency, other than the educational agency, fails to provide agreed-upon services, the educational agency shall reconvene the IEP team to identify alternative strategies to meet the transition objectives.


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Team Members’ Roles and Responsibilities

• Educators must accept the responsibility to immerse youth in the learning process with a standards-based, contextual learning approach to teaching that includes school- and work-based learning experiences.

• Agency personnel must treat each student as an individual and be committed to meeting each student’s needs by determining what services the agency might provide and coordinate.


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Collaboration

Everyone on the team must accept their transition-planning responsibilities, collaborate effectively, and follow through on the agreed-upon transition services to give students with disabilities a greater chance of exiting school fully prepared and enthusiastic about their futures.


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REMEMBER State Board Policy 7219

• Transition language in the IEP at age 14

• Measurable post-secondary goals

• Based on age-appropriate assessments related to:- Training, education, employment, and,

where appropriate, independent livingskills

- Providing a Summary of Performance upon school exit


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Transition Service Needs At Age14State Board Policy 7219

A statement of needed transition services for the student age 14, (or younger, if determined appropriate by the IEP Committee), including interagency responsibilities or any needed linkages.


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Transition Service Needs At Age14

Services are based on the individual needs of the student, taking into account the preferences and interests which include:

• Instruction• Related services• Community experiences• Development of employment• Acquisition of daily living skills


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Making The Transition Successful

The student’s “desired post-school goals” or vision forlife after high school should focus on these questionswith realistic answers:

• What are the student’s plans beyond high school?• Where does the student plan to live after high

school?• How does the student plan to take part in the

community after high school?• How does the student plan to use his/her leisure

time?


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Predictors of Post-school Success

• Students having a paid job during high school years

• Students being actively involved in the IEP and transition planning and implementation process

• Students understanding their disability, limits, and strengths

• Students having high self-determination skills


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Planning for Successful Transition

Planning for successful transition requiresexploring several important questions:

• Does the student have the skills necessary to obtain employment?

• Is the student a candidate for post-secondary education (e.g., college, vocational training, military, etc.)?


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• Does the student have special needs for transportation?

• Does the student have the social skills to behave appropriately on the job? In the community?

• Where will the student live? • Will the student require supervision for

some or all decision-making?


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• Does the student know how to use leisure time?• Will the student have friends or make friends in

the community?• Has the student mastered independent living

skills like cooking, grocery shopping, and cleaning?

• Can the student manage money, pay bills, and keep a checkbook?

• Does the student require an attendant to help with personal care needs?


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• Answers to these kinds of questions provide the basis for successful transition planning.

• If a student lacks skills in important areas of adult functioning, then the student can work on those skills while still in school and become better prepared to take on adult responsibilities after graduation.


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Make A Plan

• Planning a student’s education becomes easier when you have already considered long-range goals and have made a decision about the next step in the educational program.

• You can develop an educational plan which outlines the skills the student needs to learn in order to function in the next environment.

• Then you can link the goals and objectives in the student’s IEP to predictions you have already made about the student’s future.


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Review Graduations Options

Reviewing and selecting the appropriate

graduation option based on the student’s

desired post-school goal is one of the

most essential roles of the IEP Committee

members.


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High School Graduation Options

The committee must select from the

following graduation options:

• Standard High School Diploma

• Career Pathway Option

• Traditional Pathway Option

• District Option

• MS Occupational Diploma

• Certificate of CompletionSpring 2010 Mississippi Department of Education


A “Quality” Transition Plan

A “quality” transition plan should be reflected in the student’s IEP and should have information about: community-based instruction, vocational education, future placements, performance criteria in future environments, skills in academic and nonacademic domains, and annual goals which are linked to future needs.


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What Should You Look For In A “Quality” Transition Plan?

• Age appropriateness of activities• Activities that are community-based• Functional skills• Skills that can be generalized (e.g., used in

more than one environment or situation)• Activities that are based on the individual’s

preferences and interests• A sufficient number of transition-related

objectives


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How Should Students Be Involved In Transition Planning?

• IDEA requires that students be involved in making choices concerning their transition plan.

• Most students with disabilities can attend their own IEP meeting and express their views, but they will need some assistance in understanding the process and knowing how to contribute.


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Student’s Involvement

• Learn more about their strengths and skills and be able to tell others what their goals and needs are.

• Learn more about their disability, including how to talk about and explain the accommodations which help them to compensate for the effects of the disability.


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Resources

• High school teachers, vocational staff and guidance counselors are good resources for teaching these skills.

• To ensure teaching of self-determination skills, make self-determination skills part of the student’s IEP.


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Student Participation

• Some students will not be able to participate in the full IEP meeting, but these students can sometimes be interviewed separately and their ideas can then be brought to the meeting by parents or the student’s teacher.

• There are specific transition questionnaires which can be used to help students identify their choices and preferences for the future.


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• As soon as possible, students with

disabilities should begin to attend their

own IEP meetings.

• In advance of the meeting, teachers and parents can discuss the IEP meeting format, the issues which will be discussed, and who will be at the meeting.


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• Foster a greater sense of ownership in the plan.

• Gives a deeper commitment to working on the goals contained in it.


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Student Needs to Answer:

• Where do I want to live after leaving high school?

• Where do I want to work after leaving high school?

• Where do I want to learn after leaving high school?

Answers become post-secondary

goals on the IEP.


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• What skills do I need to learn to live where I want?

• What skills do I need to learn to work where I want?

• What skills do I need to go to school where I want?

Answers to these questions become

annual transition goals.


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• What supports do I need to live, learn, and work where I want to after leaving high school?

Answers to these questions become

coordinated services/linkages to

accompany annual transition goals.


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• What classes do I take in school to be prepared to work, learn, and live where I want after leaving high school?

The answer to this question becomes

the student’s course of study.


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Course of Study

Course of study must support the post-

secondary education/training and

Employment goals of the student.


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Goal Statement

Upon completion of high school, Jackie willenroll in Ocean County Community College. Jackie will obtain a part-time job while in college. She will live on campus and will need additional financial aid. Jackie plan to volunteer a few hours a week at the on-campus day care Center and attend sporting and various social

events on and off campus with friends.


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Jackie’s Graduation Option

Jackie’s graduation option is the Career Pathway which requires 21 Units. She would like to attend the Ocean County Community College to earn an Associate Degree in Early Childhood Development.

The LEA will be coordinating with Ocean County Community College to ensure that Jackie’s application for admission, financial aid packet and other admission requirements are completed and submitted prior to graduation.


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Example of Jackie’s Course of Study

• English I

• Biology I

• U.S. History

• Child Development

• Family Dynamics

• Driver Education

• ACT/SAT Prep I

Linkage: Ocean County Community CollegeSpring 2010 Mississippi Department of Education


Goal Statement

Robert would like to become a high school counselor. He has enjoyed volunteering in the counselor’s office for the past year. He would like to attend MS College to earn his degree. Robert plans to live off campus and work part-time to help pay his tuition. During Robert’s spare time he plans

to volunteer at the local Boys & Girls Club. Robert will continue playing tennis with his friends on his free week ends.


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Robert’s Graduation Option

Robert’s graduation option is a Standard High School diploma. He is planning to attend MS College with a major in Counseling. After earning his bachelor's degree, Robert would like to attend graduate school to earn his master’s degree in Counseling.

The LEA will coordinate with MS College to ensure that Robert’s application for admission, financial aid packet and other admission requirement are completed and submitted prior to graduation.


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Example of Robert’sCourse of Study

• English II• Algebra II• Spanish• World History• Oral Communication II• Personal Development• ACT/SAT Prep II

Linkage: MS College Admission OfficeSpring 2010 Mississippi Department of Education


Goal Statement

Josh’s dream job is working as a groomer at Andy’s Pet Grooming Salon. Josh has been working at Andy’s after school with the help of a job coach cleaning the floors, taking out the trash and helping with the pets as needed. Josh loves working around the dogs. Because Josh is a good worker, Andy would like to offered Josh a full time position but Josh’s family will need to secure a job coach until he’s able to work independently. Josh will live at home and take the city bus to and from work each day. Josh and his father will race their ‘57 Chevy on week ends.


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Josh’s Graduation Option

Josh’s graduation option is a Certificate. He plans to begin working full time after graduation.

The LEA is coordinating with the MS Department of Rehabilitation Services to provide Josh with a full-time job coach to help him secure the position at Andy’s Pet Grooming Salon.


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Example of Josh’sCourse of Study

MS Extended Curriculum

PD 5 - Develops physical and manual skills for occupational training and employment.

OS 1 - Performs vocational tasksOS 2 - Explores job training and placement.SD 1 - Engages in socialization.SD 3 - Assumes developmentally appropriate responsibilities in various settings.Linkage: MS Department of Rehabilitation Services


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Involve Student in Planning Process

• Teach students to become active participants in their own IEP meetings

• Teach students terms and process

• Students write scripts of what to say and when

• Practice, Practice, Practice, Practice!


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Students Assist in Building Post-School Linkages

• Develop transition service linkages to assist student to obtain post-secondary goals

• Linkages to service providers Rehabilitation Supported employment programs Transportation Support College or post-secondary education disability support

office


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Remember!!!

It is important for young people to think about their own futures and to be given an opportunity to articulate their hopes and desires regarding education, careers, and adult living.


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Self-Determination Skills

• Personal Goal Setting• Coming to Terms with Their Disability • Recognizing Strengths and Limitations• Taking Risks• Asking for Help• Using Support Services• Articulating Needs• Self-Advocacy


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On-Line Free Interest Inventories

My Future –http://www/myfuture.com/toolbox/work

intrest.html

I Oscar – www.ioscar.org

Career Clusters – www.careerclusters.org

(download in pdf format)

Department of Labor –www.onetcenter.org


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Entitlement vs. Eligibility

• When students leave school, they are leaving a system of entitlements, and are entering a world where services are not guaranteed.

• Schools are required by law to provide special education services to students with disabilities (who have IEPs).


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Eligibility and Availability

• Once students exit the school system, they are entering the world where services are based upon eligibility and availability, they are not guaranteed.

• Students must meet eligibility requirements to receive most adult services.

• Even if eligible, funding or service availability issues may interfere with receiving desired services.


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Examples of Transition Services

Instruction

• Enroll in community education or recreation programs of interest.

• Complete a study skills training class.• Participate in a career awareness program

or class.


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Employment

• Interview in a career field of interest• Practice completing job applications and

interviewing skills• Research three different careers and write

a paper about them


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Community Experiences

• Meet with military recruiters to discuss educational benefits

• Learn about the Americans with Disabilities Act (ADA)

• Take ACT tutorial classes at local library• Tour post-secondary training programs


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Related Services

• Identify and visit community health agencies

• Learn to use public and private transportation

• Learn to use a guide dog effectively


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Acquisition of Daily Living Skills

• Learn about time management• Take a CPR/First Aid Course• Development a monthly living budget• Take driver education class and driver’s

license test


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Other Post-School Adult Living

Objectives• Learn about community agencies that

provide services and support to people with disabilities

• Inquire into programs such as food stamps, medical insurance, etc.

• Apply for Vocational Rehabilitation Services


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Functional Vocation Evaluation

• Participate in a situational vocational assessment

• Participate in job samples in the community

• Conduct formal aptitude tests such as VALPAR and WRIOT


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Common Community Agencies/Programs

Vocational Rehabilitation Agency (VR)

assists persons with cognitive, sensory,

physical, or emotional disabilities to attain

employment and increased independence.

Funded by Federal and State money, VR

agencies typically operate regional and local

offices. VR services typically last for a limited

period of time and are based on an individual’s

rehabilitation plan.


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Mental Health Agencies provide a

comprehensive system of services responsive

to the needs of individuals with mental illness or

Intellectual Disabilities. Federal, State, and

local funding are used to operate regional

Offices, with local funding often being the

primary source. Services are provided on a

sliding payment scale.


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Independent Living Centers (ILC) help

people with disabilities to achieve and

maintain self-sufficient lives within the

community. Operated locally, ILCs

may charge for classes, but advocacy

services are typically available at no cost.


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Social Security Administration operates

the Federally-funded program that

provides benefits for people of any age

who are unable to do substantial work

and have a severe mental or physical

disability. Several programs are offered

for people with disabilities, including

Social Security Disability Insurance

(SSDI), Supplemental Security Income (SSI),

Plans to Achieve Self-Support (PASS),

Medicaid, and Medicare.


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Transition Planning Process Recap

• Identify Preferences, Interests and Needs (Using age-appropriate transition assessments)

• Develop a Vision for the Future

• Develop Transition IEP that includes: Measurable Post-secondary Goals Transition Services & Courses of Study Goals, Objectives/Benchmarks Interagency Linkages


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RESOURCES

Social Security Administration

http://www.ssa.gov

Department of Health

http://www.msdh.state.ms.us

MS Department of Rehabilitation Services

http://www.mdrs.state.ms.us

MS Department of Human Services

http://mdhs.state.ms.us


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OTHER HELPFUL RESOURCES

Social Security Disability Benefits Planner

http://www.nls.org/planner/spring05.pdf

Post-Secondary Education Planning

Guide

http://ccdanet.org/ecp_index.html


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Contact Information

Annie Margaret Harris

[email protected]

Desma McElveen

[email protected]

Tanya Bradley

[email protected]

Office of Special Education

Division of Technical Assistance

(601) 359-3498


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secondary transition planning process annie margaret harris, coordinator office of special education...

Documents

instructional enhancement

adult education

postsecondary education

postschool activities

adult services

iep committee

related services

independent living