secondary transition updatesfiles.serc.co/bts17/breakout session documents/secondary... · 2017. 9....

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CONNECTICUT STATE DEPARTMENT OF EDUCATION

Secondary Transition Updates2017

Patricia L. Anderson, Ph.D.Connecticut State Department of EducationAcademic Office/Bureau of Special Education

[email protected]‐713‐6923

Secondary Transition UPDATES 2016‐17 Indicator #13 Data Compliance vs. “Good Practice” Transition Bill of Rights EdSight – Transition/Vocational Services (public & non‐public) Secondary Transition “Standards”

BRS Referral Protocol & Level Up Services

BESB Pre‐Employment Transition Services

WIOA/Section 511 – 2017‐18 Process

Benefits/Section 301 – Supplemental Security Income (SSI)

Department of Developmental Services

Customized Employment

Secondary Transition Resources

AGENDA

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School Year Indicator #13 Non‐# of LEAs

CompliancePercentage

2009 ‐ 2010 77.8% 124 86.7%

2010‐2011 93.8% 74 52%

2011‐2012 99.7% 13 9.1%

2012‐2013 99.98% 2 1.4%

2013‐2014 99.7% 9* 6.29%

2014‐2015 99.92% 9* 6.29%

2015‐2016 99.93% 7* (2) 4.93%

2016‐2017 93.7% 9* (1) 6.99%

Indicator #13 – 2015‐16 Cumulative Data

Self‐assessment tool to ensure that all components of Indicator #13 compliance have been addressed for every transition‐age student via the IEP.

Corrective actions for Indicator #13 noncompliance All secondary case managers review one IEP with checklist Review checklist responses with administrator Submit IEP and checklist for all or 25% of case managers Report individual checklists on Summary Form

Identify lessons learned and plans for improvement

Follow up with sample IEPs for next school year in July

Corrective action for substantial noncompliance –2016‐17 (1 district)

Secondary Transition Planning IEP Checklist

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Compliance can come as the result of good practice, but good practice RARELY comes as a result of compliance.

Lindsey Anderson/George Washington University

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In Relation to Secondary Transition –What is “Good Practice”?

o Take a minute, introduce yourself to your neighbor and identify at least one “good practice” in secondary transition.

o Be prepared to share out with group.

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10. Request consideration for receiving transition-only services between the ages of 18 and 21 if all transition goals and objectives have not been met during their previous years in high school. The following conditions are required:

a. Students have met all academic requirements for graduation.

b. PPT makes the recommendation for transition-only services that must be reviewed at least annually.

c. Transition-only services must be a coordinated set of individualized activities but do not need to be a specialized “program.”

d. Transition-only services must provide students with the opportunity to spend at least 80 percent of their time with nondisabled peers.

e. Students are entitled to participate in graduation activities upon completion of academic requirements or at the conclusion of transition-only services - this is a decision to be made by the student, parents, and/or guardians or surrogate and the PPT.

f. If students participate in transition-only services, the date on their diploma or certificate will be the date that they exit high school (either aging out at 21 or with a diploma or certificate).

In addition, the following should also be considered:

g. Transition-only services are typically discussed during the senior year of high school.

h. Transition-only services are not needed for graduation but may include academic, vocational, and independent living

activities that will help students meet their post-school goals.

i. Transition-only services should be based in the local community to the greatest extent possible in order to prepare students for life after high school.

11. Actively participate in the development and revision of their Student Success Plans, which are required for all students in grades 6–12 to address career, academic, and social/emotional/ behavioral skills to prepare for life after high school.

12. Receive, along with their parents, guardians, and surrogate parent transition resources and other information regarding IEPs developed by the Connecticut State Department of Education (CSDE) and their school such as:

Assistive Technology and Postsecondary Transition

Building A Bridge: A Transition Manual for Students

Connecticut CORE Transition Skills Connecticut IEP Transition Planning

Checklist Easing into Secondary Transition: A

Comprehensive Guide to Resources and Services in CT

Transition Assessment Resource Manual

Stepping Forward: A Self-Advocacy Guide for Middle and High School Students

Student Success Plan Crosswalk Technology & Transition: Resource

Guide to Creating and Sustaining an AT [Assistive Technology] Team at the High School Level

If students have questions or have a problem asserting any of these rights, they should first speak to their teacher, school case manager, school counselor, and parent/guardian or surrogate parent. If additional help is needed, students (or their parents, guardians, or surrogate parent) have the right to file a complaint, ask for mediation and, if needed, ask for an impartial due process hearing by contacting the CSDE Due Process Unit at 860-713-6928. For more information, download a copy of the publication Parent’s Guide to Special Education or obtain a copy from the school.

For additional help with transition or special education, call the CSDE at 860-713-6910 or visit http://www.sde.ct.gov/sde/specialeducation. For assistance in understanding the provisions of the IDEA, call Connecticut’s federally designated Parent Training and Information Center, the Connecticut Parent Advocacy Center (CPAC) at 800-445-2722, e-mail [email protected], or visit http://www.cpacinc.org/.

Beginning with the 2015‐2016 school year, and each school year thereafter, the SDE shall provide the bill of rights to boards of education for distribution at a PPT meeting to parents of children receiving special education in grades 6 through 12.

Provide to parents, surrogate parents and students relevant information/resources re: IEPs developed by CSDE, including information relating to transition resources and services for HS students.

o Building A Bridgeo Parents Guide to Special Educationo IEP Manual

Document in IEP – Page 10: “The Transition Bill of Rights has been provided to parents of students in 6th –12th grade to ensure that the PPT has discussedtransition services.”

Transition Bill of Rights – (PA 15-209)

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Student: DOB: District: Meeting Date: Last Name, First Name mm/dd/yyyy mm/dd/yyyy

SPECIAL FACTORS, PROGRESS REPORTING, EXIT CRITERIA

1. For students whose behavior impedes her/his learning or that of others, the PPT has considered strategies, including positive behavioral interventions and supports to address that behavior, and :

NA A behavioral intervention plan has been developed. IEP Goals and Objectives have been developed to address the behavior.

Other (specify):

2. For students with limited English proficiency, the PPT has considered the language needs of the student as they relate to the student’s IEP and recommended the following:

NA Recommendation: (specify)

3. For students who are blind/visually impaired (VI): NA Instruction in braille or use of braille is being provided, as required. The PPT has determined, after an evaluation of the student’s reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the student’s future need for instruction in braille or the use of braille), that

instruction in braille or the use of braille is not appropriate for this student.

4. For students with print-related disabilities (such as SLD/Dyslexia, blind/VI, physical limitations or organic dysfunction): NA The PPT has considered accessible instructional/educational material (AEM) and/or accommodations noted on page 8 of the IEP– if so which format/accommodation utilized: Large Print Digital Text Audio Other (specify):__________________. 5. For students who are deaf or hard of hearing: NA See attached required Language and Communication Plan (Form ED638) – The PPT has determined (after considering the

student’s language and communication needs), opportunities for direct communications with peers and professional personnel in the child’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the student’s language and communication mode, and considering whether the student requires assistive technology.

PROGRESS REPORTING

1. A report of progress toward meeting the Measurable Annual Goals and Short Term Objectives included in this IEP will be sent to parents periodically, according to the following schedule: Quarterly Consistent with grade level report cards Other (specify): ____________________________

EXIT CRITERIA

1. Exit Criteria: Student will be exited from Special Education upon: (Check One)

Ability to succeed in Regular Education without Special Education support

Graduation Age 21 Other: (specify)

INFORMATION ON IEPs and SECONDARY TRANSITION

1. Parents, including Surrogate Parents and the student if 18 or older have been provided ( electronically or in hard copy) with relevant information and resources relating to IEPs created by the CSDE (including, but not limited to, information relating to transition resources and services for high school students) immediately upon the formal identification of any child as a child requiring special education and at each PPT meeting thereafter: Building a Bridge Parent’s Guide to Special Education IEP Manual OTHER: ________________________

2. The Transition Bill of Rights has been provided to parents of students in sixth through twelfth grade to ensure that the PPT discusses transition services: Transition Bill of Rights:

is available on the school district website; is enclosed with this document; was already provided, reviewed and discussed this school year (date) __________________.

Next Generation Accountability

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Next Generation Accountability

Indicator 5 – College/Career Readiness

SWD Enrolled in

CCR CoursesTotal SWDs by

Grade

% CCR Course

Enrollment

2014‐15Grade 11 2,217 4,952 44.8%

Grade 12 2,976 5,976 49.8%

Prelim. 2015‐16

Grade 11 2,318 5,226 44.4%

Grade 12 3,701 6,194 59.8%

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Teacher Course Student Data Collection

Next Generation Accountability System

Indicator #5: Preparation for Postsecondary & Career Readiness – Coursework

EVERY student is counted; even if outplaced to non‐public!

If student reported in PSIS, must have TCS record(s) PSIS = Denominator

If district does not have data for students on the Missing SASIDs report, select the applicable Exception Code in the dropdown to the right of the screen. [i.e., “Transition Only” students]


The dropdown will only contain options for which the student is potentially eligible:Exception Code 02 ‐ Student receiving transition services only and engaged in Workplace Experience

Rule: Only allow for students who meet BOTH of the following criteria:• Age >= 17 and

• Facility Code 1 has the following associated field in Directory Manager (DM):

Non Public Sub Type Code = “TVSP” or,(nonpublic: transition/vocational service provider)

Program Type Code = “PSBTP” or,(public school‐based transition program)

Program Type Code = “CBTP” (public: community‐based transition program)

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Exception Code 02 ‐ Student receiving transition services only and engaged in Workplace Experience

Code Reason for Not Submitting Data for a Student Enrolled in District

01 Pre‐K student – Related Services Only

02Student receiving transition services only and engaged in Workplace Experience

03 Student not in district long enough to earn final outcome/grade

All other students who are working on HS diploma must have NCES Course Codes listed for worksite experiences

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What is a Community‐Based Transition Program? (TCBP)o “Transition‐Only” services targeted for students who are 18‐21

o Provided to students who have completed academic credits toward graduation with a regular HS diploma or who will be receiving a certificate

o Services are provided 100% in the community [preferred]

o Students are involved at least 80% “time with non‐disabled peers” (TWNDP)

Public School‐Based Transition Program/Services (PSTP)o District high school campus is base location

o Transition services may include activities/employment in the community

Transition/Vocational Service Providers (TVSP)o Private/Non‐Public Organization with same criteria as TCBP o Vendor of DDS, BRS, BESBo Offers transition/vocational services which may include functional

academics but may not award academic credits.

18‐21 Transition ONLY Services

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All LEAs that provide transition‐only services to students ages 18‐21 who have completed academic requirements for graduation MUST :

Complete a CSDE Transition Survey

Request an appropriate facility/location code

Ensure that DMV student transportation regulations are followed

Complete Minimum Wage Waiver and submit to CT Department of Labor

Comply with minimum wage waiver regulations

Ensure that all students are reported in PSIS and SEDAC as being in Grade 12



PSIS Edit Check ‐

o Starting with October 1, 2017 Child Count, students who are reported as attending a TVSP in the PSIS Facility Code 1 (FC1) field –MUST be reported in grade 12.

o Students who are in grades 9‐11 and are working on academic credits toward graduation, may NOTbe reported as attending a transition‐only location (TVSP) in PSIS Facility Code 1.

• For these students, the FC1 field should represent the location where the student is receiving their academic instruction and the transition facility location should be reported in Facility Code 2.


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OSEP Dear Colleague Letter – November, 16, 2015 –Free and Appropriate Public Education

“An individualized education program (IEP) for an eligible child with a disability under IDEA must be aligned with the State’s academic content standards for the grade in which the child is enrolled.”

To ensure FAPE, “a child’s IEP must be designed to enable the child to be involved in and make progress in the general education curriculum.”

Transition Standards???? (Frontline/IEP Direct)

Standards‐Based IEPs

A. Explain his/her disability including individual strengths, needs, preferences and interests.

B. Utilize effective self‐determination skills including areas such as: choice‐making, problem‐solving goal‐setting, communication and self‐advocacy.

C. Strengthen his/her self‐esteem and social‐emotional awareness by analyzing his/her strengths and challenges in order to implement personal/vocational goals.

D. Assist with the development of his/her Individualized Education Program (IEP).

CT Core Transition Skills

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E. Attend, participate in and/or facilitate his/her Planning and Placement Team (PPT) meeting.

F. Demonstrate leadership skills to affect positive social change by guiding or directing others on a course of action and/or influencing the opinion and behavior of others.

G. Describe his/her rights and responsibilities under disability legislation (e.g., IDEA, 504, ADA).

H. Demonstrate and accept responsibility for his/her independence and activities of daily living.


I. Demonstrate appropriate social interactions and skills to develop and maintain meaningful relationships.

J. Demonstrate skills to access appropriate physical and mental healthcare resources to meet his/her individual needs.

K.Demonstrate skills to access community resources and participate in the community by establishing support networks.

L. Demonstrate skills to access appropriate post‐secondary education, training, or lifelong learning

opportunities to meet his/her individual needs.


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M. Demonstrate skills to access appropriate employment to meet his/her individual needs.

N. Identify and ask for accommodations necessary to ensure equal access and full participation in post‐school education and/or employment settings.

O. Demonstrate skills needed to access appropriate transportation (both public and private).

P. Demonstrate the ability to use technology to enhance employment, learning, and community involvement.


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Outside/Participating State Agencies

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Each high school will be contacted by BRS Level Up Counselor to exchange information and plan for pre‐employment transition services

LEA is required to identify a district/HS contact person to meet and work with Level Up Counselor

Referral Protocol is a communication tool to build partnerships to educate schools and coordinate Level Up transition service delivery

BRS Referral Protocol must be completed by both parties and filed with BRS Central Office no later than December 1, 2017

BRS Referral Protocol and LEAs

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Workforce Innovation & Opportunity Act (WIOA)

DORS/BRS Level Up Services (2017‐18)

DORS/BRS Level Up is a transition program developed by DORS for students enrolled in school, ages 16‐21 under WIOA.

This program allows DORS to supplement student transition services provided by a school district.

Pre‐Employment Transition Services Include: Counseling for Postsecondary Education/Training

Instruction In Self‐AdvocacyJob Exploration Counseling

Work Based Learning ExperiencesWorkplace Readiness Training

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Delivering a consistent message . . . DORS/BRS has developed a single communication plan

to inform schools, students and families of updates, changes and opportunities offered through Level Up.

Each of the three DORS/BRS regions will be implementing this communication plan in ways that address the specific needs of the schools, students and families in their regions.

The Level Up App is available to students currently enrolled in Level Up to receive updates, alerts, event announcements and appointment reminders with a Level Up counselor.

DORS/BRS Level Up Services ‐ 2017‐18

DORS/BRS Level Up App

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Improve Service Delivery

Each of the 3 regions have unique geographic and demographic differences to consider regarding service delivery. Specific Disability Needs

Transportation Access

Urban vs. Suburban vs. Rural

Establish ONE Level Up Supervisor statewide to address the needs of students, schools and families.

Level Up Counselors are already reaching out to school contact persons to establish a connection and referral process early in the school year.



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For 2017‐18 DORS/BRS Level Up will offer the following

services to groups and individuals:

Career Assessment Services: Job Exploration, Informational Interview, and Job Shadowing

Work Based Learning Experience Program: Paid work offered during the summer with built in support.

Life Planning Services: Instruction, experiences and opportunities to build Self‐Advocacy with Assistive Technology, Workplace Readiness Training & Peer Mentoring Opportunities (coming soon).



Ancillary supports for the provision of all Level Up services may include:

Personal Care Assistance

Interpreter Assistance – American Sign Language

“On Boarding” supports at a work‐based learning experience [job coaching]

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Guidance & Counseling

A core vocational rehabilitation (VR) service

provided directly by a VR counselor to

students and their support systems to inform

students about disability and the impact of

disability in school, community and career

settings. This service directs decision making

in planning for a career to consider

employment, education and training .

Guidance & Counseling including postsecondary education and training is a Cornerstone service of the VR program.


Expand service delivery from individual to group settings to align with transition services schools currently provide under IDEA. These services are not intended to replace the existing transition services within schools.

Level Up Pre‐Employment Transition Services

Level Up Services When Format

Career Assessment Services

Career Exploration Year Round Individual & GroupInformational Interview Year Round Individual & GroupJob Shadow Year Round Individual

Work Based Learning Experience

Work Experience Summer Only IndividualOn‐Site Support Summer Only Individual

Life Planning Services . . . . Coming Soon

Instruction In Self Advocacy Year Round Individual & GroupPeer Mentoring Year Round Individual & GroupWork Place Readiness Training Year Round Individual & GroupAssistive Technology Year Round Individual & Group

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Assistive Technology – BESB Vocational Rehabilitation and Children’s Services work collaboratively to provide adaptive technology devices and training to assist students progress to the next level.

Get Around Safely – Orientation and Mobility Specialists teach travel skills in the community, at a job site, or on a college campus.

Live Independently – Help students gain skills and confidence in home and community activities.

Mentoring – Students interact with and learn from mentors who are blind, focusing on all aspects of life with special insight about accomplishing career goals.

Prepare for college – Help students experience life on a college campus while still in high school.


Pre‐Vocational – Help students explore who they are; those traits lead to success in certain occupational fields and BESB can help students learn about these opportunities.

Recreation – These types of activities enhance mobility skills; provide valuable peer mentoring opportunities; and help students develop self‐determination skills and confidence, which transfers to a variety of other settings throughout life.

Self‐Advocacy – Help students become comfortable discussing their disability in a manner that projects confidence and proficiency to others.

Work – Help students discover and experience work opportunities in a career field of interest, including on‐the‐job supports.


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For more information contact:

BRS‐Bureau of Rehabilitation Services

Myra ScottEducation Service Specialist

860‐424‐[email protected]

Level Up ‐ 1‐866‐844‐1903860‐424‐4839 (TTY)

BESB ‐ Bureau of Education Services for the Blind

Barry RitaTransition Coordinator

860‐602‐4069

[email protected]

http:www.ct.gov/besb

http://www.ct.gov/brs/site/default.asp

WIOA – Section 511 34 CFR‐Part 397 ‐ Limitations on Use of Subminimum Wage

Purpose:

To ensure that individuals with disabilities,

especially youth with disabilities, have a

meaningful opportunity to prepare for, obtain,

maintain, advance in, or regain competitive

integrated employment, including supported or

customized employment.

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Section 511 – Subminimum Wage Employment

Intent is to limit the use of subminimum wages

Focus on organizations with a 14(c) Certificate from the Department of Labor

Emphasis on students with disabilities who are known to be seeking subminimum wage employment

In CT this applies only to DDS consumers who will be seeking subminimum wage employment post high school

Work with DORS/BRS & DDS to identify Section 511 consumers

Documentation will occur during the student’s final year in high school through Level Up Services

Section 511 – 2017‐18 DORS/BRS Subminimum Wage Documentation Process

DDS provides list of 2018 Grads to DORS/BRS ‐ July 2017

DORS/BRS sends letter to 2018 DDS Grads to encourage them to get in touch with their Level Up counselor to help them understand how changes in the federal labor law may affect them after they graduate.

Students who contact DORS/BRS Level Up services who are known to be seeking subminimum wage employment after HS are evaluated for VR eligibility and provided with appropriate documentation.

LEAs can assist by making sure that DDS students seeking subminimum wage employment are referred to Level Up services early in the school year.

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Section 511 – 2017‐18 LEA Documentation Process

For those DDS students who are known to be seeking subminimum wage employment upon graduating in June 2018, the LEA must provide documentation to DORS/BRS that the student has received transition services while in school.

The LEA will complete and submit the Section 511 LEA Documentation of Completed Transition Services form (located on the CSDE website) with a copy of the student’s most recent IEP to DORS/BRS no later than June 15, 2018.

Section 511 – Subminimum Wage Contracting Limitations

LEAs may NOT enter into a contract or other

arrangement with an entity that holds a 14(c)

Certificate for the purpose of operating a

program or providing services for a youth

under which work is compensated at a

subminimum wage.

(§397.31)

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Social Security counts less than half of a person’s before‐tax (gross) monthly wages when calculating SSI, Most people have more income when they work!

Student Earned Income Exclusion ‐ Students under age 22 and regularly attending HS, college, or a training program are usually allowed to keep all or most of their SSI payment while they work.

SSI may cover some out‐of‐pocket expenses for services or disability‐related items that are needed for people to work (e.g., medication co‐payments, prescribed

therapy, medical supplies, some transportation costs for work, self‐paid job coaching, service animal expenses)

Employment and Disability BenefitsSupplemental Security Income (SSI)

If on SSI as a child, Social Security does a determination between ages 18 – 19 to see if child qualifies under Adult Standards for disability.

Nearly 40% of children on SSI (and 70% of those children with mental health and behavioral conditions) are terminated from SSI as a result of that determination.

If you have a VR Individualized Plan for Employment (IPE) with the Department of Rehabilitation Services (DORS –BRS/BESB) and/or an Individualized Education Program (IEP) at school, SSI benefits may continue until the VR plan or school program ends. [see posted Request for 301 Protection Form]

Section 301 ProtectionFor High School Students on SSI

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On April 13, 2011, DDS implemented a new Employment First Policy Statement that all graduates and individuals with a Level of Need (LON) of 1, 2, or 3 have an employment goal in the Individual Plan (IP) that will assist them to move toward obtaining a community‐based competitive job.

Effective November 1, 2016, only individuals with a LON score of 6, 7 or 8, may access Day Support Option (DSO) Programs.

Individuals with a LON score of 1‐5 may use their allocated DDS funds to pay for participation in time‐limited Transitional services that lead to competitive employment. Funds may also be used for Individualized Supported Employment (ISE), Individual Vocational Supports (IDV), or self‐directed vocational services.

DDS Guidance for Families

DDS – Career Planning

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Discovery ‐ a qualitative process that takes place in natural environments and involves interviews, conversations, and observations to get to know the job seeker and his or her interests, talents, and ideal conditions. Discovery culminates in the development of a vocational profile that provides a descriptive picture of the job seeker.

Vocational Profile ‐ a comprehensive document that captures the information “discovered” and provides a narrative snapshot of the job seeker.

Customized Employment Planning Meeting ‐ used to develop a customized employment blueprint that bridges the gap between Discovery and job placement.

Customized Employment Process

Visual Resume ‐ a sales tool to introduce the job seeker to potential employers. It is different from a typical resume in that it utilizes photos or video clips to demonstrate the job seeker completing tasks/ skills essential to the position. This tool is very useful for individuals who may not be able to express their talents and abilities in a verbal format.

Customized Job Development and Negotiation ‐Customized Employment includes negotiating employment opportunities with employers through the identification of unmet business needs that may be filled by the talents of a job seeker.


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Accommodation and Post‐Employment Support ‐ is the

development of natural supports and resources targeting

challenges prior to the loss of employment. Employees

and employers should be aware of the resources to

identify and implement accommodations as required by

the Americans with Disabilities Act. Use of “employment

facilitators” vs. job coaches.

http://www.apse.org/wp‐content/uploads/2015/02/2015‐APSE‐

poster.‐Implementation‐of‐customized‐employment‐provisions‐of‐

the‐WIOA‐within‐Vocational‐Rehabilitation‐systems.pdf



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Revising secondary transition resources

Building a Bridge: A Transition Manual for Students (2009)

Connecticut’s Transition Training Manual and Resource Directory (2004)

Life Course Planning – Integration with other state agencies/person‐centered planning

EnvisionIT – web‐based transition curriculum incorporating Common Core State Standards ‐ FREE

• Fall Participation Interest Survey

• Statewide Training – October 27th

2017‐18 Transition Initiatives

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NSTACT State Transition Plan Increasing student participation in the development of the

IEP and facilitating PPT meetings • Survey • Best Practices and Resources

Development of a Youth Advisory Board

Curriculum pilot projects with UMASS Medical School & NTACT for students with Emotional Behavioral Disturbance (EBD) [See posted description] Student‐Led IEP Transition Planning Incorporating Career and Technical Education Partnering with Community Agencies in IEP Transition

Component Planning

Transition Coalition Self‐Study: Building a Transition Assessment Toolkit – (University of Kansas) (completed)

2017‐18 Transition Initiatives

June ‐ 2018

Summer Symposium on Secondary Transition & College to Careers Conference

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secondary transition updatesfiles.serc.co/bts17/breakout session documents/secondary... · 2017. 9....

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