1/2/2014

1

Kathy Wright

Wright’s Solutions for Special Education

www.wrightsolutions4sped.com

972/742‐9366

Texas Transition Conference, 20141

2

• Excellent: “We don’t want to change a thing”

• Good: “There are a few areas needing improvement”

• Acceptable: No one is complaining, but we know we could do better”

• Needs Improvement: “ We are not compliant and/or people are complaining. We need to do something”

• Poor: “We have little or no knowledge of what to do or how to do it”

FAPE

Measure of Accountability

High expectations lead to more effective education

“all students should be prepared to lead productive and independent adult lives to the maxim extent possible”

3

“Transition transcends all!”

1/2/2014

2

Transition Services: a coordinated set of activities that are results oriented

Activities include:

Instruction

Related Services

Community Experiences

Vocational education/employment

Adult Living

Acquisition of daily living skills (if appropriate)

Functional Performance

Functional Vocational Evaluation

Transition Assessment4

Setting where transition goals are addressed:

Special education classroom

General ed classroom

CATE

Job Site

Speech therapist

VAC

5

Instruction

Activities related to transition goals:

Volunteerism

Church activities

Community Sports

OJT

Job shadowing

Shopping

Drivers Ed

Continuing Ed on a college campus

Transportation

6n

Community Experiences

1/2/2014

3

CFR 300.43 (purpose of special education)… to “prepare students for employment, further education and independent living.”

Focus on improving academic and functional achievement to facilitate movement from school to post‐school activities

Includes post‐secondary education, vocational education, integrated employment, continuing and adult education, adult services, independent living, and/ or community participation

Based on individual needs

Includes instruction, related service, community experiences, employment and other post‐school obj. and acquisition of daily living and functional vocational evaluation

7

Due Process hearings and court trials generally pertain to two major issues:

Coordination of and responsibility for services

Content and construction of transition plans

LEAs are generally not responsible for postsecondary services unless they have failed to provide an  appropriate transition plan or services (due process in this area is increasing)

Appropriateness of the plan is the most important issue

(an incomplete plan is considered inappropriate)  

(Novato Unified SD)

Any part of the process omitted, incorrect, etc.=Denial of FAPE!

8

Most common legal issues:

Appropriateness of the plan

An appropriate plan must:• meet state and federal criteria• Identify all areas of need through age appropriate assessments• Reflect the evaluation• Address all the areas of potential need• Nonspecific goals and objectives have resulted in the award of compensatory

education (Novato Unified SD)• Failure to specify a post-school environment(Urban v. Jefferson County)• Failure to plan and initiate transition services in sufficient time to have

the desired impact. (Mason City)• Services were not “specially designed instruction” and necessary for student to obtain

education benefit. Student had graduated, but LEAwas ordered to provide post secondary educational services and adultliving services. (Lancaster ISD)

• Denial of FAPE if services stated are not provided (Marshall County Board of Educ.)• Students new to district-make sure plan is acceptable or write new one• Students with change of placement of eligibility classification

9

1/2/2014

4

1. The LEA always retains responsibility for school-aged transition services.

2. The LEA is not responsible for postgraduation services EXCEPT through compensatory education awards for failing to provide an appropriate TIEP or services as specified in the TIEP.

3. The TIEP is the cornerstone of transition. It must be designed to meet all of the student’s transition needs and must result in a meaningful educational benefit

4. The transition plan must specifically identify the desired adult outcomes to ensure that the services will produce a path to those outcomes.

10

11

5. Graduation plans represent a critical juncture in transition planning and services. LEAs must ensure that parents and students participate in graduation planning.

6. Transition plans must be individualized and based on the students current levels of academic and functional needs and desired adult outcomes.

7. Transition planning must begin early.

8. Environments for transition must be age and goal appropriate.

(www.ldonline.com)

Focus on Student Not Paperwork

12

1/2/2014

5

1. Assessment

2. Planning with the student and the family, outside          agencies, service providers,

3.  Preparing student to perform functionally 

4.  Drive toward a result

5.  Prepare student to “lead productive and independent adult lives to the maximum extent possible” [20U.S.C. 1400(c)(5)(A)(ii)]

Coordinated Set of Services

13

14

PLAAFP= Effective Transition Planning

• Appropriate measureable post secondary goals based upon age appropriate transition assessments related to training, education, employment,

• “ongoing process of collecting data on individual needs, preferences, and interests….”

• relate to current and future working, educational, living, and personal/social environments

• chronological age, not development age

• formal or informal

• NOT just interest inventories15

1/2/2014

6

Types of Assessment

16

1. Student Interviews

2. Observation IF data is collected

3. Parent Interviews

4. Situational Assessments

5. Rubrics/Matrix

Student’s vision

Performance in the area of education affected by the disability 

Functional performance and areas of need 

Age appropriate assessments related to training, education, 

daily living skills (if appropriate)

Accurately describe how disability affects learning and work

Supplementary services explained and data included

Objective terms that are measurable

Where scores are used, ensure they are self‐explanatory or an explanation is  included

Must be able to pass the “stranger test”17

Nonacademic Self‐determination skills Routine activities of everyday living Executive functioning skills Communication skill Social Skills Technology skills Mobility skills Organizational skills Time management Task completion Self help skills

18

1/2/2014

7

An assessment Process

Details Job or Career Interests

Aptitudes

Skills

Information gathered from situational assessments

Observations

Formal or Informal measures

Practical

19

Functional Vocational Evaluation

20

PLAAFPS(Vision)

POST‐SECONDARYGOALS

(Where you’re going)

Post Secondary Goals:

21

• must be…Appropriate, measurable

• based on…Age-appropriate transition assessment

• must address…Training, education, employment, independent living skills, (where appropriate)

• must include….Environment (4 year university, community college, on job training, etc.)

• Must explicitly state…learning or behavior

National Secondary Transition Technical Assistance Center (2009). Indicator 13 training materials. Charlotte, NC: Author. http://www.nsttac.org/content/nsttac-i-13-checklist

1/2/2014

8

Goal: Judy will enroll in a four-year college to study nursing.

Coordinated Activities: 1. Research state

universities offering nursing programs

2. Determine entry requirements and cost

3. Take the ACT or SAT 4. Maintain passing grades

in all general ed classes

Post Secondary Goals

22

23

Education

Nonexamples:

Upon graduation, John willstudy marine biology.

After graduating from HS,  JJ will attend a two‐year 

community college to obtain auto body certification

After graduation from high school, student will complete a 

one‐year course to become a manicurist

Within two years of graduation from high school, student will 

have completed a basic course in culinary arts 

After graduating from high school, student will receive job 

development services from vocational rehab program for 

training in supported employment and volunteerism.‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

Employment

John will seek a part-time job.

Within one year of graduation, student will enlist in the

Marines

After graduation from high school, student will remain

employed, full‐time on his father’s farm

After graduation from high school, will gain part‐time

employment in retail

24

PLAAFPS(Vision)

POST‐SECONDARYGOALS

(Where you’re going)

Annual Goals(How you’re going to get there)

1/2/2014

9

Post secondary goal:

A statement of what will happen after graduation.

Expected skills to support transitional goal:

Class/course

Activity

Annual transition goal:

Leads to post‐secondary goal 

25

Post secondary goal:

Student will attend community college to study nursing

Expected skills:

Student will complete general ed course work with no 

modifications

Annual goal:

Student will pass biology and end of course exam

26

27

• Lead to post secondary goals

• Include academic and functional goals

• May or may not be standards based

• Will more than likely need short term objectives

• At least one annual goal needs to address postsecondary goals

• An annual goal could address multiple goals

1/2/2014

10

By the end of the second semester, student will take the ACT and/or SAT, and will review results with case manager.

At the end of 36 weeks, student will be able to complete various on-line job applications, with minimal assistance, and 80% accuracy.

During the second semester of the 2013-14 school year, student will attend all scheduled classes 90% of the time as measured by student attendance records.

28

Postschool Vision

PLAAFPS

Post Secondary Goals

Annual Goals

Short Term Objectives29

1. Are there appropriate measurable postsecondary goals in the areas of training, education, employment, and, where appropriate, independent living skills? 

2. Are the postsecondary goals updated annually? 

3. Is there evidence that the measurable postsecondary goals were based on age appropriate transition assessment(s)? 

4. Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goals? 

Indicator 13 Checklist

30

1/2/2014

11

5. Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goals? 

6. Is (are) there annual IEP goal(s) related to the student’s transition services needs? 

7. Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed? 

8. If appropriate, is there evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority? 

Indicator compliance does not mean compliance!  Document, document, document

31

Planning is done at ARDS and not addressed again until the next year’s ARD

PS goals are not measurable

PS goals are not realistic

PS goals aren’t aligned to SOS or grad. plan

No annual goals

Annual goals don’t lead to PS outcomes

Transition is not addressed in PLAAFPs

Focus is on getting kids “graduated”

Person writing the plan doesn’t know the student

32

33

Begin With The End in Mind!

1/2/2014

12

34

Transition  planning is not an event or an IEP supplement.

Design the school years to ensure that students have the opportunity, and gain the skills needed to achieve post school education, employment, and living goals.

35

You have to know where you’re going to know how to get there.

Enable students to attain post‐school goals, involve students in identifying and making linkages to post‐school supports and programs before exiting the school system.

36

Won’t know the answers if you don’t ask the questions.

1/2/2014

13

Case Managers lead planning

Direct ongoing planning  occurs outside of ARD

Students  identify realistic outcomes

Students strengths and needs are considered

Focus on moving to post‐school activities, NOT ending services

Teaching requisite skills for college prep and/or technical training

Specific planning‐Not Cookie Cutter

Students and Parents are involved

What we should be doing

37

38

• Case Managers lead transition planning

• On going assessment• Student interviews• Person Centered Planning

• SOP folder

• SOP checklist

• Teach Self-Determination

• Student led ARDS

• Agency Information

• Document, Document, Document

39

• Student HAS to attend, so involve them

• Student’s input is key to determining post high school goals

• Student led ARDS teach self‐determination in a real world setting

• Student knows more about their disability, strengths, and needs

• Student advocates for accommodations

• ARD members reach consensus easier

• ARDS are more positive

• Parents contribute more

1/2/2014

14

40

The Summary of Performance provides the student with information regarding their academic achievement and functional performance and is related to postsecondary goals. The process must be initiated by age 14 and no later than 8th grade.

Sample SOP checklist

41

Summary of Performance Portfolio

Name:________________________SS#_____________________BD______________

Date of 1st Transition Planning:____________

Projected Graduation:_______________

The following items MUST be included and should be maintained in the student’s SPED folder.One copy of the results of 2 vocational assessments (one completed by end of 8th grade and another completed by end of 12)

• Interest Inventory/Survey (completed by the end of 8th grade)

• Functional Vocational Assessment Checklist

• Vocational Experience/Exploration Summary (Situational Assessment)

• Parent Survey (completed prior to every annual ARD)

• Four Year Course of Study planning chart

42

• Copy of AAR

• Student Led ARD agenda

• Transition goals (reflected in the IEP, and updated annually)

• Copy of students Senior Annual ARD (identifying accommodations and modifications needed for post-secondary education and including Transition Supplement)

• Volunteer Verification Sheet (to be addressed and updated annually)

• Agency Verification Sheet

• Copy of Accuplacer, THEA, SAT or ACT if going to a post-secondary setting

• Employment Verification Sheet indicating 12 consecutive weeks of employment

Portfolio is maintained in student’s Special Ed folder and given to student when services end.

1/2/2014

15

Student/ Case 

Manager 

Self Det., Person 

Centered Thinking and Planning, 

Assessment

PLAAFP

Post‐Secondary 

Goals

Annual Transition 

Goals

Student graduates 

prepared for a successful 

future

43

Transition Planning

44

Resources

45

Association on Higher Education and Disability (AHEAD)www.ahead.org

Council for Exceptional Childrenwww.cec.sped.org

Division for Career Development and Transitionwww.dcdt.org

Do It Program‐University of Washingtonwww.washington.edu/doit

Institute for Person‐Centered Practiceswww.person‐centered‐practices.org

1/2/2014

16

More Resources

46

Kansas Universitywww.transitioncoalition.org

My Graduation Planwww.mygraduationplan.com

National Center on Secondary Education and Transition:www.ncset.org

National Dissemination Center for Children with Disabilitieswww.nichey.org

National Secondary Transition Technical Assistance Centerwww.nsttac.org

And MORE!

47

Texas Education Agencywww.tea.state.tx.us/sped

The Center for Self‐Determinationwww.centerforself‐determination.com

Transition in Texaswww.transitionintexas.org

TSLPwww.tslp.org

Zarrow Centerhttp://www.ou.edu/content/education/centers‐and partnerships/zarrow.html