Successful Transition Programming and Planning by Grade 9 and

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Transcript Successful Transition Programming and Planning by Grade 9 and

Successful Transition
Programming and
Planning by Grade 9 and
Presented by:
Erin Dougherty-Jensen
Today’s Learning Targets
 Overview of Anoka Hennepin’s Data as it relates to 4 yr.
graduation rates and percentage of students enrolled in
transition programs.
 Review of the rules and regulations regarding transition
planning for students receiving special education services.
 Options for students beginning in grade 9 and beyond with
respect to transition programming.
 Process / criteria for determining what students are truly in
need of specialized transition programming and planning
beyond their 12th grade year compared to their non-disabled
Our Current Reality
 We are required to report the number of special education
students we have in our transition programs to the MDE
 The statewide target (determined by the MDE) for students
enrolled in and in need of transition programming is 4.4%.
 Anoka-Hennepin has been fairly consistent over the past few
years at around 8.8%. Clearly, this is double the statewide
 With continued discussion and planning around this topic a
plan and process will be put into place to bring AnokaHennepin’s percentage more in-line with the statewide
Our Current Reality Continued…
 In review of the past few years, it is fairly consistent that the
percentage of students receiving special education services
that complete their 12th grade year and are awarded their
diploma runs between 30%-50%.
 With that said, we are referring 50%-70% of students to our
transition programs and not awarding them their diploma.
 There is not currently a uniform process that the district
follows in respect to transition programming options, for
identifying what students are in need of additional
specialized transition programming and what their backward
plan is once they are there.
Secondary Transition
 Minn. Stat. § 125A.08 requires additional documentation
in the IEP that provides an accountability framework for
improving secondary transition services and outcomes.
 The statute also requires that this takes place by the
end of grade 9 and yearly thereafter until the student is
awarded their diploma.
 This is addressed within four components of the IEP:
Desired Post-Secondary Outcomes, Anticipated Courses
of Study, Other Transition Services or Activities and the
Description of Child.
Desired Post-Secondary Outcomes
 As mentioned before, the expectation is that by grade 9, a student’s
IEP team discusses and develops a measurable post-secondary
outcome that the student hopes to reach post grade 12 or transition
program. Progress reporting is not required on an annual basis
however the team needs to continue to address and discuss this
outcome on a yearly basis as it may change from year to year.
 A post secondary outcome must be written for EACH student in the
areas of employment and post-secondary and when appropriate,
independent living.
 The team should also use these outcomes to drive the annual goals
and services of the student.
 Desired Post-Secondary Outcomes MUST be written in the format of
“the student WILL …” vs. “the student plans to or would like to”
Examples of Acceptable PostSecondary Outcomes
 After graduation, Jamal will obtain a bachelor’s
degree in computer science.
 After graduation, Maria will pursue an internship in
the field of advertising while she attends postsecondary school part-time.
 After graduation, Danny will live in his own
apartment in an assisted living facility.
Examples of Unacceptable PostSecondary Outcomes
 After graduation, Danny will participate in a
variety of indoor and outdoor leisure activities.
 After high school, Mia is unsure of what she would
like to do as a profession.
 After high school, John is pretty sure he might go to
Anticipated Courses of Study
 The IEP team needs to map out what courses a student
is going to take during the year the IEP is written and at
least one year beyond. (The team is encouraged to map
out all four years if appropriate)
 These courses of study should directly relate to the
child’s post-school outcomes.
 Be as specific in the course titles as possible as that
clearly indicates what programming has been put in
place to allow the student as much opportunity as
possible to meet their desired outcomes.
Courses of Study
Business Basics, Math Basics, Reading Essentials, Adapted PE,
Environmental Science, Current Events
Business Basics, Consumer Math, Readings and Literature
Citizenship, Speech and Drama, Social Skills, Specially Designed
Employability Skills, Family Living
English for Work, Math for the World of Work, Specially Designed
Communications, Specially Designed Daily Living Skills, Graphic
Specially Designed Communication and Writing Skills, Essentials of
Business Operations, Computer Applications, Work Based Learning
Other Transition Services or
 Transition services must specifically address
postsecondary goals and sufficiently enable the child to
advance appropriately toward attaining their
postsecondary goals.
 An activity can be done in collaboration with other
participating agencies, including the student and family,
and may not require specialized instruction.
 There is not the requirement that all activities are
completed within that IEP year however it is required
that if an activity was not addressed that the team
discuss why it wasn’t and if it is still appropriate to
continue that in the next IEP.
(Activities that are bold require an annual goal)
Other Agency Responsible
Participate in Business Basic class
-Improve reading skills
-Improve writing skills
-Improve social skills and self-determination skills
Regular Education
Special Education/Related
Vocational Rehabilitation, MnSCU Disability
-Acquire a state ID
-Visit a Work Force Center
-Visit Hennepin Technical College and meet Disability
Related Services
-Complete application for county support and vocational
rehabilitation program
Improve Communication skills
County Social Worker, Vocational Rehabilitation
The development of employment
and other post school adult living
Memorize social security number
Work Based-Learning
Learn pre-employment skills
Work Based-Learning
If appropriate, acquisition of daily living
skills and provision of a functional
vocational evaluation:
-Develop a personal fitness routine
-Complete a vocational evaluation
Student, General Education
Special Education, Related Services
Student, Vocational Rehabilitation Services
With All of That Said…
 I’d like to have some discussion surrounding how and
when transition programming is taking place for the
students you case manage.
 Please group up (with others NOT in your building) and
talk through what this looks like in your building.
 What do you feel works well and address the regulations
 What makes transition programming/planning in the high
school years difficult
 Ten Sigma Transition Checklist
 Comments??
Common Themes for why
Students are Attending…
 First and foremost…my disclaimer!
 Credit Deficient
Transition Programs are not a credit recovery process
Grades, especially within special education courses
 Wanting to get “free college”
This is a misconception for many and the options for accessing some type of post
secondary course work have many criteria
 “It would be good for”…
We acknowledge that it would be great for many students (sped or not) to have
additional support following high school however it should be more specialized and
specific in nature for those attending.
 Transition components were not addressed in high school.
Although it may not always be possible to meet all of a student’s transition needs
during high school, it is the expectation that programming (with a backward plan in
mind) needs to begin there.
What Options Could be Explored in High
School and Possibly Beyond..
 For many years, the discussion and focus at high schools has been highly academic
in nature as it relates to programming.
 For some special education students, that may be completely appropriate and inline with the desired post-secondary outcomes and for others, our “traditional”
path is not structured in a manner that best meets their needs.
 Through the IEP process, we have the opportunity to explore options for our
students to achieve those outcomes through means other than the “traditional”
 By programming and planning in that fashion, beginning in 9th grade, many of our
students may have met their goals in all areas, including transition, by the end of
their 12th grade year.
 Possible graduation via the student’s IEP versus credit/course specific completion.
 For those that are still in need of specialized transition programming, it will be
clear what has taken place and what continues as a need.
Process and Criteria for Determining What
Students are in Need of Specialized Transition
Programming After High School
 Case Mgrs will have documented, via the IEP, what transition
programming and planning has taken place since the student’s
9th grade year.
 Beginning the 12-13 school year, I will be scheduling a full day
in each of the high schools in September so case mgrs can
bring the names of students they feel are in need of
additional transition programming after high school.
 For students being referred to a transition program, the high
school will work with the transition program to develop a
backward plan for those students that clearly outlines what
the student needs, how it will be addressed and by when.
Is It Ever That Clean & Simple??
 Of course it isn’t!
 We will continue to work on increasing our opportunities
for addressing transition programming beginning in the
high school years while ensuring those students that are
being serviced in our transition programs are truly in
need of a specialized transition program and plan that is
clearly different than their non-disabled peers.
 Please, I encourage you to contact me with questions,
concerns, suggestions, and ideas as it relates to this
 Pathways…
???? Questions ????