Transcript Agenda

It’s A Brave New World:
An Introduction to Secondary
Transition
March 24, 2009
12:00 PM - 1:00 PM; 7:00 PM - 8:00 PM
Conference Call #
1-888-727-6732
Passcode: 530162#
1
Why Focus on Transition
Lifelong learning is
an expectation for
students with
disabilities
Non-employment is not
an acceptable terminal
goal for students exiting
high school
2
Why Focus on Transition?
Getting a high school
diploma is not enough
The challenge is not only to ensure all students achieve
high academic standards, but also gain skills needed to
achieve their desired post-school goals and assume
adult responsibilities in their communities
Storms, J., O’Leary, E., Williams, J (2000). Transition requirements: A guide for states, districts, schools,
universities and families, p. 6
3
What is Transition?
Is focused on your child’s preferences and interests
Address your child’s individual needs
Plans for a successful outcome for your child
Is a coordinated set of activities,
services and goals
Promotes the movement
of your child from high
school to adulthood
Steps to a Successful Transition
Step One
Your child will begin to explore their
goals for life after high school and
develop a plan to achieve
these goals.
Step Two
Design a program, at school and in the community,
beginning at age 14, to help your child gain the skills
necessary to achieve his/her goals.
This should include information on:
The progress your child
is making on his/her
school subjects (course
of study/IEP goals)
The career
they dream of
Your child’s
understanding of
his/her disability and
what helps your child
meet success
Step Three
Develop a team of
people who will help
your child reach
his/her goals. This
may be people in the
family, in the school
and in the
community.
Step Four
Your child will
graduate with
skills and
knowledge to
help him/her:
Set and
achieve career
& personal
goals
Identify
strengths,
achievements
& personal
goals
Be able to
advocate for
his/her needs
Identify
services &
agencies that
can support
their goals
Transition Services
What the Law States
What Parents Want to Know….
What is the
purpose of
transition
planning?
10
Individuals with Disabilities Education Act
IDEA 2004
Primary Purpose
• To ensure that all children with disabilities
have available to them a free appropriate
public education that emphasizes special
education and related services designed to
meet their unique needs and prepare them
for further education, employment, and
independent living H.R.1350 (IDEA 2004)
11
What Parents Want to Know….
Which students
must have
transition planning
and when does
transition planning
start?
12
Age Requirement
Transition services must be
addressed in the IEP of the
student in the year in which the
student turns 14 years of age
The IEP team does not have to wait until the
student’s approaching 14th birthday year to
consider the student’s transition needs
Pennsylvania Chapter 14 Regulations 7/2008
13
What Parents Want to Know….
Who in the middle school or
high school is responsible to
work with my son/daughter
on transition?
14
Chapter 14:
Special Education Services & Programs
14.131. Individualized Education Program
(b) In addition to the requirements incorporated
by reference in 34 CRF 300.29, 300.344(b) and
300.347(b) (relating to transition services; IEP
team: and content of IEP), each school district
shall designate person(s) responsible to
coordinate transition activities.
15
16
A Process for Addressing Transition
Step One:
Identify the student’s post-school desired
goals or vision. (Assessment)
Step Two:
Describe the student’s Present Levels of
Academic Achievement / Functional
Performance (Assessment)
Step Three:
Determine Agency Linkages and Supports
Step Four:
Design a Transition Plan that includes courses
of study and activities/services (transition
grid)
Step Five:
Determine Measurable Annual Goals that lead
to post-school goals (academic, transition, etc)
17
Step One:
Identify the student’s postschool desired goals or vision.
(Based on Assessment)
18
How does the student set goals for the
time after high school?
Training and
Education
Employment
Independent
Living
19
Assessment is
A process of gathering
relevant information to
plan, evaluate, or make
decisions (academic
assessment, transition
assessment, career
assessment, vocational
assessment).
Information can
be gathered from
multiple people
and places over a
period of time.
20
Assessment ≠ test
Assessment= gathering information
21
Post-School Goals
Characteristics
Measurable statements:





Based on Individual’s Assessment Data
Identifies where student will be AFTER high school
NOT intended to describe events that occur IN high school
NOT the same thing as IEP measurable annual goal
Addresses
– Post-Secondary Education/Training
– Employment
– Independent Living
22
Gathering information on
interests and preferences
interviews
surveys
questionnaires
23
Sharing information on the student’s
interests and preferences with the
I.E.P. team
• student’s presentation at the I.E.P. meeting
• sending information to the I.E.P. team
24
How does the school collect information on
interests and preferences?
formal assessments
situational
assessments
job shadowing
gathering information
from volunteer
placements, training
situations, jobs
25
Understanding her/his disability
• Student must understand his/her disability
before he/she can self-advocate
26
Post School Goals
Post secondary
Education/Training
Employment
Independent living
27
Post Secondary Goals
Characteristics
 based on information gathered on interests and
preferences
 identifies where the student will be AFTER high
school
 NOT intended to describe events tht occur IN high
school
 NOT the same thing as I.E.P. measurable annual
goals
28
Post-School Goals
Characteristics
 Each post-school area must be addressed by the
IEP team
 Used for planning course(s) of study
 Lead to measurable annual goal(s)
 Link to agencies/community to support outcome
29
Sample Post School Goal:
Postsecondary Education and Training Goal:
Phillip has a goal of enrolling in postsecondary training in
the area of automobile repair or a related field.
Measurable
Annual Goal
Yes/No
(Document in
Section V)
Courses of Study :
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/
Agency
Responsible
30
Post Secondary Education and
Training
• The I.E.P. team must discuss each goal area.
• Possible goals:
 Going to training school after high school and list
the area of interest
 Going to a 2-4 year college and area of interest
 The IEP team has determined that this goal area is
not needed for the student at this time
31
Sample Post School Goal:
Employment Goal:
Phillip has a goal of competitive employment in the area of
auto body repair or related field.
Measurable
Annual Goal
Yes/No
(Document in
Section V)
Courses of Study :
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/
Agency
Responsible
32
Employment
• The I.E.P. team must discuss each goal
area
• Possible goals:



has a goal of working in an auto repair shop after
high school
has a goal of working in a retail store after high
school
The IEP team has determined that this goal area is
not needed for the student at this time
33
Sample Post School Goal:
Independent Living Goal, if appropriate:
The IEP team including Phillip and his parents has
determined that a goal is not needed for Phillip in this area
at this time.
Measurable
Annual Goal
Yes/No
(Document in
Section V)
Courses of Study :
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/
Agency
Responsible
34
Sample Post Secondary Goal
Independent Living
• Possible goals:
 a goal of living independently
 a goal of living with friends in a supervised
community setting
 a goal of living with her/his family

The IEP team has determined that this goal area is not
needed for the student at this time
35
What Parents Want to Know….
Does an I.E.P.
have to have a
goal for each of
the 3 areas?
36
37
More Assessments……..
Gathering
information to
help us know
if the student
can reach
these goals
Abilitiestalents or
acquired skills
Abilitiestalents or
acquired skills
38
Matching assessments to goals…
• Will this student do well in college?
• Will this student be able to be admitted to
and succeed in the cosmetology program?
• Will student be able to plan and manage
cooking meals?
• Will student be able to travel independently to
work?
39
Step Two:
Describe the student’s Present Levels
of Academic Achievement / Functional
Performance
(Based on Assessment)
40
Present Levels Must:
1. Identify strengths and prioritize needs
2. Describe effect of disability on performance
3. Provide a starting point for development of
annual goals
4. Guide development of other areas of the IEP
5. Be data driven (measurable and observable)
6. Reference post-school transition goals.
41
Example:
Not measurable:
“Diane is doing better in math.”
42
Example:
Measurable:
“Diane adds, subtracts, multiplies,
and divides multiple-digit
computation problems with fewer
than 3 errors on a mixed-skill math
probe……”
43
Sample PRESENT LEVELS OF ACADEMIC
ACHIEVEMENT AND FUNCTIONAL
PERFORMANCE: Phillip
Phillip is an 11th grade student, with a learning
disability in reading and written language. He is
currently enrolled in the career and technology
(CTE) program for Auto Body Repair, with a half
day at the High School where he is fully included
in general education classes. He is on track for
graduation with a regular diploma based on
credits in his high school and career and
technology programs
44
Sample PRESENT LEVELS OF ACADEMIC
ACHIEVEMENT AND FUNCTIONAL
PERFORMANCE: Phillip
At the beginning of 8th grade, Phillip had an assistive technology
evaluation for assistance with reading in the content areas. Based on the
evaluation, the district purchased “scan and read” software for use in his
general education classes. He used it for reading assignments in 8th and
9th grade in science, health, and social studies. When he used the scan
and read software in these classes he maintained grades in the 75% - 85%
(C-B range) However, since the middle of 10th grade, while Phillip willingly
uses it as needed with his tech manuals at the career and technology
center, he resists using it during his half day at the high school. He feels
that he is doing well enough without it, doesn’t need it for his classes, and
doesn’t want to call attention to himself. Since he has stopped using his
scan and read software his grade averages have declined and he is now
averaging 65% - 78% (D-C range), with the exception of English, in which
he typically earns grades in the 60% - 70% (D range)
45
Sample PRESENT LEVELS OF ACADEMIC
ACHIEVEMENT AND FUNCTIONAL
PERFORMANCE: Phillip
While Phillip acknowledges that he struggles with reading,
he also states that he is able to “get by” in classes by
listening, making his own study guides for tests, and
making his own graphic organizers for vocabulary. He
states that the best strategy for him to understand difficult
text is to re-read the material, and he also uses pencil
marks and highlighters to mark what he considers to be
important. He points out that he already comes in early to
work on his reading three days a week.
46
Sample PRESENT LEVELS OF ACADEMIC
ACHIEVEMENT AND FUNCTIONAL PERFORMANCE:
Phillip
Phillip’s parents are supportive of his current career path, but
report that they want him to keep his options open because he is
so young to choose a career. They express concern that his reading
skills will be an obstacle to success in the adult world. While they
are not adamant about his use of the scan and read, they would
like him to at least try it out in his general education classes this
year. They would also like Phillip to explore whether this type of
adaptation would be acceptable at a postsecondary program, as
well as to find out what other accommodations are allowable. An
informal parent survey, as well as the Comprehensive Informal
Inventory of Knowledge and Skills for Transition, were given by the
district, and indicate that Phillip is self sufficient and age
appropriate in all areas of independent living.
47
Sample PRESENT LEVELS OF ACADEMIC
ACHIEVEMENT AND FUNCTIONAL
PERFORMANCE: Phillip
Phillip’s written language is described by his teachers as
“functional.” He uses correct capitalization and end
punctuation, and expresses his thoughts in brief, concise
sentences without additional detail. In a typical 1-2
paragraph answer, he makes 1-2 grammatical errors of
tense and case, and on about one third of writing
assignments, he omits one or more important words
without realizing it. If he is reminded to read his passage
aloud, or to read it to himself, he is able to correct about
50% of his errors. When the PA Scoring Rubric is applied
to his writing, his mean score is a “2.”
48
Sample PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND
FUNCTIONAL PERFORMANCE: Phillip
 Needs: In order to meet his post-school goals, Phillip has the
following specific needs:
 Develop/improve reading comprehension skills in summarizing and
identifying supporting details.
 Improve written language by working on proofreading and selfcorrecting of errors.
 Develop self management skills related to speed of task
completion, and to more effectively discriminate when a particular
task is complete while working on projects in the Auto Repair Shop.
 Integrate the use of assistive technology into his career
preparation, by continuing to use Scan and Read technology and
exploring, its applications to content area classes.
 Understand, and be able to articulate his needs for
accommodations in current and post-secondary settings.
49
Step Three:
Determine Agency
Linkages and Supports
50
For transition services that are likely
to be provided or paid for by other
agencies, is there evidence that
representatives of the agency(ies)
were invited with parent consent
to the IEP meeting?
§300.321(b)(3)
51
Agencies
Measurable
Annual Goal
Yes/No
(Document in
Section V)
Postsecondary Education and Training Goal:
Courses of Study :
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/
Agency
Responsible
52
What Parents Want to Know….
Who should be
at the IEP
meeting?
53
IEP Team Participants for Transition
Planning
Required Members
• student
• parents/guardians
• local education agency
representative (LEA)
• regular education teacher
• special education teacher
• vocational-technical education
representative
(if being considered)
Other Members
•
•
•
•
•
•
•
SD transition coordinator
psychologist
guidance counselor
instructional support staff
job coach (if considered)
employer representative
community/agency
representatives
• relatives/friends/advocate
54
Transition Team Partners
Special
Education
Physicians &
Specialists
Career & Tech
Education Community
Rehab.
Providers
Parent
Info. & Training
Centers
Psychiatrist
Consumer
Organizations
Psychologist
Independent
Living
Supports
WIA
Youth
YOUTH
&
FAMILY
Waiver
Programs
MR
Disability
Support
Services
MH
Voc. Evaluators
&
Work Adjustment
Behavioral
Specialist
Vocational
Rehabilitation
Support
Groups
Speech
Therapist
Occupational
Therapist
General
Education
55
What Parents Want to Know….
Who invites the
agencies to
participate in
the IEP
meeting?
56
Word of Caution!
Never commit an agency or
an individual for a service or
activity without their full
knowledge and participation!
57
Step Four:
Design a Transition Plan that
includes courses of study and
activities/services (transition
grid)
58
Courses of Study
Do the transition services include
courses of study that focus on
improving the academic and
functional achievement of the child to
facilitate their movement from school
to post-school?
§300.320(b)(2)
59
Courses of Study
Characteristics:
 Supports post school outcomes
 A coordinated set of activities
 Focus on improving academic and
functional achievement
 Facilitate movement from school to
post school by aligning curriculum
with identified transition outcomes
 Should promote graduation by
meeting district standards
60
Sample Course of Study: Phillip
Postsecondary Education and Training Goal:
Phillip has a goal of enrolling in postsecondary training in the area
of automobile repair or a related field.
Measurable
Annual Goal
Yes/No
(Document in
Section V)
Courses of Study: Auto Body Repair Program; English, Algebra II, Chemistry; US
History
Service/Activity
Location
Frequency
Projected
Beginning
Date
Anticipated
Duration
Person(s)/
Agency
Responsible
61
Transition Service / Activity
 Action steps – both activities and services
 Include instructional services to address skill
deficits, supported by Measurable Annual
Goals
 Slated to occur during current IEP
 Leading to achievement of post-school goal
 Put all together from 1st year to final year of
transition planning = coordinated set of
activities
62
Transition Services
For each post-school outcome there needs to be at least one
of the following:
(a) instruction,
(b) related service(s),
(c) community experience,
(d) development of employment and other post-school
adult living objective,
(e) if appropriate, acquisition of daily living skill(s), or
(f) if appropriate, provision of a functional vocational
evaluation listed in association with meeting the postschool outcome
63
Sample Service / Activity: Phillip
64
Sample Service / Activity: Phillip
Employment Goal:
Employment Goal:
Phillip has a goal of competitive employment in the area of auto body repair or related field.
Measurable Annual
Goal
Yes/No
(Document in Section
V)
Courses of Study:
Auto Body Repair Program; English, Algebra II, Chemistry; US History
Service/Activity
Location
Frequency
Projected
Beginning Date
Anticipate
d Duration
Person(s)/Agency
Responsible
*Improve speed and
CTC
discrimination of project
completion.
During the
school day
Sept. 19, 2008
June 3,
2009
CTC staff
*Develop reading
comprehension skills in
all settings.
HS, CTC
During the
school day
Sept. 19, 2008
June 3,
2009
LS Teacher,
General education
teachers,
HS
During the
school day
Sept. 19, 2008
June 3,
2009
LS Teacher, General
ed. teachers
One time
Sept. 19, 2008
Jan. 20,
2009
CTC staff
*Develop writing skills in all
classes.
Obtain information regarding CTC
employment opportunities in
local shops.
65
What Parents Want to Know….
Where does
information on
recreation and
leisure go in the
transition plan?
66
Step Five:
Determine Annual Goals that
lead to post-school
outcomes (academic,
transition, etc)
67
Measurable Annual Goal
-
IEP goal, covers one year
Addresses skill deficits (identified in needs)
Begins from baseline of skill (present levels)
Describes skill attainment level (endpoint)
NOT curriculum
Contains measurable, countable data
Leads to visual, countable monitoring
Not more than 3-5 goals
68
Measurable Annual Goals at a Glance
Condition
Describe the situation
in which the student
will perform the
behavior.
Materials, settings,
accommodations?
Given visual cues…
During lectures in
math…
Given active response
checks…
Name
Clearly Defined
Behavior
Describe behavior in
measurable, observable
terms.
Use action verbs.
What will s/he actually
DO?
Performance Criteria
The level the
student must
demonstrate for
mastery:
Number of times
needed to
demonstrate
mastery:
How well?
How consistently?
% of the time
How consistently will
the student need to
perform the skill(s)
before considered
“mastered?”
Locate
#times/# times
Name
With the # or %
accuracy
Point
Separate
Rank
Evaluation
Schedule:
How often?
How often will the
student be
assessed?
What will be the
method of
evaluation?
“X” or better on
a rubric or
checklist.
Choose
69
Grids → Goals - Phillip
Phillip has a goal of enrolling in postsecondary training in the
area of automobile repair or a related field.
Measurable
Annual Goal
Yes/No
(Document in
Section V)
Courses of Study: Auto Body Repair Program; English, Algebra II, Chemistry; US
History
Service/Activity
*Instruction and
exploration of the use of
his Scan-Read software for
content area classes.
*Articulate his needs for
accommodations in current
and postsecondary
settings.
Location
Frequency
High
School
Using at
least 6
times in
general ed.
classes
High
School
At least
weekly in
his classes
Projected
Beginning
Date
Sept. 19,
2008
Sept. 19,
2008
Anticipated
Duration
Jan. 4, 2009
June 4, 2009
Person(s)/
Agency
Responsible
LS Teacher,
General
education
teachers,
Phillip
LS Teacher,
General
education
teachers,
Phillip
70
Grids → Goals - Phillip
MEASURABLE ANNUAL GOAL
Include:
Condition, Name, Behavior, and Criteria
(Refer to annotated IEP for description of
these components.)
Given a list of his supports and
accommodations, Philip will
independently request
accommodations in his core
academic classes (English,
Chemistry, and US History) and
will document the
accommodation in his planner for
90% of the assignments and tests
for 5 consecutive weeks.
Describe HOW the
student’s progress
toward meeting this
goal will be measured
Weekly charting
with LS teacher of
results of his
review of graded
assignments and
assessments,
compared with
documentation in
his planner and
annotated
accordingly.
Describe WHEN
periodic reports
on progress will
be provided to
parents
Report of
Progress
Annotated
chart sent
home
quarterly
71
Progress Monitoring
1. Measurable Goals and Objectives
2. Data Collection Decisions
3. Data Collection Tools & Schedule
4. Representing the Data
5. Evaluation of Data
6. Instructional Adjustments
7. Communicating Progress
Steps to Getting the Best Transition
Program for Your Child - Resources

Consultline
Information for families and advocates of children with
disabilities
Toll free information line - 1-800-879-2301

Community Parent Resource Centers
 HUNE-Hispanics United for
Exceptional ChildrenPhiladelphia area
215-425-5112
 Mentoring Parent Projectrural northwestern counties
of PA
888-447-1431
Steps to Getting the Best Transition Program
for Your Child - Resources
Parent Training and Information Centers
Parent Education and Advocacy Leadership
Center (PEAL)-West and Central PA –
866-950-1040
Parent Education Network (PEN)-East PA
800-522-5827
Upcoming Events
April 4, 2009 - 9:00 am-12:00 pm
Parent VC “The GPS of Secondary
Transition”
April 5th - 7:00 pm - 8:00 pm
PYLN Webinar
April 14th - 9:00 am - 3:00 pm
COP - Self Determination PaTTAN
Harrisburg
May 3rd 7:00 pm - 8:00 pm
PYLN Webinar
July 22-24, 2009
Transition Conferencethere will be NO preconference
76