Transcript EVERYTHING TRANSITION

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Transition Basics:
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IDEA 2007
New Transition Requirements
What is TRANSITION?
BREAK
Transition and the IEP
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Assessments
Goals
Area of Study
Community Linkage DHS
Home Based Services
Transition Services on the IEP
Indicator 13
BREAK
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Transition Resources
 Areas to Provide Support to Families
 Grey Binder
▪ Legal/Financial
▪ Adult Service Programming
▪ PACT/PUNS
▪ DRS-SARA TATHAM
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Implementation
PUTTING IT ALL TOGETHER ACTIVITY
Transition services is a coordinated set of activities for
a student with a disability that is:
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outcome based
focused on academic and functional achievement
facilitates movement from school to adult life
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post secondary education
employment and vocational training
independent living
adult services
based on individuals needs, strengths and interests
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Transition planning must be in effect by time
the student reaches 14 ½
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The IEP must include:
 Age appropriate transition assessments
 Measurable post-secondary goals
 A course of study
 Linkages to outside adult agencies
Data Collection
 for the State Performance Plan, part B, Years 20052010
Indicator 13
 measurement of the quality of the IEP/Transition Plan
 focuses on development and implementation postsecondary goals and services
Indicator 14
 measure of an effective transition outcomes
 focuses upon employment and post secondary school
outcomes
What does it all
mean?
IEP’s must include the following information:
Transition Assessments
Post Secondary Outcomes/Goals
Course of Study
Community Linkages
Indication of Home Based Service Eligibility
Indicator 13 Data
Needed Transition Services
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What assessments are standard in your
program?
What assessments are planned for the
following year?
What else is needed or missing?
How do you document information on IEP
form/section
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Student and Family interview
Job coach/Vocational evaluation
Transition Curriculum Models Vermillion Curriculum
http://www.vermiliontpc.com/.
 Total Project/Self-directed IEP
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Standardized assessments Career Cruising
 Explore Interest Inventory
 Reading Free Inventory
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Student and Family interview
Standardized Testing
 PSAT/ACT
 PLAN
 Curriculum based measurements
 Psychological testing (IQ and Achievement)
 Others used in district
 Student Transcripts and grades
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Student and family interviews
In-school vocational training evaluations
Community school training evaluations
Community work program evaluations
TCD evaluations/transcripts
Direct observations from teacher/voc.
Private evaluations/Ray Graham,ect.
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Student and family interview
Independent Living Skills Profile
Adaptive Behavior Rating Scales
 Vineland
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Social History/Social Developmental Study
Transcripts
 Consumer Education
 Drivers Education
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Responsible Agency/Person
Date Conducted
 Not always current year
 Can add and modify as needed
 Review each year at IEP/Annual Review
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Date conducted
Attached report
 Yes/No
 Try to attach as much information as possible
 Additional notes
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What is the students long term goals?
“Where and what do you want to be doing
when you are 30?”
Be as specific as possible but still be true to
the student and your program.
Drives the IEP
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MUST HAVE NO EXCEPTIONS
 Employment Statement
 Training and or Education Statement
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SHOULD HAVE (Optional)
 Independent Living Statement
 Both Training and Education Statement
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Jack will be competitively employed in the
marketing field.
Debbie will be competitively employed in a
hospital/health care setting.
Natalie will volunteer in an setting which
involves interaction and basic care of animals.
Mark will participate to his full ability in an
adult vocational skills program with
supervision so that his safety is maintained at
all times.
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Jack will participate in a summer internship at
The Marketing Arm.
Jack will go to DONKA to develop assistive tech.
to support college classes.
Debbie has expressed an interest in the health
care field. She will attend First Institute for job
training.
Natalie will participate in the volunteer training
through the DuPage Animal Care and Control.
Natalie will receive job coaching support
through Parents Allience.
Mark will attend an adult dayprogram that
focuses on his strengths and abilities.
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Jack will receive his drivers license after
attending Marionjoy driving program.
Jack will utilize public transportation.
Debbie will be linked to the Department of
Mental Health/DuPage Health Department.
Natalie will live in a community home with
minimal supports.
Mark will reside in an adult residential facility.
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What do they need from the school?
College bound/credits
Job training
Social work/OT/PT
Think of what you already do.
 Drivers ed.
 Business/Consumer
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TCD
Transition Programs
 Community based training
 Domestic/Rec.Leisure
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What activities or services do the student
and/or family need?
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Who is going to help the family and student
once you are gone?
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PACT
DRS Welcome Sara Tatham
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Instruction
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Related Service
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Ray Graham/Clearbrook/Spectrum
TCF Bank
Employment/Post school living
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PACE
DuPage Health Department/Department of Mental Health
Community Experiences
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College of DuPage Student Support Service
ACT prep class
DONKA/DRS
DRS
Parents Alliance
Linkages after graduation
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PACT
SSI
DMH
DRS
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For students who have a developmental
disability
IQ score of 69 and below
Families must work with PAS agency
 PACT in DuPage
 Suburban Access in Cook
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Must complete PUNS
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Data collection from ISBE
Part of the State Performance Plan
Information is directly linked to FUNDING
ISBE is looking very closely at this
information
Measures the percent of students age 14.5
and above with an IEP(for any reasons) with
coordinated goals and services that can meet
there post-secondary outcomes.
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Post-secondary statements for all students in
the areas of EMPLOYMENT, EDUCATIO
and/or TRAINING and INDEPENDENT
LIVING.
Have at least one assessment and one goal
for each area.
Show evidence that outside agencies were
thought of as resources.
Course of study is appropriate of student,
think individualized**
At least one transition service is listed for
each area.
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Drop down menu
Pick the appropriate services
What services do they need to meet the PostSecondary Outcome/not just services from
the school.
See handout
Enter up to three in each area that there is a
post-secondary statement
Examples; Military enlistment, case
management, day programming.
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FACTS Data Reporting
YES or N/A
Do not leave blank or say no.
If no, then go back.
It needs to piece together.
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Is course of study aligned to the student’s
post-secondary goals indicated? YES
 In order to be yes, the “Course of Study must be
completed
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Does the IEP meet requirements of Indicator
13? YES
 In order to be yes, Employment must be yes for
everyone.
 Education and/or training must be yes
 All four questions must be yes
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“For this post-secondary goal, is the post-secondary goal updated
annually?”
 Asking if the post secondary goal was discussed during the
development of the IEP
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“Is there evidence that the student was invited to the IEP Team
meeting where transition services are discussed?”
 Was the student invited to the IEP?
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“Is there evidence that a representative of any participating
agency invited to the IEP Team meeting with the prior consent of
the parent or student who has reached the age of majority?”
 Were outside agencies invited to the IEP or team meeting ?
 Was consent obtained from the student or parent?
What are your
transition goals?
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What resources should schools have to be able
to provide appropriate resources to parents?
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PACT and PUNS
DHS
Vocational Services
Residential and Respite
Advocacy and Legal
Financial/Special Needs Trusts/SSI
Transportation
Crisis and Counseling
Write a complete transition
plan for a student
15 minutes
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Transition Programs
 The transition plan drives the IEP and the program
activities.
What would you see in an appropriate transition
program for student 18 to 22?
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Self-Contained Programs
 Transition Plan drives the IEP and Programming
 Increase Vocational and Community activities as
the students progresses
 Work on initiation skills
What would you see in a self-contained high school
program?
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Look closely at the Course of Study
Work with the families and student to develop
strong transition plan
What do you already do
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Create a Transition Checklist and indicate who is
responsible of what activities. Separate from
IEP.
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How would you implement transition planning in
regular education?
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Transition Plans start at 14 ½.
Use this time to start the discussions on
future goals.
Discussion on academic and vocational needs
How could transition activities take place in
the junior high?
3 to 5 Transition Activities
Junior High
LD or BD/ED
High School
EMH/TMH
Transition
Multi-Needs
Christine DiRienzo
630-230-9234 ex. 117
Please feel free to call if you have any
questions.
Thank you and have a nice afternoon!