Transcript Transition Services in the IEP

Transition Services
in the IEP
November 15, 2010
Community of Practice
Secondary Transition
Symposium
Presenters
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Susan Bobbitt-Vot
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Kathy Brown
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Glenn County
Kurt Leptich
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Kings County
In Spirit
 Chris Lohrmon
Imperial County
Vicki Shadd
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Glenn County
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North Orange County
Connie McCoy
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Siskiyou County
The Session
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Overview
Needs Assessment
Law
Spirit
State Performance Plan
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The IEP Educational
Benefit
Resources
Questions & Answers
Wrap up
Who do we have?
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Teachers
Administrators
Job Developers
Job Coaches
WorkAbility Staff
TPP Staff
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Psychologists
Parents
Youth
Instructional Assistants
Other
Needs Assessment
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The Transition Process
The Transition Section of
the IEP
The Transition Assessment
The Post Secondary Goals
The Connection of Post
Secondary Goals to the
Annual Goals
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The Transition Services
The Transition Activities
Course of Study
Summary of Performance
Resources
Reporting
Comfort Level
Scale 1-5 (5 being high)
Level of Use
Cursory
Mechanical
Routine
Second Nature
School Based
Work Based
Connecting
Transition Services in IDEA 2004
...a
coordinated set of activities ...designed to be
within a results-oriented process, that is focused on
improving the academic and functional achievement of
the child with a disability to facilitate the child's
movement from school to post-school activities...
(IDEA 2004)
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Spirit
We Value:
 Full compliance with the letter and the spirit of the
law for transition services.
 Student self-determination and self-advocacy.
 Person-centered planning.
 Interagency collaboration.
 A single planning process for all involved.
 Support for parents to make informed choices.
 Student programs in the least restrictive and least
exclusive settings.
Why Should We be Concerned?
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Recent research studies have documented that when
compared to their non-disabled peers, students with
disabilities enroll and complete post-secondary education
programs at half the rate, and are employed at approximately
one-third the rate of their non-disabled peers.
Less than 1% of these individuals ever become selfsupporting through employment.
Three times as many individuals with disabilities live
below the poverty line.
(National Center for Education Statistics, 2000; National Council on Disability, 2004; National
Organization on Disability, 2004; Wagner, Newman, Cameto, & Levine, 2005)
Research Based Best Practices in
Promoting Positive Adult Outcomes
Self-Determination Training
 Student Involvement in Planning
 Person-Centered Planning
 Age Appropriate Assessments
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State Performance Plan
Indicator #13
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Indicator #13 - Secondary Transition Goals and Services
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Indicator - Percent of youth aged 16 and above with an
Individualized Education Program (IEP) that includes
coordinated, measurable, annual IEP goals and transition
services that will reasonably enable the student to meet the
postsecondary goals. (20 U.S.C. 1416(a)(3)(B))
State Performance Plan (SPP)
Indicator #13
Includes
8 individual questions to determine
compliance with Indicator 13
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1. Is there an appropriate measurable postsecondary goal or goals that covers
education or training, employment, and, as needed, independent living?
Y N
Can the goal(s) be counted?
Will the goal(s) occur after the student graduates from school?
Based on the information available about this student, does (do) the postsecondary goal(s) seem appropriate
for this student?
• If yes to all three, then circle Y OR if a postsecondary goal(s) is (are) not stated, circle N
2. Is (are) the postsecondary goal(s) updated annually?
Y N
Was (were) the postsecondary goal(s) addressed/ updated in conjunction with the development of the current
IEP?
• If yes, then circle Y OR If the postsecondary goal(s) was (were) not updated with the current IEP, circle N
3. Is there evidence that the measurable postsecondary goal(s) were based on
age appropriate transition assessment?
Y N
Is the use of transition assessment(s) for the postsecondary goal(s) mentioned in the IEP or evident in the
student’s file?
• If yes, then circle Y OR if no, then circle N
4. Are there transition services in the IEP that will reasonably enable the
student to meet his or her postsecondary goal(s)?
Y N
Is a type of instruction, related service, community experience, or development of employment and other
post-school adult living objectives, and if appropriate, acquisition of daily living skills, and provision of a
functional vocational evaluation listed in association with meeting the post-secondary goal(s)?
• If yes, then circle Y OR if no, then circle N
5. Do the transition services include courses of study that will reasonably
enable the student to meet his or her postsecondary goal(s)?
Y N
Do the transition services include courses of study that align with the student’s postsecondary goal(s)?
• If yes, then circle Y OR if no, then circle N
6. Is (are) there annual IEP goal(s) related to the student’s transition services
needs?
Y N
Is (are) an annual goal(s) included in the IEP that is/are related to the student’s transition services needs?
• If yes, then circle Y OR if no, then circle N
7. Is there evidence that the student was invited to the IEP Team meeting where
transition services were discussed?
Y N
For the current year, is there documented evidence in the IEP or cumulative folder that the student was
invited to attend the IEP Team meeting?
• If yes, then circle Y OR if no, then circle N
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?
Y N NA
For the current year, is there evidence in the IEP that representatives of any of the following
agencies/services were invited to participate in the IEP development including but not limited to:
postsecondary education, vocational education, integrated employment (including supported employment),
continuing and adult education, adult services, independent living or community participation for this postsecondary goal?
Was consent obtained from the parent (or student, for a student the age of majority)?
• If yes to both, then circle Y
• If no invitation is evident and a participating agency is likely to be responsible for providing or paying for
transition services and there was consent to invite them to the IEP meeting, then circle N
• If it is too early to determine if the student will need outside agency involvement, or no agency is likely to
provide or pay for transition services, circle NA
• If parent or individual student consent (when appropriate) was not provided, circle NA
Does the IEP meet the requirements of Indicator 13? (Circle one)
Yes (all Ys or NAs for each item (1 – 8) on the Checklist or No (one or more Ns circled)
State Performance Plan Indicator #14
“Post-Secondary Outcomes”
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Students enrolled in higher education = (# of
youth who are no longer in secondary school,
had IEPs in effect at the time they left school
and were enrolled in higher education within
one year of leaving high school)
Students enrolled in high education, or in
some postsecondary education or training
program; or competitively employed or in
some other employment.
Educational Benefit?
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Was the Transition Plan and Service
language in the IEP reasonably calculated
over a 3-year period to provide Educational
Benefit in the area of Post-Secondary
Transition?
K
Glenn SELPA and Kathy Brown
ASSESSMENT
(Grade-level Transition Assessment)
Identifies…
PRESENT LEVELS OF PERFORMANCE
(Define Areas of Need)
Drives…
MEASURABLE POST-SECONDARY GOALS
(Written to meet areas of Need)
Which Drives…
ANNUAL TRANSITION GOALS
(In the areas of Training, Education, Employment, Daily Living)
Drives…
SERVICES
Ensures…
PROGRESS
Did the student make yearly progress? If not, were the goals and objectives changed?
Were there enough transition services/activities to ensure student progress towards?
•Career Education
Work-Based Learning
•Grade-level Transition Assessment
•Career/Interest inventories
•TPP match class
•Senior Portfolio or Senior Project
Student-led Individual Education Plan (IEP) and Self-Advocacy Exercises
Drives…
INSTRUCTION, LRE & ACCOMMODATIONS and/or MODIFICATIONS
(Does the instruction ensure student post-secondary outcomes?)
(Is the Accommodation & Modification Plan complete?)
Ensures…
EDUCATIONAL BENEFIT
(Was the Transition Plan and Service Language in the IEP reasonably calculated over a 3-year period to provide
Educational Benefit in the area of Post-Secondary Transition?)
Individual Transition Plan (ITP)
Linking Students with Disabilities to Post-Secondary
Education, Employment, & Daily Living Skills
Chris Lohrman
North Orange County SELPA
[email protected]
Approved by:
Frank Tocco, Ed.D
Regional Director
North Orange County SELPA
1021 W. Bastanchury Road, Suite 161
Fullerton CA, 92833
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September 14, 2010
Acknowledgements
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Linda O’Neal, M.A.
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Transition Specialist
Irvine Unified School District
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Richard Rosenberg, Ph.D.
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Vocational Coordinator
Whittier Union High School District
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Orange County Adult Transition
Task Force (OCATTF)
SELPA Administrators of California
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Frank Tocco, Ed.D.
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Regional Director
North Orange County SELPA
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Pamela Ptacek
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SELPA Administrator
San Mateo County Office of
Education
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Vicki Shadd
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SELPA Director
Glenn County SELPA
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The Power of Transition Service
Language
“The
transition planning mission is to
empower all individuals with disabilities with the
skills necessary to achieve their full potential in
adult living, through support and collaboration
with families, education, and communities.”
- Linda O’Neal & Dr. Richard Rosenberg
(O’Neal,
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2009)
The New State SELPA - ITP Form
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How Did You Prepare for the ITP
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Note if the student was invited; remember this is a legal requirement.
Note if other agencies were invited; remember this is also a legal
requirement.
“…the LEA, to the extent appropriate, and with consent, must invite a
representative of any participating agency that is likely to be
responsible for providing or paying for transition services to attend the
child’s IEP Team meeting.”
Other agencies can decline to come but there must be evidence of
attempt to invite.
Describe how the student actually participated in the ITP process.
Age Appropriate Assessments
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Describe the results of any age appropriate assessment.
Remember assessment can be formal or informal. However if you used an
assessment tool that is specialized for the student and not given to all students
in your district you must remember your assessment plan!
Don’t forget to also update information in the present levels of performance
annually.
Remember formal assessment requires an assessment plan and a written
report.
Post-Secondary Training
or an Education Goal
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A Post-Secondary Training or Education Goal is Required of all students based
on the age appropriate assessment.
Note if the goal is supporting another annual goal.
Must indicate who is responsible for the goal.
(Recommend indicating ITP Team, however some districts request that you
indicate adult student and parents – please verify with your administrator)
Post Secondary Employment
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A Post-Secondary Employment goal is required of all students based on the
age appropriate assessment.
For all post-secondary goals, they must be measurable.
Remember you are not held responsible for the student reaching the goal, but
are held responsible for activities and services in preparation of the goals.
Post Secondary Independent
Living (If Applicable)
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A Post-Secondary Independent Living Goal is required, if necessary.
IDEA is vague on defining exactly when it is appropriate, but most people argue
that this is for any student not on a diploma tract.
Most transition specialist agree that best practice is to indicate a goal for all
students, and do not rely on diploma track as an indicator.
Remember assessment, drives unique goals, including post-secondary goals!
A Coordinated Set of Activities
The
development of a “coordinated set of activities” has been a
challenge to many special educators. Part of the challenge has to
do with understanding that this “statement” is not a sentence or
pull down menu from a list of possible suggestions. This
“statement” is a “broad accounting of what will happen, when it will
occur, who is involved and who is responsible”.
The activities/strategies are not just annual goals, short term
objectives or benchmarks, or specific services. In order to write
these statements and do this type of planning, special educators
need to think big picture and plan beyond just 12 months, age 18,
and age 22.
(O’Leary & Collison, 2007)
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So Why Annual Goals Too?
CDE
has interpreted the DOE request for
updated compliance to also include a
verification that annual goals have also been
included in the IEP related to the student’s
transition services needs?
Big picture…remember “coordinated set of
activities.”
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Annual Goals
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Should include at least one annual goal that
helps support a post-secondary goal
Make sure to indicate on the Annual Goal Page
which area of Post-Secondary Goals it supports
Key Points to Remember
Regarding Post-Secondary Goals
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Post-secondary goals must be measurable
These are not the same as annual goals
Goals must be written beyond secondary
school
Must review the goals annually, but do not
necessarily have to change them annually
Must be based on age appropriate
assessment
Transition Related Services
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Transition Service codes are
taken directly from your
SELPA adopted Local Plan.
Originally CDE was going to
cross reference a 800
transition service code for each
post-secondary goal.
At the time of this presentation
that is no longer the scenario
foreseen for compliance
purposes.
Important Update:
Transition Service Code (Required) will be changed to:
Transition Related Service Code as Appropriate:
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(Transition Related Service elements outlined on Services Page of IEP)
(860) Mentoring
Mentoring
is a sustained coaching relationship
between a student and teacher through on-going
involvement and offers support, guidance,
encouragement and assistance as the learner
encounters challenges with respect to a particular area
such as acquisition of job skills. Mentoring can be
either formal as in planned, structured instruction or
informal that occurs naturally through friendship,
counseling and collegiality in a casual, unplanned way.
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Activities to Support Post
Secondary Goals
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Remember that IDEA's definition of transition services
states that these are a “coordinated set of activities”
designed within a results-oriented process.
Specific activities (instruction, related services,
community experiences, and if appropriate, acquisition of
daily living skills) are mentioned in the law which gives
the IEP team insight into the range of activities to be
considered in each of post-secondary domains.
If the student’s transition to the adult world is to be
facilitated. A spectrum of adult activities is evident and
should be noted, from community to employment, from
being able to take care of oneself (e.g., daily living skills)
to considering other adult objectives and undertakings.
(NICHCY, 2010)
Important Update:
Activates to Support
Transition Service will be
changed to:
Activities to Support Post
Secondary Goal:
Activities to Support Transition
“activities” can be just that…general
activities that all students may participate in
that helps support adult transition
Do not necessarily need an IEP or DIS
services to accomplish this activity
Examples:
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10th Grade Counseling
Career Day for All Students
General Education CAHSEE Prep Classes
Community Experiences to
Support Transition
Minor Update:
Community Experiences
Appropriate will be changed to:
Community Experiences as
Appropriate:
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The term “transition services” …
Includes instruction, related services, community
experiences, the development of employment and
other post-school adult living objectives, and, if
appropriate, acquisition of daily living skills and
functional vocational evaluation.
Examples of Community
Experiences
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Three visits to community college
Help at his/her local worship center
Job shadow other peers
Visit or sign-up for local recreation leagues or
fitness center
Taking public transportation to access a
variety of activities
Related Services
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Supportive services that are required to assist a child with a
disability to benefit from special education. Related services
include transportation, developmental and corrective services,
speech-language pathology and audiology services, interpreting
services, psychological services, physical and occupational
therapy, recreation (including therapeutic recreation), counseling
services (including rehabilitation counseling), orientation and
mobility services, and medical services for diagnostic or
evaluation purposes. Related services also include school
health services, school nurse services designed to enable a
child with a disability to receive a free appropriate public
education as described in the child's IEP, social work services in
schools, and parent counseling and training.
Course of Study
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•
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Required to assist the child in reaching post-secondary goals
Recommend incorporating school counselors as part of the
process
If Certificate of Completion, define what types of courses or
learning experiences will post-secondary goals
CAHSEE
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Document status on the CAHSEE
Age of Majority
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Required once prior to, or on the student’s
17th birthday to receive instruction as to
transfer of rights
If student requires future supports on
decision making, document the discussion
as a team but one should not advocate
CASEMIS Questions (SEIS Users)
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For SEIS Users only, there area series of questions
also attached to the ITP Page 1 that collects
information for CDE regarding transition compliance
If you completed the ITP as discussed in this training
you should be able to answer Yes to all the items
Example: Disney Land (Mild)
Disney
Land is a Junior at Anaheim High School. Disney has
scored 345 on her Math CAHSEE and passed the ELA CAHSEE.
Recent inventory assessments indicate that Disney enjoys working
with others and would do well in a service orientated career.
Disney’s teachers confirm this assessment and report that she is
active in Best Buddies at school. Disney reports that she is
interested in traveling when she gets older and enjoys learning
about different cultures. However, she hates math! Disney would
like to go to college but is not sure she wants to go to a four-year
college. Disney is currently on-track for a high school diploma but
still needs to pass Algebra I.
Let’s
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plan!
ITP Disney Land in Attachments
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Example:
Dana Point (Moderate)
Dana
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Point is a Senior at Laguna Beach High School and has a
diagnosis of Autism. Dana has attended a mixture of courses while
in school while working both on a high school diploma as well as
functional skills. Dana is excellent with computers and math is her
area of strength. In fact Dana passed the Math CAHSEE and
Algebra I during her Sophomore year. Although her academic
skills are strong, Dana has a lot of unique needs in the areas of
social skills as well as independent living skills. Dana has
expressed for a long time that she plans to attend the same
college her father and older brother attended and the family has
confirmed the desire for Dana to transition to a four-year college
eventually. Dana’s computer teacher reports that she excels in
programming and Dana has expressed a desire to continue with
more advance computer skills courses.
ITP Dana Point in Attachments
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Example: Diet Coke (Severe)
Diet
Coke is 19 years old and currently and is currently
functioning at about the 24 to 48 month level on most skills. Diet
has participated in functional classes throughout his education and
is conserved by his aunt. Diet does live in a group home and
Regional Center has reported that the placement in which Diet
currently resides will continue to support Diet after the age of 22.
Diet performs well on a number of sorting tasks in school but when
given directions of more than two steps he often becomes
frustrated and physically aggressive. Diet’s aunt would like to see
him out in the community but plans on sending him to a Day
Program. Diet enjoys travel training exercises and will often sit
through a whole Pixar movie without interruption.
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ITP Diet Coke in Attachments
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Resources
The following websites have
resources to assist teachers in
planning exemplary transition plans
and programs
National Secondary Transition Technical
Assistance Center
http://www.nsttac.org/
Grossmont Union High School District
http://intranet.guhsd.net/GUHSD/programs/speced/Main/Main.html
1 2 3
Ventura County SELPA Website
http://www.venturacountyselpa.com/PublicationsAZ/tabid/1794/Default.aspx
Kings County Office of Education
http://www.kings.k12.ca.us/education/components/docmgr/default.php?se
ctiondetailid=2510&catfilter=264#showDoc
Questions & Answers
Wrap up
The Road to Success