Transcript Workshop for Families - Autism Society of Los Angeles | Home

Workshop for Families
Transition to Adult Living:
An Information and Resource Guide
2007, California Department of Education
Prepared by
Diana Blackmon, Ed.D.
Workshop Outcomes
 Become familiar with the transition guide
 Learn why transition services are required
 Learn about the new the IDEA ’04 transition
requirements:





Measurable postsecondary goals
Age-appropriate transition assessments
Annual goals to support postsecondary goals
Transition services
Summary of Performance
 Learn how to help your child transition from school to
adult living
 Learn about agencies that support transition
Transition to Adult Living
• Take a few minutes to envision your child when
they leave school.
• What words describe the outcomes you
envision?
• Now, let’s look at actual outcomes.
Why are transition services required?
Compared to their peers without disabilities, people with
disabilities experience:
• Half the graduation rate
• Higher dropout rates (21% v. 10%)
• Lower college entrance/completion
• Lower employment (35% v. 78%)
• Higher dependency on public assistance
• Higher poverty rate (26% v. 9%)
• Lower life satisfaction rate (34% v. 61%)
(Pages iv–v, Transition to Adult Living)
Why are transition services required?
Due to these outcome data collected by the:
• National Longitudinal Transition Study I/II
• National Council on Disability
• National Organization on Disability
• National Center for Education Statistics
• and others
Transition services language in Individualized Education
Programs (IEP) have been required by the Individuals
with Disabilities Education Act (IDEA) since 1990
Why are transition services required?
Definition of transition services in the IDEA:
…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…
The data just presented indicates a
need for improved “results.”
Transition to Adult Living:
A Resource and Information Guide
 Developed by California Services for Technical
Assistance and Training (CalSTAT), through a
contract with the
 California Department of Education,
Special Education Division to
 Support schools, districts, and special education local
plan areas in the implementation of the secondary
transition requirements of the IDEA ’04 and to serve as a
 Resource to improve post-school outcomes for students
with disabilities.
National Standards and Quality Indicators for
Secondary Education and Transition
•
•
•
•
•
Throughout the guide, the standards are reflected and
provide benchmarks to guide practice:
Schooling
School- and work-based instruction
Career preparatory experiences
Career awareness, assessment, and preparation
Youth development and leadership
Self awareness and self advocacy
Family involvement
Meaningful family participation
Connecting activities
Connection to post-school options and resources
Transition to Adult Living:
An Information and Resource Guide
The guide contains the following:
 Legal requirements and best practices
 The IEP process
 School- and work-based learning
 Family involvement and collaboration
 Preparing students for diplomas or certificates
 A large appendix with resources such as agencies, Web
sites, curricula, and sample assessments and goals
The Individuals with Disabilities Education Act
has required transition language in the IEP
since 1990 with the following:
 An expectation of coordinated services
 Transition planning based on the student's interest
and preferences
 Including instruction, related services, community
experiences, development of employment, or other
post-school adult living objectives, and when
appropriate, acquisition of daily living skills and a
functional evaluation
 Transition services
 Transferring rights at the age of majority
The Individuals with Disabilities Education Act
of 2004 requires:
 Transition language in the IEP at age 16
 Measurable postsecondary goals
 Based on age-appropriate assessments related to:
training, education, employment, and, where
appropriate, independent living skills
 Providing a Summary of Performance upon school
exit
Each new requirement will now be explained through
a Question and Answer format
What are Postsecondary Goals?
The IDEA ‘04 requires:
appropriate, measurable postsecondary goals
based on age-appropriate assessments related
to training, education, employment, and, where
appropriate, independent living skills
Postsecondary goals are what the student
plans to do upon school exit
What are Postsecondary Goals?
The IDEA indicates the need for:
… measurable post-secondary goals … related
to training, education, employment, and,
where appropriate, independent living skills
What is the difference between
training and education?
What are Postsecondary Goals?
• Training = a program leading to high
school completion or certificate like adult
education or a short-term training program
like a vocational program.
• Education = community or technical
colleges (generally two-year programs) or
college or university (generally four-year
programs)
What are Postsecondary Goals?
 A student may have either a post-school training
or a post-school education goal, both are not
necessary.
 All students should have post-school
employment and education or training goals,
and some will have independent living goals,
which encompass community participation.
What if the student does not know what they
want to do when they leave school?
 An initial post-school goal might indicate that the
student does not know what they plan to when
they leave school. So annual goals could be to
participate in self-awareness and careerexploration assessments and activities to help
the student develop a better understanding
about what post-school options best fit their
unique needs and interests.
What are Age-Appropriate
Transition Assessments?
The IDEA ’04 requires:
appropriate, measurable postsecondary goals
based on age-appropriate assessments related
to training, education, employment, and,
where appropriate, independent living skills
What are Age-Appropriate
Transition Assessments?
• What is age-appropriate?
Age-appropriate means chronological
rather than development age
• What is the purpose of transition
assessments?
Age-Appropriate Transition Assessments:
Appendix E of the Transition Guide
• Assist the student in
identifying interests
and preferences
• Determine
appropriate
accommodations and
supports
• Determine
appropriate
instruction and
activities that will
assist the student in
achieving post-school
goals
• Determine “next
steps”
Age-Appropriate Transition Assessments
Outcomes to Consider
Education/Training
• Determine academic and
functional skills
• Match academic and
functional skills to postschool goal
• Determine appropriate
accommodations needed
in school and work
• Match post-school goals
to appropriate
postsecondary setting
(job training, higher
education, etc.)
Employment
• Determine career
interests
• Match career goals to
strengths, interests, and
preferences
• Work skills (level of
supervision needed,
ability to ask for help,
task completion)
• Interview skills
• Work experience
Age-Appropriate Transition Assessments
Outcomes to Consider, where needed
Independent living
• Selecting a lifestyle
and living
arrangement
• Money management
• Health care
• Mobility (travel
training, driver’s
license)
Independent living
• Nutrition
• Cooking/cleaning
• Community
participation
• Accessing resources
• Connections
established with adult
service providers
What are Age-Appropriate
Transition Assessments?
• In some areas, appropriate assessment data may be
obtained from another section in the IEP, such as
academic achievement necessary to attend college or a
vocational program.
• In other areas, additional assessments may be
necessary, such as interest inventories to determine
post-school interests to develop postsecondary goals.
• Appendix E has a sample assessment process and lists
formal and informal assessments.
What are Annual IEP Goals
that Support Postsecondary Goals?
The IDEA ’04 requires, a statement of
measurable annual goals as part of the IEP.
Q. Do we need transition-related annual
goal(s) to support each postsecondary
goal?
A. Not necessarily, if there is an annual goal
in another section of the IEP that logically
supports the postsecondary goal.
What are Annual IEP Goals
that Support Postsecondary Goals?
 Does the student know what his/her post-school goals
are for education or training?
 Does the student know what his/her post-school goals
are for employment?
If not, annual goals to support self awareness and
career exploration might be appropriate.
Annual goals for work or work-like experience
(service learning, WorkAbility program, Regional
Occupational Program) may also help the student
make informed decisions.
What are Annual IEP Goals
that Support Postsecondary Goals?
 Does the student know what their post-school options for
independent living are?
If not, annual goals to support daily living skills,
exploration about housing options and community
resources might be appropriate.
 Does the student need connections to post-school adult
service providers?
If so, annual goals to establish those connections
might be appropriate.
What are Annual IEP Goals
that Support Postsecondary Goals?
Appendix F has sample annual goals that support
postsecondary goals for:
Instruction/training
Employment
Independent living
Most sample annual goals show alignment with
selected English/language arts content
standards or CAPA levels
What are Transition Services?
IDEA ’04 requires
transition services (including courses of study)
needed to assist the child in reaching those
(postsecondary) goals
Q. What are courses of study?
Q. What are transition services?
What are Transition Services?
A. Courses of study are:
– A multi-year description of coursework (necessary) to
achieve the student’s desired post-school goals.
 For students working toward a general diploma,
a transcript that lists courses taken/courses
required may be appropriate.
 For students working toward a certificate of
achievement/completion, a listing of the
academic and functional courses may be
appropriate.
What are Transition Services?
A. Transition services may be:
 Services the student needs to complete needed
courses and succeed in the general curriculum
 Services the student needs to accomplish the annual
IEP goals that support the postsecondary goals, such
as assistance gaining work experience or obtaining a
social security number or driver’s license
Section 2 of the guide provides examples of
transition services
What is a Summary of Performance?
When the student exits school, the
IDEA ’04 requires schools to provide:
A summary of the child’s academic and
functional performance, which shall include
recommendations on how to assist the child
in the child’s postsecondary goals.
What is a Summary of Performance?
The purpose of the summary is to provide
the student with a document that will
help establish eligibility for reasonable
accommodations and supports in postschool settings. It is also useful for the
Vocational Rehabilitation
Comprehensive Assessment process.
What is a Summary of Performance?
Q. Is a new evaluation required for the
summary?
A. No, it is a summary of existing data.
Q. Is an IEP meeting required to develop or
provide the summary?
A. No, the summary is not a part of the IEP.
What is a Summary of Performance?
There is no California state recommended
Summary of Performance form, but
several national organizations held the
National Transition Document Summit to
develop a model template, now used by
several states. Available at:
www.calstat.org/transitionGuide.html
• The template includes the following:
What is a Summary of Performance?
Instructions for completion
Part 1: Background information
Part 2: Student’s postsecondary goals
Part 3: Academic and functional performance
Describes accommodations/modifications
Part 4: Recommendations to assist goals
Part 5: Student input (recommended)
Questions and Clarifications
• Given the information presented:
• What can you expect to talk about at the
IEP meeting regarding the transition from
school to adult living?
• What can you expect to see in your child’s
IEP related to the transition from school to
adult living?
Transition to Adult Living, Section 2
The IEP: A Foundation for Secondary Transition
1.
2.
3.
4.
Four-Step IEP Process (page 24)
Identify student’s post-school goals
Determine present levels of performance
Develop annual goals to support postschool goals
Identify needed transition services
Transition to Adult Living, Section 2
The IEP: A Foundation for Secondary Transition
• Section 2 (page 24–44) provides a step by
step example of an IEP process that
supports transition.
• Each step describes what
The family can do
The student can do
The teacher can do
Scope and Sequence: Putting it All Together
(page 56)
Self Awareness
Decision about high school
Interest inventories
Self esteem
Interpersonal skills
Career Awareness
Connecting school to careers
Online career exploration
Job shadowing
Guest speakers
Career Preparation
Applications/résumés
Interview skills
Punctuality and appearance
Working in teams
Work Experience
ROP
WorkAbility
Work experience
Internships
Independent Living
Community access
Travel training
Health, housing, recreation
What Can Parents Do to Help?
• Families provide the
most relevant
information!
• Look at page 60.
• Answer the questions.
• The answer to these
questions can help
develop transition goals
and services.
• Grade-level activities for
parents to support
transition
• Look at the grade-level
activities on pages 61–
62.
• How many of these
activities do you do?
• If the activities are not
applicable to your child,
what would be?
What Can Parents Do to Help?
•
•
•
•
Transition Checklist for Parents and Students
Look at the checklist on page 63
What have you done?
What do you need help with?
Who can help?
Examples of Home and School Working Together
• Read the examples on pages 65–66
• Each child is unique; the samples are provided to give
families ideas about what they can do to support
transition.
What Can Parents Do to Help?
• Supporting Self
Determination and
Advocacy
• Read page 66–67.
• What can you do to
encourage self
determination and
advocacy?
• Student Rights and
Responsibilities
• Read page 68.
• What are your child’s
rights?
• What are your child’s
responsibilities?
What Can Parents Do to Help?
• What happens when students reach the
age of majority (18 years old)?
• Read page 69–70
• Questions to consider:
– Is your child able to make informed
decisions?
– Will your child live independently?
– Who can help with conservatorship?
What Agencies Support Transition?
• Appendix G: Agencies the Support
Transition (page 146)
• Lists major federal/state agencies that
support transition
• Describes eligibility and services
• State-level contact information is listed to
obtain regional agency
More Resources in the Appendices
Transition to Adult Living:
An Information and Resource Guide: Appendices
A. Transition-Related Legal References OSEP
B. Comparison of IDEA ’97 and ’04
C. National Standards for Secondary Education and Transition
D. System Assessment and Action Plan Tool
E. Transition-Related Assessments
F. Sample Transition Goals
G. Agencies that Support Transition
H. Students Not Passing the Exit Exam
I. CDE Letter about Graduation Ceremony Participation for
Certificate Students
J. Transition-Related Web sites
K. Transition-Related Curricula
L. Guide to Acronyms Used
What Agencies Support Families?
Parent Training and Information Centers
•
•
•
•
•
•
•
Parent Training and Information Centers are a parent-directed, nonprofit
organizations funded by the U.S. Department of Education, authorized
under the Individual with Disabilities Education Act (IDEA), as well as
private sources. The IDEA states that PTIs will assist parents to:
Understand special education laws, rights, and responsibilities
Understand their children’s disabilities
Provide follow-up support for the educational programs of their children with
disabilities
Communicate more effectively with special and general educators,
administrator, related services personnel, and other relevant professionals
Participate fully in education decision-making processes, including the
development of the Individualized Education Program (IEP), for a child with
disabilities
Obtain information about the range of options, programs, services, and
resources available to children with disabilities and their families
(California Department of Education, Special Education Division)
What Agencies Support Families?
Family Empowerment Centers
California Association of Family
Empowerment Centers
1029 J Street, Suite 120
Sacramento, CA 95814
Phone 916-325-1690, ext. 306
Fax 916-325-1699
Transition to Adult Living:
An Information and Resource Guide
• Hard copies are available free of charge:
Mail:
NCOE-WEST/CalSTAT
Attn: Transition Guide Request
5789 State Farm Drive
Rohnert Park, CA 94928
Email: [email protected]
• The guide is also available in an interactive PDF at:
www.calstat.org/transitionGuide.html