Transcript Anthony & Emmett

Catherine Fowler, NSTTAC
Dawn Rowe, NPSO
2nd Annual Rhode Island Secondary
Transition State institute
Bristol, RI
March 14, 2014
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
prepares them for further education, employment,
and independent living
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IDEA Regulations §300.1(a)
Beginning not later than the first IEP to be in effect when
the child turns 16, or younger if determined appropriate
by the IEP Team, and updated annually, thereafter, the
IEP must include—
(1) Appropriate measurable postsecondary goals
based upon age appropriate transition assessments
related to training, education, employment, and,
where appropriate, independent living skills; and
(2) The transition services (including courses of study)
needed to assist the child in reaching those goals
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Seattle University - Center for Change in Transition Services, 2010
Seattle University - Center for Change in Transition Services, 2010
Transition services a coordinated set of
activities for a child with a disability that …
(a)
is 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, including:
postsecondary education
vocational education
integrated employment (including supported
employment)
continuing and adult education
adult services
independent living, or community participation; and
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(b) is based on the individual child’s needs, taking into account
the child’s strengths, preferences, and interests; and includes:

instruction

related services

community experiences

development of employment and other postschool adult living objectives, and, if appropriate,

acquisition of daily living skills and
provision of a functional vocational evaluation
(IDEA, 2004; 20 U.S.C. 1401(34))
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
COORDINATED: These activities have a purpose and a
goal. They are selected with a plan in mind to
accomplish a specific goal.

RESULTS ORIENTED PROCESS: We are focused on the
“outcomes” of the students instead of the “process”.
The central question is What has the student learned?

ACADEMIC AND FUNCTIONAL ACHIEVEMENT: Link
to standard course of study that is functionally
meaningful as students set and attain goals
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
SCHOOL TO POST-SCHOOL: From secondary school
(i.e., high school) to adult life experiences.

INDIVIDUAL’S NEEDS STRENGTHS PREFERENCES
AND INTERESTS:
 Student’s input is critical to the transition process. The goals in the
plan should reflect the goals of the student.
 For students with significant disabilities, using PIC SYMS to
FACILITATE planning and decision making during the transition
process.
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

Finally, for many of the students you teach, instruction
will be needed to acquire daily living skills.
A FUNCTIONAL VOCATIONAL EVALUATION may be
needed to assess what the student can do in terms of
EMPLOYMENT and INDEPENDENCE &
INTERDEPENDENCE in the COMMUNITY
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What activities
did you do in high school?

Are there transition
services in the IEP that
focus on improving the
academic and functional
achievement of a student
to facilitate his or her
movement from school to
post school?

Is a type of:





instruction,
related service,
community experience,
development of employment
and other post school adult
living objectives,
and if appropriate,
 acquisition of daily living
skills, and
 provision of a functional
evaluation listed in
association with meeting the
post-secondary goal?
More Transition Service Questions
1.
2.
3.
What experiences must the student participate
in this academic year that are necessary for
achieving the identified postsecondary goals?
What services and specific instruction are
essential this year for the student to develop
skills and knowledge to attain their
postsecondary goals?
Do we know enough about this student’s
vocational skills to identify an appropriate
postsecondary employment goal or design
activities to support the identified goal?
Instruction on using
picture symbol
recipes
Instruction
related to
laundry skills
Instruction on
personal hygiene
Instruction
related to the
water cycle
Community-based
instruction on
purchasing lunch
supplies
Visit to a
McDonald’s
food prep area
Part time
employment in a
position related to
working with children
Complete
application
process at
community
college
Apply for possible
college financial aid
Apply for college and
disability support
service, no later than
December 2006
Interview for a
full-time position
at a local day care
Instructional
support of guided
notes for lessons
Touring
child care
facilities
Modified ACT
testing
Audio-taped
texts for English
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Paid work
•Earn certifications for computer networking positions while
attending MMTC
•Open a bank account to manage her money
•Job shadow in the field of computer technical support at the
local hospital/ summer employment in automotive industry
•Make plans to live independently in the future
•Learn to obtain, complete, and submit an application for
employment/ college application
•Learn how to manage household responsibilities
•Take a driver’s education course
•Will be referred to VR for further evaluation/ services
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•Will investigate case management and in home services
through adult service agencies and learn how to access those
services
•Will learn self-advocacy skills, social behavior, and home
maintenance skills
•Will continue to gain experiences in the community through
Life Skills class work experiences and other activities
• Access tutorial services through disability services in college
•Will develop skills regarding task completion, budgeting,
cooking, and other home-care skills
•Complete additional assessments for transition planning
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

All transition services provided to a student
must support attainment of postsecondary
goals.
For transition services that are likely to be
provided or paid for by other agencies with
parent (or child once the age of majority is
reached) consent, there must be evidence
that representatives of the agency (ies) were
invited to the IEP meeting?
SERVICES
SHOULD BE
INDIVIDUALIZED

A predictor is defined
as an in-school
experience, typically a
program (e.g., a workbased learning
experience) correlated
with improved postschool outcomes.
Career Awareness
Occupational Courses
Paid Employment/Work Experience
Vocational Education
Work Study
Community Experiences
Exit Exams/High School Diploma Status
Inclusion in General Education
Program of Study
Independent Living Skills
Self-Determination Skills
Social Skills
Interagency Collaboration
Parental Involvement
Parent Expectations
Student Support
Transition Program
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Paid employment/work experience has been operationally
defined as:
any activity that places the student in an authentic
workplace, and could include: work sampling, job
shadowing, internships, apprenticeships, and paid
employment. Paid employment can include existing
standard jobs in a company or organization or customized
work assignments negotiated with the employer, but
these activities always feature competitive pay (e.g.,
minimum wage) paid directly to the student by the
employer.
Rowe, D. A., Alverson, C. Y., Unruh, D., Fowler, C., Kellems, R., & Test, D. W. (2014). Operationalizing evidence-based predictors in
secondary transition: A delphi study. Career Development and Transition for Exceptional Individuals.

Provide opportunities to participate in job shadowing, work-study,
apprenticeships, or internships.
**Consider work study, apprenticeships, and internship environments that are
culturally sensitive to students from different cultural backgrounds.
Provide instruction in employment skills (e.g., problem solving,
communicating with authority figures, responding to feedback,
promptness) and occupational specific skills (e.g., clerical,
machine operation).
 Provide transportation training, including the use of public
transportation and job-site and community safety.
 Conduct job performance evaluations by student, school staff, and
employer.


Anthony is a 19 year old student identified with emotional and
behavioral disabilities. Anthony’s has good interpersonal skills
and a strong work ethic. He exhibits strengths in mechanical
occupations. Career assessments indicate that he is likely to be
a serious, dedicated employee.

Post-school Goal
•
Upon graduation from community college, Anthony will
obtain a small business license and contract his services
as a welder in his uncle’s car shop.
Where is
Anthony
going?
What does he
need to get
there?
MOVEMENT FROM SCHOOL
TO POST-SCHOOL ACTIVITIES

Postsecondary education
 Vocational education
 Integrated employment
(including supported
employment)
 Continuing and adult education
 Adult services
 Independent living, or
community participation
PREFERENCES, INTERESTS,
NEEDS, AND STRENGTHS
 Instruction
 Community-Based Experiences
 Related Services

Employment and other postschool adult living objectives

Daily living skills and
provision of a functional
vocational evaluation
For the past few years, Anthony and his friends have fixed up a car
they bought from the junk yard for a few hundred dollars. They
enter local races on the weekends to win cash prizes. Anthony
does not race the cars; he does the body work on them. He does
not always wear the necessary protective gear when welding,
which is dangerous. His uncle sometimes helps him with the more
detailed welding work in his welding shop. Anthony loves to work
on the cars and attend the races on the weekends. This hobby has
prepared him with valuable vocational skills related to welding and
automotives, but these races are illegal. The local police have
begun to pay more attention to these events. Anthony does not
express any concern that he will be caught participating in the
races.

Post-School Goal
•
After graduation, Anthony will follow the laws of his
community, demonstrating an understanding of the
need for laws to ensure his and others’ safety.
 Instruction: in Social Skills, in Self-advocacy/ Self-determination
Thinking about predictors, what transition
 Related Services: refer to VR for hearing aid maintenance (student
services
would
support
Anthony’s
post-school
support)
goal?
 Community-Based Experiences: visit to legal racing venue
Instruction – teaching academics, work-related skills,
community skills
Related Services – transportation, OT, PT, job coach
Community Experiences – work-based, daily living
Employment & other Post-school Adult Living Objectives
– financial planning, health care, self-advocacy, selfdetermination
Daily Living Skills – learning to drive, banking, health care
Functional Vocational Evaluation – formalized
employment assessment
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Emmett is a 16-year-old
Has a specific learning disability in reading fluency, reading
comprehension, written expression, and oral language
processing
Strengths related to managing money
Struggles with use of calendar or other planners
Reading and writing performance require accommodations
for testing and participation in the general curriculum
extended time,
read-aloud
computer software resources to support listening comprehension and
writing
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
Post-school Goal:
 Upon completion of high school, Emmett will attend courses at Ocean
County Community College working toward a degree in computer science
that will transfer to a four year college to obtain a bachelors degree.

Transition Services (predictors):

instruction – learning self determination skills; enrolled in vocational
education courses/CTE via Program of Study
related services – meeting with Disability Services on campus via VR
community experiences – visiting campus multiple times
servicesand
would
support
Emmett’s
post-school
employment
other post-school
adult
living objectives
– interview IT
specialist for the high school regarding
education requirements and critical
goal?
components of the job (career awareness)
daily living skills/functional vocational evaluation




Thinking about predictors, what transition
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
Reflect upon your current IEPs

How many transition services reflect the
predictors we’ve discussed today?

How many transition services are written
specifically for THAT student’s postsecondary
goals? (each of the goals?)
1.
A measurable postsecondary goal in education:
Upon completion of high school, Emmett will complete his
associates degree in computer science at Ocean County
Community College.
2.
Identify 3 appropriate transition service/s to support
attainment of this PS goal.
Use predictors to target resources and increase the
likelihood of youth being positively engaged after high
school.
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Dawn Rowe, [email protected]
www.psocenter.org
Catherine Fowler, [email protected]
www.nsttac.org