Transcript Slide 1

Transition from School to
Adult Life: What Families
Need to Know
Planning for Post Secondary Success Is
Embedded in IDEA
• The purpose of IDEA is to ensure that all children with
disabilities have available to them a free and appropriate public
education (FAPE) that emphasizes special education and related
services designed to meet their unique needs and prepare them
for further education, employment and independent living.
(34CFR §300.1(a))
Federal Transition Requirements
• Beginning not later than the first IEP to be in effect when the
child turns 16 ... and updated annually, thereafter, the IEP must
include –
– Appropriate measurable postsecondary goals based upon
age appropriate transition assessments related to training,
education, employment, and, where appropriate,
independent living , and… 34CFR §300.320(b)(1)
– The transition services (including course of study) needed
to assist the child in reaching those goals. 34CFR §300.320(b)(2)
In Illinois, transition planning must be included in the IEP that will be in
effect when the student reaches 14 ½ years of age. 23 IAC 226.230(c)
Definition of Transition Services
http://www.isbe.net/spec-ed/pdfs/comparison.pdf
a)
Transition services means a coordinated set of activities for a
child with a disability that:
1. is designed within a results-oriented process, that is focused
on improving the academic and functional achievement of the
child with a disability to facilitate movement from school to
post school activities, including post-secondary education,
vocational education, integrated employment, continuing and
adult education, adult services, independent living or
community participation…
2. 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; the
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.
34CFR §300.43(a)
Step by Step: Building a Transition Plan
Identify the Student’s Post-School Goals
• What does the student want to do beyond
school?
• Where and how does the student want to
live?
• How does the student want to take part in the
community?
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Measurable Post-Secondary Goals
• A measurable post-secondary goal must be developed and
written for the following areas for transition-aged students:
– Education and/or training
• Education
– community college, university, technical/trade/vocational school
• Training
– vocational or career field training, independent living skill training,
apprenticeship, OJT, job corp, etc.
– Employment
• paid employment (competitive, supported, sheltered)
• non-paid employment (volunteer, in a training capacity)
• military
– Adult Living (if needed)
• independent living skills, health/safety, financial/income,
transportation/mobility, social relationships, recreation
/leisure, self-advocacy/future planning
Sue Walter, 2008
What Does a Measurable
Post-Secondary Goal Look like?
• A post-secondary goal is “generally understood to refer to those goals that a
child hopes to achieve after leaving secondary school (i.e., high school)”
(IDEA 2004 Part B Regulations, §300.320(b), discussion of Final Rule p. 46,668)
– A post-secondary goal is not the process of pursuing or moving toward a desired
outcomes…it is the desired outcome.
• A measurable post-school goal uses result oriented terms like…
– “enrolled in”
– “will work”
– Quantifiers such as “part-time” and “full-time” as is relevant to the student
• Formula provided by National Secondary Transition Technical Assistance
Center:
_________________ ____________ will __________ ________________.
(After High School)
(Student)
(Behavior) (Where & How)
Age-Appropriate Transition Assessment
• Guidance from the National Secondary Transition
Technical Assistance Center (NSTTAC)
– Become familiar with different types of transition
assessments and their characteristics
– Select methods that assist students by helping them answer
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Who am I?
What do I want in life, now and in the future?
What are some of life’s demands that I can meet now?
What are the main barriers to getting what I want from school and
community?
• What are my options in the school and community for preparing me
for what I want, now and in the future?
• NSTTAC Assessment Toolkit is located at:
http://www.nsttac.org/products_and_resources/tag.aspx
Examples of Age-Appropriate
Transition Assessments
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Social Histories
Career Cruising
Explore Test
PLAN test
PSAE
Assessment of Technology
Needs
Interest Inventories
Career Interest Inventory
Learning Styles Inventory
Independent Living Skills
Questionnaire
Social Skills Inventories
Kuder Assessment
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ACT/SAT
ASVAB
Think Link
Transition Planning Inventory
Student Interview Inventory
Vocational Evaluation
Compass Test
Work Keys
Family Interviews
Career Portfolios
Person-Centered Planning
Employability Skills Inventory
Mechanical Aptitude Test
Personality Scales
Age-appropriate transition
assessments help build a
framework for the rest of
transition planning.
Assessment tools help the
student, family and school
tell a story about the
student…strengths,
preferences, interests
and needs and present level
of academic and functional
performance as it relates to
transition from school to
adult life.
What are the Transition Services/Activities Needed
to Progress Toward the Post-School Goals
(Coordinated Set of Activities)
Using the post-school goals and present level of
performance as the focal point: document the transition
services, supports and activities that are needed to assist
the student in progressing toward the post-school goals.
For Transition Services consider…
• What services, supports or programs does this
student…
– currently need?
– need in order to achieve his/her post-school goals?
– need in order to ensure success as he/she enters the adult
world?
• Is the student linked to the needed post-school
services, supports or programs BEFORE he/she leaves
the secondary school setting?
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Transition Services
Instruction is one component of a transition program “the student needs to receive in
specific areas to complete needed courses, succeed in the general curriculum, and gain
needed skills”. Storms, J., O’Leary, E., & Williams, J. (2000). Transition requirements: A guide for states, districts, schools, universities and families.
Eugene: University of Oregon, Western Regional Resource Center.
– Examples: tutoring, skills training, prep for college entrance exam, accommodations, adult
basic education
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Related service is defined as “transportation, and such developmental, corrective, and
other supportive services (including speech-language pathology and audiology
services, interpreting services, psychological services, physical and occupational
therapy, recreation, including therapeutic recreation, social work services… counseling
services, including rehabilitation counseling, orientation and mobility services, and
medical services, except that such medical services shall be for diagnostic and
evaluation purposes only) as may be required to assist a child with a disability to
benefit from special education…. Individuals with Disabilities Education Improvement Act of 2004, Public Law No. 108-446, 20 U. S.
C. 1400, H. R. 1350.
– Examples: transportation, social services, medical services, technology, support services
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Community experiences are one component of a transition program “that are
provided outside the school building or in community settings…” Storms, J., O’Leary, E., & Williams, J.
(2000). Transition requirements: A guide for states, districts, schools, universities and families. Eugene: University of Oregon, Western Regional Resource
Center.
– Examples: job shadow, work experiences, banking, shopping, transportation, tours of
post-secondary settings
Transition Services
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Employment and other post-school adult living objectives are components of a transition
program that “the student needs to achieve desired post-secondary goals. These could be services
leading to a job or career or those that support activities done occasionally such as registering to
vote, filing taxes, renting a home accessing medical services, filing for insurance or accessing and
planning for adult services such as Social Security Income (SSI)”. Storms, J., O’Leary, E., & Williams, J. (2000). Transition
requirements: A guide for states, districts, schools, universities and families. Eugene: University of Oregon, Western Regional Resource Center.
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Examples: career planning, guidance counseling, job try-outs, register to vote, adult benefits planning,
contacting SSA
Acquisition of daily living skills is one component of a transition program that is included “if
appropriate” to support student ability to do those activities that “adults do every day”. Storms, J.,
O’Leary, E., & Williams, J. (2000). Transition requirements: A guide for states, districts, schools, universities and families. Eugene: University of Oregon, Western
Regional Resource Center.
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Examples: self-care, home repair, budgeting, paying bills, independent living skills
Functional vocational evaluation is one component of a transition program that is included “if
appropriate”. This evaluation involves “an assessment process that provides information about job
or career interests, aptitudes, and skills. Information may be gathered through situational
assessment, observations or formal measures, and should be practical. The IEP team could use
this information to refine services outlined in the IEP”. Storms, J., O’Leary, E., & Williams, J. (2000). Transition requirements: A
guide for states, districts, schools, universities and families. Eugene: University of Oregon, Western Regional Resource Center.
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Examples: job and career interests, aptitudes and skills
Transition Services - Example
• After graduation, Kevin will participate in habilitative and functional skill
training through the ARC of Chicago and will attend courses designed to
provide specialized academic, functional, and occupational preparation for
individuals with disabilities 2 times a week at the community college.
 Daily Living Skills: Maintain a bank account, safety skills in the
community, selecting clothing for the day, express preferences related to
saving money for personal use
 Employment & Other PS Living Objectives: Meeting with job coach in
classroom and community settings, meeting with SSI representative to
determine possible financial benefits, vocational rehabilitation referral.
 Functional Vocation Evaluation: Refer to DRS for non-verbal, modified
assessments of adaptive behavior, career interests & career skills.
Transition Services - Example
• Upon completion of HS, John will enroll in courses at the Southwestern IL
Community College.
 Instruction: Tutoring in reading comprehension strategies, selfmonitoring instruction related to on-task behavior, self-advocacy training,
instruction related to word processing/keyboarding skills
 Related Services: Counseling services to increase ability to manage
anger
 Community Experience: Three visits to the community college (contact
with school’s disability services office), training using a public telephone,
trips to CC using public transportation, trip to CC bookstore to purchase
supplies, tour CC campus to get familiar with surroundings
What is the Course of Study That Will
Support the Student to Progress Toward
Successful Outcomes?
• Course of study, instructional program of study or list
of courses of study should be in the IEP and should
align with the student’s post-secondary goals.
– Does a post-secondary goal require a certain minimum
requirement of courses, e.g., college bound, trade
school bound, etc.?
– Does a post-secondary goal require or benefit from the
successful completion of specific high school classes,
e.g., a future chef planning to take and complete all
cooking related classes, a future child-care provider
planning to take and complete relevant classes in
Family and Consumer Science, etc.
Courses of Study
Year 1
Age 14/15
Alternative Math
Year 2
Age 15/16
Basic Geometry
Year 3
Age 16/17
Year 4
Age 17/18
Extended
Age 18 - 21
Intro to Algebra
Life Skills
½ day at Center
House for
Basic Composition Writing Workshop
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Intro to Business
International
Cooking
travel training and
apartment
English Lit
American Lit
Speech
Restaurant
Occupations
Living
Physics
Food Science I
Food Science II
Food Science III
Food Science IV
Consumer
Education
U.S. History
American
Government
Independent
Living
Adult Living Skills
P.E.
P.E./Health
P.E.
Study Skills
Self-Advocacy
Skills
Study Skills
Study Skills
Study Skills
Work Experience
Work Experience
Annual Goals: What Will the Student Work on Next
Year that Supports Continued Progress Towards the
Post-School Outcomes/Goals?
Post-School Goal
(Result of Transition)
After graduation from high school, Jodi will participate in compensatory education courses at the community college
focusing on life skills instruction, functional reading, functional math, productivity, and basic employability skills.
Transition Service
Instruction in reading comprehension skills to increase employment literacy skills.
Present Level of Academic Achievement & Functional Performance
Jodi completed the Brigance Employability Skills Inventory which reported that she was functioning at grade 3 in reading
and at grade 4 in math. Her intake assessment suggested that she has adequate verbal skills. The quick-screen indicated
she lacked basic employment literacy skills in math and reading.
Annual Goal
Jodi will increase her reading comprehension scores by one grade level by May 1, 2012.
(Academic & Transition)
Objectives
-Given daily instruction and use of high-interest reading materials such as the newspaper, young adult magazines, schoolapproved web-sites, and short stories for adults, Jodi will increase her reading comprehension by .5 grade level by the end
of the first semester in the 2011 – 2012 school year.
-- Given daily instruction and use of high-interest reading materials such as the newspaper, young adult magazines, schoolapproved web-sites, and short stories for adults, Jodi will increase her reading comprehension by one grade level by the21end
of the 2011 – 2012 school year.
Annual Goals
Examples that flow back to the post-school goals
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PS Goal: John will work in an on-campus part-time job while in college.
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PS Goal: Immediately after graduation, Rolanda will receive job development services from Voc
Rehab or a community rehab program and will participate in technologically supported selfemployment within one year of graduation.
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Transition Service: Instruction in the use of assistive technology
Annual Goal: Given a micro-switch properly secured to the headrest of her chair, Rolanda will select three activities that she
prefers from the school’s work-based curriculum with 90% accuracy by 10/15/2010.
PS Goal: After completion of high school, Alex will increase his work hours in the business
department of a local office supply store, contacting UCP Land of Lincoln for employment support
services.
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Transition Service: Career counseling to develop post-school employment goals
Annual Goal: Given three job shadowing experiences, John will identify his likes and dislikes of each setting by completing a
job site interest survey and verbally describing his preferences during the IEP meeting.
Transition Service: Instruction in work place behavior s and employment skills through the STEP program.
Annual goal: Given a list of possible scenarios at work, Alex will learn to distinguish those that require a meeting with his
supervisor with 90% accuracy on 1 trial/week for the duration of the IEP.
PS Goal: After graduation, Paulo will get a job at a grocery store, where he enjoyed a jobshadowing experience during school.
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Transition Service: Hands-on Instruction in employment skills directly connected to Paulo’s job at a grocery store
Annual Goal: Given a task analysis for bagging groceries, Paulo will practice the task semi-weekly and complete
it without (a) breaking items or (b) ripping bags on 90% of occasions by April 6, 2010.
Involving Agencies Outside of the
School in Transition Planning
• To the extent appropriate, with the consent of
the parents or a child who has reached the age
of majority…the public agency must invite a
representative of any participating agency that is
likely to be responsible for providing or paying
for transition services.” CFR34 §300.321(b)(3)
Potential Consultants to the IEP Team
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Adult Education Representative | Provides information
about lifelong education options
Advocacy Organization(s) Representative | May offer
self-advocacy training or support groups for young
adults
Assistive Technology Representative | Provides
expertise on devices that can open doors to
opportunities
At-Risk/Prevention Specialist | Offers counseling and
support on teen pregnancy, alcohol, and drugs
Business-Education Partnership Rep. | Provides links
between schools and local businesses and industry
Community Action Agency Representative | May link
team to resources for traditionally underrepresented
groups
Correctional Education Staff | Provides incarcerated
youth with continued learning opportunities
Local Disability Representative (e.g., UCP) | Provides
information and training (often serves all disabilities,
not just one)
Parent Training Information Center Rep. | Provides
training on transition planning and advocacy services to
families
Residential Service Provider | Can help access
specialized housing
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Employer | Offers insight into expectations; promotes
hiring of people with disabilities
Employment Specialist | Provides job development,
placement, coaching
Extension Service Agent | Offers programs in
parenting, homemaking, independent living
Special Olympics Representative | Provides sports
training, competition, and recreational opportunities
for youth
Health Department/School Nurse | Provides guidance
on community health services and health care advice
Higher Education Representative | Provides
information on postsecondary services to students with
disabilities
Housing Agency Representative | Assists in developing
housing options
Leisure Program Representative | Knows available
program options within the community
Literacy Council Representative | Coordinates
volunteers to teach basic reading and writing skills
Local Government Representative | Funds many local
services; can provide information on local services
Religious Community Member | Can provide social
support to young adults and their families
Where Can You Look?
• Illinois Department of Human Services Office Locator:
http://www.dhs.state.il.us/page.aspx?item=27894
• The ARC Family Manual: Transition to Employment and Adult Services
for Youth with Developmental Disabilities in Illinois.
• Illinois Community College System (see Community College Locator link
on right side of page) http://www.iccb.org/thesystem.html
• Illinois JobLink. Resources for People with Disabilities.
http://www.illinoisjoblink.com/
• Transition Practices Alignment: Evidenced-Based Practices, Tools and
Resources, and Lesson Plans.
http://www.isbe.state.il.us/spec-ed/pdfs/transition_cross_ref.pdf
• Work Incentive Planning Assistance (WIPA) The purpose of the Work
Incentive Planning Assistance program to help individuals who receive
SSI or SSDI and are interested in getting a job understand how working
will affect their benefits.
http://www.illinoisworknet.com/vos_portal/residents/en/DisabilityResources/FindLoca
tion/
Why is family participation in
transition planning so critical?
• Families bring to the table –
– the greatest amount of available information about a young
adults interests, skills, needs, experiences and desires of their
young adult.
• Families’ participation helps prepare them to assume
the new roles they can and should take on as their
young adults move into adulthood.
– A sense of empowerment will help families assume their new
roles and more confidently navigate the adult service system.
Salembier, G. & Furney, K. (1997) Facilitating Participation: Parents’ Perceptions of Their Involvement in the IEP/Transition
Planning Process. Career Development for Exceptional Individuals, 20:1 pp 29 – 42.
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Student Participation in the
IEP/Transition Planning Process
• School districts must invite a student who has a disability to
attend the IEP team meeting “if a purpose of the meeting will be
the consideration of postsecondary goals for the child and the
transition services needed to assist the child in reaching those
goals under §300.320(b)”
• School districts “must take other steps to ensure that the child’s
preferences and interests are considered” if the child is not able
to attend [§300.321(b)].
• It’s there lives!
http://nichcy.org/schoolage/transitionadult/students
Food For Thought
• Use the National Secondary Transition Technical Assistance
Center (NSTTAC) case studies for other examples and nonexamples of Indicator 13 requirements . The students’ in the
case studies represent a wide range of abilities to provide users
with a wealth of examples. Students with:
– Specific learning disabilities: Refer to the case studies for Allison, Jason,
& John
– Autism: Refer to the case study for Alex
– Emotional behavioral disorder: Refer to the case study for Jamarreo
– Intellectual disabilities: Refer to the case studies for Jeremy, Jodi,
Lissette, Paulo & Stephanie
– Severe, complex disabilities: Refer to the case studies for David, Kevin,
Lily, & Rolanda
http://www.nsttac.org/indicator13/examples_i13_checklist.aspx
Resources
• Transition to Adulthood. September 2010. National Dissemination
Center for Children with Disabilities.
http://nichcy.org/schoolage/transitionadult
• Teens on IEPs: Making My “Transition” Services Work for Me. October
2011. Transition RTC.
http://escholarship.umassmed.edu/cgi/viewcontent.cgi?article=1067&context=pib
• Illinois State Board of Education, Special Education and Support Services
Parent Rights Guide. Chapter 8: Secondary Transition.
http://www.isbe.state.il.us/spec-ed/pdfs/parent_guide/ch8-secondary_transition.pdf
• Illinois State Board of Education, Special Education and Support
Services. Illinois Student Records Keeper for Parents of Students Who
Receive Special Education Services.
http://www.isbe.state.il.us/spec-ed/pdfs/student_records_keeper.pdf
• Illinois State Board of Education, Special Education and Support
Services. Secondary Transition Webpage.
http://www.isbe.state.il.us/spec-ed/html/total.htm
More Resources
• Helping Youth Build Work Skills for Job Success: Tips for Parents and
Families. February 2012. National Collaborative on Workforce and
Disability for Youth (NCWD-Y).
http://www.ncwd-youth.info/information-brief-34
• Helping Youth Develop Soft Skills for Job Success: Tips for Parents and
Families. May 2011. NCWD-Y. http://www.ncwd-youth.info/information-brief-28
• Tapping into the Power of Families: How Families of Youth with
Disabilities Can Assist in Job Search and Retention. April 2011.
NCWD-Y. http://www.ncwd-youth.info/infobrief/tapping-into-the-power-of-families
• Youth on the Move. Website designed to provide information,
strategies, and resources to transition navigators – teachers, counselors,
family members, and community members – to guide youth on the
move. http://www.youth-move.org/
• Vocational Rehabilitation (VR): A Young Adults Guide. April 2012.
Transition RTC.
http://labs.umassmed.edu/transitionsRTC/Resources/publications/TipSheet6VR.pdf
Ten Pointers for Parents
1. Listen to your son or daughter. Ask your teen what he or she would like to do with his
or her life – then really listen to them. What are their dreams, goals, etc.? If s/he is
nonverbal or has difficulty communicating these thoughts, use your knowledge of your
teen to ensure transition plans select his or her likes, dislikes, talents, etc.
2. Start early. Building a path to your son or daughter’s dreams will take a lot of planning
and discussion. Start transition planning by age 14 ½.
3. Know your teen’s needs, abilities and skills. If you have never heard of or used a
person-centered planning tool, ask other parents, advocates or members of your IEP
team. Be familiar with how much assistance s/he needs or does not need to
accomplish his or her goals.
4. Encourage your teen to attend IEP/Transition Planning meetings. This is a plan for his
or her future! Your son or daughter should be invited. Together, prepare for the
meeting. Encourage self-advocacy skills in your teen. During meetings, have the staff
direct questions to your teen.
5. Become aware of all the opportunities in your community. Extracurricular activities at
school, as well as social, recreational, volunteer, job opportunities in the community.
Encourage as much participation as possible. Then decide together with your teen how
much s/he wants to participate.
Ten Pointers for Parents - Continued
6. Become aware of and use person-centered planning and self-directed IEP. Using
person-centered planning tools and having your teen engage in learning and engaging
in a self-directed IEP process will encourage their active participation and ownership
and will build self-advocacy skills that will help ensure success in life after high school.
Research shows that young adults who have self-determination skills upon leaving high
school have a much higher rate of success in adult life.
7. Encourage your teen to learn and practice appropriate interpersonal, communication,
and social skills for different setting, e.g., employment, school, recreation, peer
relationships, etc.
8. Learn about the programs, services, accommodations or modifications you and your
teen need. Be sure you are both clear on how to contact and access programs and
services. Ask your school team how you can get this information.
9. Take responsibility for becoming familiar with adult service systems and agencies now.
This will help your teen in making decisions that will impact his or her future. Invite to
the IEP/Transition Planning meetings representatives from adult service agencies likely
to serve your son or daughter.
10. Dream! Don’t be limited by existing services. Focus on the supports your son or
daughter will need to reach his or her personal goals. Together with your teen, your
transition team of educators and service providers, you can build these supports.
Adapted from Tools and Tips for Transition, Pacer Center, Inc. MN 1996)
Questions?
Contact information:
Sue Walter
Statewide Transition Consultant
Illinois State Board of Education
Special Education Services
[email protected] or
[email protected]
Phone: 618-651-9028