Comprehensive Transition Planning

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Comprehensive Transition Planning

• Module 7 Transition Activities

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Ground Rules

• Turn off cell-phones (includes text messaging).
  
• Use the post-it-notes on your tables to write
  down questions.
• The Parking Lot will be used to note topics
  that will be covered later in the presentation.
• Share your experiences and ideas. Everyone can
  learn from each other.
• Be open to new ways of doing things. Keep a can
  do attitude.
• Make productive use of activities to practice and
  fine-tune new skills.

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OutcomesFollowing this training you will

• Have an understanding of the IDEA 2004
  requirements for developing the transition
  component of the IEP
• Be familiar with the steps involved in transition
  planning
• Possess the skills needed to write postsecondary
  goals, transition activities and related IEP
  goals/objectives
• Be aware of the steps involved in developing an
  Exit Summary of Performance
• Understand the forms associated with transition
  planning

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Handouts

• Examples of Transition Activities
• PS Goal/Activity Cards
• Transition Component DEC 4 (2a) 2 copies
• Case Studies for Developing A Transition
  Component (Jermaine, Debbie, Eugene and Melina)
• Case Study for Linking IEP Goals to PS Goals
  (Jamalia)

• DEC 4 IEP Goal Sheet (3 copies)
• Summary of Performance (Narrative and Checklist
  Format)
• Case Studies for Developing an Exit Summary of
  Performance (Patrick and Katrina)

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Steps in the Transition Planning Process

• Step 1 Facilitate student, family and adult
  service provider involvement
• Step 2 Identify postsecondary goals based on
  age-appropriate transition assessments
• Step 3 Determine present level of performance
  as it relates to postsecondary goals
• Step 4 Choose a course of study
• Step 5 Identify needed transition activities
  and services
• Step 6 Determine responsible persons and
• timelines for transition
  activities and services
• Step 7 Develop IEP goals/objectives that are
  linked to the postsecondary goals

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Kohlers Taxonomy of Transition Programming
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Steps in the Transition Planning Process

• Step 1 Facilitate student, family and adult
  service provider involvement
• Step 2 Identify postsecondary goals based on
  age-appropriate transition assessments
• Step 3 Determine present level of performance
  as it relates to postsecondary goals
• Step 4 Choose a course of study
• Step 5 Identify needed transition activities
  and services
• Step 6 Determine responsible persons and
• timelines for transition
  activities and services
• Step 7 Develop IEP goals/objectives that are
  linked to the postsecondary goals

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IDEA 2004 - Definition of Transition Services
A coordinated set of activities for a student
with a disability that 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
childs 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 (300.42(a)(1).

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IDEA 2004 - The coordinated set of activities
must be

• based on the individual students needs, taking
  into account the students 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.

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What activities did you do in high school?
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Everything a student does in high school
is transition
Course of Study
Therapies
Social Interactions And Friendships
Guidance Counseling
Behavioral Interventions
Vocational Assessment
Career- Technical Education
Career Development
Special Education Support
Extra-Curricular Activities
Paid Employment
Self Determination Training
College Admission Tests
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Types of Transition Activities

• Instruction
• Related services
• Community experiences
• Employment
• Post-School Adult Living Activities
• Daily Living Activities (if appropriate)
• Functional Vocational Evaluation
• (if appropriate)

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Transition Activities

• Outline the steps toward achieving postsecondary
  goals
• Are dynamic and observable
• Should be developed to support each postsecondary
  goal
• Occur while the student is still enrolled in
  school.
• Can occur on the school campus, at home or in the
  community

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Transition Activities

• Should be assigned to a wide range of individuals
  
• Can be one time events or ongoing activities
• Can be services delivered to the student or
  activities in which the student is already
  involved in or a combination of both
• Form the link between the postsecondary goals and
  the IEP

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Is There Overlap Between Transition Activity
Areas?

• Transition activities may fit under more than
  one transition activity area
• Include the transition activity under the area
  that makes the most sense to IEP team members
• It is only necessary to indicate the transition
  activity one time even if it is assisting in the
  accomplishment of more than one postsecondary
  goal and meets the definition of more than one
  transition activity area.

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Instructional Activities

• Instruction the student needs to receive in
  specific areas to complete needed courses,
  succeed in the general curriculum and gain needed
  life skills (Storms, OLeary and Williams, 2000)

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Related Service Activities

• Related Service activities include supportive
  services that assist in benefiting from
  transition services delivered through special
  education and the projected related services
  needed to transition from school to adult life.

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Community Experience Activities

• Community experiences are services occurring in
  the community delivered by the school or other
  agencies that provide students with the
  opportunity to practice skills in the actual
  settings in which they will be used. Community
  experiences also involve participating in the
  community through the use of local businesses,
  recreational services, volunteer work, leisure
  activities, etc.

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Employment Activities

• Employment activities are employment-related
  experiences provided by the school or other
  agencies that provide the training and education
  needed for a future job or career.

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Adult Living Activities

• Adult living activities are those skills used on
  an as-needed basis in order to function as
  independently as possible as an adult.

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Daily Living Activities

• Daily living skills involve activities that are
  required for day-to-day functioning within the
  home and the community. These activities consist
  of things that are done routinely by
  self-sufficient adults. Daily living skills can
  also include any activity that encourages
  increased independence.

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Functional Vocational Evaluation Activities

• Vocational evaluation is the assessment of a
  students interests, aptitudes, and vocational
  skills. Assessment information can be obtained
  through a variety of formal and informal
  procedures including traditional psychometric
  tests, situational assessments, and observations.
  Vocational assessment can be performed by the
  school or outside agencies. Information obtained
  through vocational evaluation should be used in a
  functional manner to assist with the transition
  planning process.

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Activity Categorizing Transition Activities

• Look at each of the following transition
  activities and categorize them into the areas
  listed below
• 1. Instruction
• 2. Related Services
• 3. Community Experiences
• 4. Employment
• 5. Post-School Adult Living Activities
• 6. Daily Living Activities (if appropriate)
• 7. Functional Vocational Evaluation
• (if appropriate)

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Activity Categorizing Transition Activities

• Obtaining a drivers license
• Learning to use public transportation
• Learning personal information (to complete forms)
• Counseling in the area of anger management
• Instruction in personal hygiene and clothing care
  skills
• Referral to the LME (Local Management Entity) for
  case management services

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Activity Categorizing Transition Activities

• Caring for a pet
• Joining the high school Pep Club
• Completing an application for supported living in
  an apartment
• Maintaining a blood sugar chart
• Attending educational sessions at the local
  mental health center on stress/anxiety management
  
• Arrange for the transfer of physical therapy to a
  home health agency
• Attend cooking classes at the local agricultural
  extension program

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Activity PS Goal or Activity?
Determine if the following statements are
postsecondary goals or transition activities
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• Job shadowing at Jiffy Lube 2 x per week for 6
  weeks
• Living in a supervised apartment with a roommate
  within 6 months of graduation
• Working full-time as an animal escort at a local
  vets office after graduation
• Completing an application for the childcare
  certificate program at the local community
  college
• Touring three group homes and completing
  placement applications
• Working at a florist shop in a part-time
  competitive job with supported employment job
  coaching within one month of graduation
• Living at home immediately following graduation
  and moving into an apartment with a cousin within
  2 years of graduation

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• One-on-one instruction in the NC Drivers License
  Manual
• Obtaining an AA degree in mechanical engineering
  from the community college by May 2011
• Earning a high school diploma
• Completing a recreational/leisure interest survey
• Completing an application for YMCA membership
• Registering at the Employment Security Commission
  (Job Link Center)
• Obtaining tutoring in math to prepare for
  admission to the LPN certificate program at the
  community college

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• Obtaining a Commercial Drivers License (CDL) at
  the Morris School of Truck Driving within 1 year
  of graduation
• Participating in a Workforce Investment Act (WIA)
  youth internship at Bettys Floral and Gift Shop
• Referral to mental health for case management
• Participation in one age-appropriate community
  activity related to music/drama and engaging in
  personal hobbies related to computers, gardening,
  and animals after graduation
• Setting up a checking account
• Participating in a Saturday seminar on
  self-determination
• Taking the PSAT
• Completing the enrollment process for the Adult
  Basic Education (ABE) classes at the community
  college

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• Enrolling in Computer Applications I through
  Career Technical Education
• Developing an independent living budget
• Referral to Vocational Rehabilitation for work
  adjustment job coaching services
• Living at home with parents after graduation
  performing daily chores and contributing to the
  household budget
• Taking yoga, meditation and other relaxation
  methods classes through the continuing education
  program at the community college beginning the
  summer after graduation
• Applying for financial aid for college
• Touring the Mayflower Vehicle Systems
  manufacturing plant
• Completing and presenting a Career Portfolio

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• Independently performing AM personal care
  activities and using public transportation to get
  to work each day beginning the first day after
  graduation
• Participating in a post-graduation extended
  vocational evaluation and training program at the
  community rehabilitation program for the purpose
  of future job placement
• Obtaining a physical to participate on the
  Special Olympics adaptive swimming team
• Instruction in dressing appropriately for a job
  interview
• Meeting with the Disability Specialist at the
  community college
• Independently requesting accommodations from
  general education teachers.

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Steps in the Transition Planning Process

• Step 1 Facilitate student, family and adult
  service provider involvement
• Step 2 Identify postsecondary goals based on
  age-appropriate transition assessments
• Step 3 Determine present level of performance
  as it relates to postsecondary goals
• Step 4 Choose a course of study
• Step 5 Identify needed transition activities
  and services
• Step 6 Determine responsible persons and
• timelines for transition
  activities and services
• Step 7 Develop IEP goals/objectives that are
  linked to the postsecondary goals

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Responsible Persons Transition Activities

• Responsibility for the accomplishment of
  transition activities should be assigned to a
  wide variety of individuals (both school and
  non-school personnel) including the student and
  family members.
• A single activity may be the responsibility of a
  single individual or multiple individuals
• When assigning responsibility to students and
  family members there should be a balance between
  encouraging involvement and available resources.

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Determining Who Will Be Responsible?

• Where are the activities going to occur
  (community, home, general education, special
  education)?
• What level of student or parent involvement is
  needed to ensure success?
• Should responsibility for the activity or service
  be shared?
• Who has the resources, skills, and connections to
  ensure accomplishment of the activity or delivery
  of the service?

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Timelines Transition Activities

• Should be set to ensure completion of activities
  and delivery of services in a manner that will
  support the accomplishment of the postsecondary
  goals.
• May cover more than one year.
• Should be specific enough to ensure
  accountability.
• Should be reasonable but yet aggressive.

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The Transition Component

• Duration Dates for Special Education Services
• Identifying Information (Name, School, DOB and
  Grade)
• Student Needs, Strengths, Preferences and
  Interests
• Age Appropriate Transition Assessments
• Post-school goals (Employment, postsecondary
  Education/Training, and Independent Living)
• Course of Study
• Transition Activities (Instruction, Related
  Services, Community Experiences, Employment,
  Adult Living Skills, Daily Living Skills and
  Functional Vocational Evaluation)
• Responsible Persons and/or Agency
• Anticipated Completion Date (Timelines)

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Activity Developing A Transition Component

• Work with your group to develop a full transition
  component for your assigned case study
• 1. Jermaine (Seriously/Emotionally Disabled)
• 2. Debbie (Significant Intellectual and
  Physical Disabilities)

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Activity Developing A Transition Component

• Work with your group to develop a full transition
  component for your assigned case study
• 1. Melina (Learning Disabled)
• 2. Eugene (Intellectually Disabled)

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Steps in the Transition Planning Process

• Step 1 Facilitate student, family and adult
  service provider involvement
• Step 2 Identify postsecondary goals based on
  age-appropriate transition assessments
• Step 3 Determine present level of performance
  as it relates to postsecondary goals
• Step 4 Choose a course of study
• Step 5 Identify needed transition activities
  and services
• Step 6 Determine responsible persons and
• timelines for transition
  activities and services
• Step 7 Develop IEP goals/objectives that are
  linked to the postsecondary goals

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The Connection

• The transition component and the rest of the IEP
  must have a clear connection.
• The postsecondary goals should determine the
  transition activities AND the content of the IEP
  goals.
• The IEP should provide the specifics of
  instruction needed to accomplish the transition
  activities and ultimately the postsecondary
  goals.
• IEP goals related to postsecondary goals should
  be linked to the Standard Course of Study
  (including the Occupational Course of Study).
• The IEP team should ensure that there are IEP
  goals that support each of the postsecondary
  goals.

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Planning Questions

• Does the IEP goal support the accomplishment of
  one or more of the postsecondary goals?
• Is every postsecondary goal supported by at least
  one IEP goal?
• How does the IEP goal support the postsecondary
  goal? Does it increase skills or enhance access?
• If the student accomplishes the IEP goal will
  he/she be closer to reaching his/her dreams for
  life after graduation?
• Without the IEP goal would progress toward the
  postsecondary goal be impeded?

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• Present Level of Performance Latasha is capable
  of working
• independently in full-time competitive employment
  as
• evidenced through job shadowing and internships.
  Transition
• assessment has shown a strong interest in retail
  sales. She
• Indicated an interest in horticulture,
  landscaping and
• gardening on the Student Dream Sheet.
• Postsecondary Goal (Employment) Within one month
  of
• graduation Latasha will work full-time employment
  in a florist
• shop.
• Transition Activity (Employment) Obtain a
  part-time
• summer job at a local greenhouse or floral shop
  through the
• Workforce Investment Act program.
• IEP Goal (Linked to the Employment PS Goal)
  Latasha will
• identify and complete three tasks involved in a
  job search.
• IEP Objectives
• Using classified newspaper advertisements Latasha
  will identify 3 jobs that match her abilities and
  interests.
• 2. Latasha will state the process for obtaining
  an application and will obtain 3 job applications
  from local businesses.
• 3. Latasha will describe 5 services at the Job
  Link Center.

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Activity Connecting IEP Goals to Postsecondary
Goals

• 1.After graduation from high school, Jamal enroll
  in computer application courses at Central
  Piedmont Community College to attain the Entry
  Level Computer Skills Certificate.
• 2.After graduation, Jamal will work in a
  part-time position in a community retail
  environment and will obtain full-time employment
  working with computers within 3 months of
  completing Central Piedmont Community College.
• 3.Upon completion of high school, Jamal will
  independently prepare for work and/or school each
  day, including choosing appropriate attire,
  making his breakfast/lunch, ensuring availability
  of money and accessing transportation.

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Activity Developing IEP Goals/Objectives That
Support Postsecondary Goals
Jamalia
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Coordination of Plans

• Four-Year High School Plan
• Career Technical Education (Career Development
  Plus Plans - CDP)
• Vocational Rehabilitation (Individual Plan of
  Employment - IPE)
• Mental Health (Habilitation and Treatment Plans
  for Medicaid Services)
• Workforce Investment Act Programs (Service Plans)
• Department of Social Services (Welfare to Work
  Plans)
• Social Security Administration (Work Incentive
  Plans)

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IDEA 2004 Summary of Performance
For a child whose eligibility terminates due to
graduation from secondary school with a regular
diploma, or due to exceeding the age eligibility
for FAPE under State law the public agency must
provide a summary of the childs academic
achievement and functional performance, which
shall include recommendations on how to assist
the child in meeting the childs postsecondary
goals (300.305(e)(1,3).
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Benefits of the Summary of Performance

• Helps student self-identify at the postsecondary
  level
• Increases service coordination and access to
  adult services
• Increases resources to support initial years of
  employment or college
• Improves access to technology to prepare for
  employment and postsecondary education
• Helps students gain an understanding of their
  present levels of performance and reasonable
  accommodations needed to be successful
• Keeps adult service providers from starting from
  scratch (e.g. repeated assessments)
  Kochhar-Bryant and Izzo, 2006)

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Developing the Summary of Performance

• Should be completed during the last year of high
  school can be done in the fall or the spring
  based on the students postsecondary goals
• No IEP meeting is required to develop the Exit
  Summary of Performance but collaboration is best
  practice
• Exit IEP meeting still required
• Include critical information that will lead to
  successful participation in postsecondary
  settings.
• Incorporate achievements and up-to-date academic,
  personal, career, and employment levels of
  performance

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Developing the Summary of Performance

• Base information on current assessments -
  additional assessments are not required
• Base information on direct, firsthand input from
  the student, family members and other
  stakeholders
• Present information, accommodations and
  recommendations in functional terms rather than
  jargon
• Ensure that content includes information
  requested by the student, adult service
  providers, postsecondary education staff
  (Leconte, 2006)

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Activity Developing the Exit Summary of
Performance

• Work with your assigned group to develop an Exit
  Summary of Performance for your assigned case
  study
• 1. Patrick (ID)
• 2. Katrina (OI)

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You Can Make A Difference
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Questions and Comments?