About Transition

1
About Transition

• This training is provided in collaboration with
  the Oregon Department of Education
• 2004

2
Transition in IDEA 2004 681(d)

• The purpose of IDEA is
• 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 prepare them for further education,
  employment, and independent living.

3
Transition Timeline

• Age 16 Transition Plan
• Age 18 Age of Majority
• Age 21 School Services End

4
Transition Services

• Is a results-oriented process focused on
  improving academic and functional achievement

5
Definition of Transition Services 602(34)(A)

• The term transition services means a
  coordinated set of activities for a child 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 post-secondary education, vocational
  education, integrated employment (including
  supported employment), continuing and adult
  education, adult services, independent living, or
  community participation.

6
Definitions (continued)

• Transition Services
• takes into account the childs strengths,
  preferences, and interests and
• includes instruction, related services, community
  experiences, the development of employment and
  other post-school adult living objectives, and
  when appropriate, acquisition of daily living
  skills and functional vocational evaluation.

7
Individualized Education Programs
614(d)(1)(A)(VIII)

• Beginning no later than the first IEP to be in
  effect when the child is 16, and updated annually
  thereafter, the IEP must address all transition
  services requirements.

8
Individualized Education Programs 614(c)(5)

• Evaluation and reevaluation for termination of
  services is not required for students who receive
  a regular diploma or exceed the age of
  eligibility under State law.

9
Individualized Education Programs
614(d)(1)(A)(VIII)

• The IEP team will develop
• Appropriate measurable postsecondary goals based
  on age-appropriate transition assessments related
  to training, education, employment, and possible
  independent living skills.

10
Individualized Education Programs
614(d)(1)(A)(VIII)

• The IEP team will develop
• Transition services (including courses of study)
  needed to assist the child in reaching his or her
  postsecondary goals

11
Individualized Education Programs
614(d)(1)(A)(VIII)

• The IEP team will develop and document
• Measurable annual goals, including academic and
  functional goals
• Agency participation
• Graduation date

12
Summary of Performance614(c)(5)(B)(ii)

• The district must
• Provide the child with 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. 

13
Transfer of Rights614(d)(1)(A)(VII)

• Occurs not later than 1 year before the child
  reaches the age of majority under State law.
• Must have a statement that the child and parent
  have been informed of the childs rights that
  will transfer to the child on reaching the age of
  majority.

14
What Comes Next?

• Vision is the ability to see, not what is, but
  what could or will be
• Planning for the future
• So how do we get there?

15
Self Advocacy Skills

• Self Advocacy is being able to speak for
  yourself.
• Can the student express
• How he learns
• What she is good at
• What he likes
• Accommodations needed
• Goals for the future
• How their disability affects their ability to
  learn

16
The Transition Plan

• Prepare before the IEP/Transition meeting
• Identify the students vision and goals
• Focus on interests, strengths and preferences,
  but address the needs/weaknesses
• Remember its about the student
• Will the student run the meeting?
• Invite people outside the school

17
Who Else Could be on the Team?

• Team members are determined by the students post
  school goals. Some examples are
• Possible Employers
• Friends and Relatives
• Recreation Representative
• College/Adult Education Representative

• Mental Health and Addiction Services
• Seniors and Persons with Disabilities
• Independent Living Center
• Brokerages/Personal Agents
• Vocational Rehabilitation
• Employment Organization
• YTP

18
How Do Agencies Support the IEP Team in the
Transition Process?

• Agency partnerships allow students with
  disabilities the best opportunity for an
  organized, coordinated support system after
  exiting school by
• Offering additional resources for learning
  employability and independent living skills
• Teaching strategies to access local business
  and industry resources
• Promoting greater awareness of additional
  community services
• Informing students of funding sources
• Providing specialized expertise
• Apprising the team of any future service
  options

19
Role of Agencies in the Transition Process

• Develop agreements, define roles, and
  coordinate services between the school and
  service agencies.
• Provide agreed upon service and support to
  transition team.
• Communicate pertinent service needs to the
  transition team including the current plan
• What services are currently being provided to
  the student?
• How are current services assisting the
  fulfillment of the students ongoing educational
  goals?

20
Suggestions for Families Working with Agency
Professionals

• Become familiar with eligibility requirements,
  procedures, and services of the agency.
• Be persistent.
• Make connections early.
• Make sure you are communicating with the correct
  agency representative.
• Be persistent.
• Plan to develop a positive relationship with an
  agency representative.
• Be assertive not argumentative or aggressive.
• Be persistent.

21
Post Secondary Education IS an Option

• What are the students preferences?
• Does the students long term goal require
  /include additional education?
• What course is the student interested in pursuing?

22
Post Secondary Considerations

• Options to consider
• University, College, Community College, Trade
  School
• Major, or Program of interest
• Entrance requirements
• Script for interviews with colleges
• Documentation needs

23
College Legal Standard

• Subpart E of the Regulation (34 CFR 104)
• Cannot discriminate on the basis of disability
• Must provide academic adjustments auxiliary
  aids to allow disabled students equal access to
  the program.
• Grievance procedure is only explicit procedural
  requirement

24
Basic Principles

• College students are adults, who are expected to
  act and advocate for themselves.
• Colleges do NOT have an affirmative duty to
  identify, evaluate, develop an individual
  education plan, or to provide FAPE

25
Essential Requirements

• Colleges are not required to alter the
  fundamental nature of their programs
• Colleges are not required to change academic
  requirements which are
• essential to the program, or
• directly related to licensing requirements

26
Placement Tests/Accommodations

• SAT, ACT
• www.ets.org/disability/index.html
• Extended time is not flagged on the SAT
• Community Colleges have open enrollment, but
  specific courses may have prerequisite or
  technical standard requirements

27
College Students With Disabilities Have the Right
To

• Equal Access to Courses, Programs, Services, Jobs
  Activities and Facilities
• Reasonable and Appropriate Accommodations,
  Academic Adjustments, and /or Auxiliary Aids
• Appropriate Confidentiality of All Information
  Pertaining to the Disability

28
College Students With Disabilities Have the
Responsibility To

• Meet Qualifications both Academic and
  Institutional
• Self-Identify as a Person with a Disability When
  Requesting an Accommodation
• Provide Documentation from a Qualified Source
• Follow Schools Procedures for Obtaining
  Accommodations

29
Disability Documentation

• The IEP or 504 plan is NOT sufficient
  documentation.
• Check with the College the year before you plan
  to enroll for what documentation is required and
  acceptable.
• The Office may have a specific form.
• Neither the School District, nor the College are
  required to conduct the evaluations for post
  secondary documentation requirements.

30
What Can You Expect From College

• Disability Services Office
• Reasonable Accommodations must be requested by
  the student (examples are)
• Note takers
• Books on tape
• Interpreters
• Extra time for tests or coursework

31
Academic Adjustments 34 CFR 104.44(a)

• Modifications of academic requirements to ensure
  they do not discriminate. E.g.,
• Change in length of time to complete a program
• Substitution of courses
• adaptation of manner in which courses are
  conducted

32
Auxiliary Aids 34 CFR 104.44(d)

• Taped texts, interpreters, readers, note takers,
  adapted computers, Braille, to provide access to
  program content.
• Colleges are not required to provide personal
  devices or services (e.g., attendant,
  wheelchair, tutor)

33
Testing 34 CFR 104.44(c)

• Test format and administration should measure
  students achievement, not students impairments.
• Examples
• different format (e.g., tape vs. print, usually
  not multiple choice vs. essay)
• extended time
• reader

34
Support at the College Level

• Disability Student Services Office
• Services may vary and are decided on a case by
  case basis, but may include
• Course planning assistance
• Accommodation selection assistance
• Academic Adjustments/Course Waivers
• Tutoring
• Extended time to finish a program
• Information and Referral

35
Living at the College

• Accessibility of the Student Services Office
• Transportation
• Dormitory vs. Apartment
• Food Services
• Financial Aid
• Tuition and Books
• Clothing
• Medical care
• Social Activities

36
Parents and College

• Student records are confidential and are not
  available to parents on request
• The student may sign a release so that the parent
  can access records, and talk with staff
• The student must take responsibility for their
  college career

37
Paying for College

• Financial Aid Grants, Scholarships and Loans
• www.student.gov
• www.fastweb.com
• www.studentaid.ed.gov
• www.collegenet.com/mach25
• www.collegequest.com
• SSI, PASS, and Vocational Rehabilitation

38
Post Secondary Resources

• Resources
• Educational Testing Service
• AHEAD www.ahead.org
• Oregon Department of Education www.ode.state.or.us
  
• National Transition Network
• HEATH www.heath.gwu.edu
• POST-ITT www.postitt.org
• www.student.gov

39
Employment

• A Different Option

40
Transition to Work

• What does the student want to do?
• Learn about occupations
• What skills are needed for the job?
• Is special training required?
• Where are the opportunities for employment?
• Are there job opportunities locally?
• What assistance is needed?
• Who can help?

41
Youth Transition Program (YTP)

• Students receive
• Individualized planning focused on post-school
  goals, self-determination, and help to coordinate
  school plans with relevant community agencies
• Instruction in academic, vocational, independent
  living, and personal-social skills, and help to
  stay in and complete school

42
More on YTP

• Students receive
• Job training while in the program, and assistance
  to secure employment or enter post-secondary
  education/training upon leaving the program and
• Follow-up support for up to 12 months after
  leaving the program to help negotiate the
  uncertainties of the transition years.

43
Vocational Rehabilitation

• Assists Oregonians with disabilities to achieve
  and maintain employment and independence.Services
  can include
• Vocational Counseling and Guidance
• Evaluation

• Assistive Technology
• Worksite Accommodations
• Vocational and other Training Services
• Information and Referral
• Training and Education
• Special Tools and Work Clothes

44
Vocational Rehabilitation

• Services are time-limited
• Plan for on-going support
• IPE Individual Plan for Employment
• Oregon Commission for the Blind

45
Vocational Rehabilitation

• Occupational Skills Training
• Partnership between Community Colleges and
  Vocational Rehabilitation
• Can Be a Follow-on to the YTP in High School.
• Combines Academic Classes,
  Pre-Employment Classes and On-the-Job Training
  in Students Career Choice
• One Year Certificate Program

46
Social Security Work Incentives

• 1. Earned Income Inclusion After earning 65, an
  individuals SSI check is reduced by only one
  dollar for every two dollars earned.

47
Social Security Work Incentives

• 2. Student Earned Income Exclusion A student
  under the age of 22 can earn up to 400/month but
  less than 1620/year before a reduction in
  benefits occurs.

48
Social Security Work Incentives

• 3. Impairment-Related Work Expenses (IRWE) May
  deduct the cost of disability related items and
  services needed from the earned income used to
  calculate SSI or SSDI payments.

49
Social Security Work Incentives

• 4. Plan for Achieving Self-Support (PASS) A plan
  to set aside income in order to achieve an
  occupational goal. The funds set aside are not
  counted when calculating SSI benefits. A PASS
  must include the following
• Pre-approval in writing from the Social
  Security Administration
• A realistic and specific work goal
• All details surrounding the proposed timeline
  and set aside income

50
Social Security Work Incentives

• 5. Ticket to Work
• The person gets a ticket that they use to
  obtain services to help them find and keep a job.
  The ticket allows the person to choose their own
  employment service provider, called employment
  network
• Anyone can become an employment network
• The Employment Network is only paid for
  successful outcomes

51
Employer Incentives

• Deduction for costs of removing barriers to the
  disabled and the elderlyThis is a deduction a
  business can take for making a facility or public
  transportation vehicle more accessible to and
  usable by persons who are disabled or elderly.
  See chapter 8 in Publication 535, Business
  Expenses.
• Disabled access creditThis is a nonrefundable
  tax credit for an eligible small business that
  pays or incurs expenses to provide access to
  persons with disabilities. The expenses must be
  to enable the eligible small business to comply
  with the Americans with Disabilities Act of 1990.
  See the instructions for Form 8826, Disabled
  Access Credit, for more information.

52
One-Stop Workforce Investment Act (WIA)

• One-Stops are places with a wide variety of
  agencies and programs in the same building.
• Two programs that might be helpful in pursuing
  employment
• Summer Youth Employment
• Individual Training Accounts

53
DD (Developmental Disability) Services

• For those who qualify, funding and assistance are
  available.
• Self Directed Supports
• Personal Agent helps develop a support plan for
  the individual
• Comprehensive Services
• For those who need 24 hour services
• Includes residential and day treatment services

54
Brokerages

• Support Services System
• This level of service provides supports for
  portions of the day. A person may be living in
  his or her own home or the family home. The
  individual makes decisions and a Personal
  Agent/Brokerage assists in guiding the person.
• Support Services Are
• Access to a Personal Agent to help plan for
  needs and secure resources to meet them.
• Planning based on self-determination
• Access to some resources to implement the plan
• Targeted funds through support services for
  persons with DD

55
Apprenticeship

• Apprenticeship is occupational training that
  combines on-the-job experience with classroom
  training.
• Industry and individual employers design and
  control the training programs, and may pay
  apprentices' wages.

56
Leveraging Resources

• Having a plan, and knowing where you can get
  services and support, will help you encourage
  others to support you in your dream.
• Letting the team know about commitments from
  others can help assure them to invest as well.

57
Employment Resources

• DHS www.dhs.state.or.us
• Seniors and People with Disabilities
• Office of Vocational Rehabilitation
• www.passplan.com
• www.emp.state.or.us

58
For More Information

• ODE www.ode.state.or.us
• 1-503-378-3600 x2335
• Jackie Burr
• ORPTI - info_at_orpti.org
• 1-888-505-2673