Transition Planning: Parent

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Transition PlanningParents Perspective to
QualityTransition Plans

• March 29, 2007
• Henrico County Public Schools
• Dr. Mary E. Morningstar Dana Lattin
• mmorningstar_at_ku.edu
• http//www.transitioncoalition.org
• Examples from session www.transitioncoalition.org

University of Kansas Department of Special
Education
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www.transitioncoalition.org
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Transition was included in IDEA because the first
special education students to exit high school
were successful in achieving positive postschool
adult outcomes such as living on their own,
having a well-paying job, and attending
postsecondary education in record numbers.
Correct answer is FALSE. Beginning in the
mid-1980s, the U.S. Department of Education
recognized that the first group of students who
had been all the way through special education
were leaving school and unsuccessful in adult
life. Unemployment, lack of enrollment in
postsecondary education, continued dependence on
parents, social isolation, and lack of
involvement in community-based activities were
found among young adults with disabilities.
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Many curricula and programs do not support
students with disabilities in developing
essential adult-life skills.
Correct answer is TRUE Post-school outcome
research indicates that the current special
education curriculum, instruction, and planning
are not meeting students' needs. The National
Longitudinal Transition Study-2 has reported that
while outcome for many youth with disabilities is
improving, they often do not learn or use the
skills in their school programs that they need to
achieve productivity, empowerment, and
independence.
5
Students with disabilities transitioning from
school to adult life are not often supported by
effective interagency collaboration.
Correct answer is TRUE Limited levels of service
coordination and collaboration among schools and
community service agencies have created
difficulties for students with disabilities in
achieving positive post-school results (Johnson,
et al., 2002). In many circumstances, students
with disabilities leave school without
appropriate community supports necessary to
achieve successful adult outcomes. Many students
remained at home with nothing to do because they
were on long waiting lists for adult services.
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Students with disabilities are more likely to
remain in school and graduate from high school
than their peers without disabilities.
Correct answer is FALSE Dropping out of school is
one of the most serious problems facing special
education programs across the country. Almost 1/4
of all youth with disabilities exit the school
system by dropping out. Youth with ED have the
highest drop out rates (from 21 to 64 - twice
the rate of nondisabled students). The drop out
rate for students with learning disabilities
averages 25 (National Center for Education
Statistics, 2001). Reasons include lack of
credits to graduate, no parental support for
education, inappropriate social interactions.
Dropouts have fewer options for employment and
usually end up in entry level, low-paying
positions.
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Focusing on Transition Changes How We Provide
Services

• Transition is Results-Oriented
• Transition is Coordinated
• Transition is Student-Centered

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The IDEA 2004 focus on critical elements of
transition

• How we define transition services
• How we make decisions about transition services
  based upon appropriate assessments
• What is required in a students IEP related to
  transition
• How we summarize transition performance when
  students are graduating or exiting school.

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IEP Results Process for Transition Services
(adapted from OLeary, 2005)
Step 1 Measurable Postsecondary Goals
Step 3 Needed Transition Services
Step 4 Annual IEP Goals
Step 2 Present Levels of Academic Performance

• Education or Training
• Employment
• Independent Living

• a. Course of Study
• b. Needed Services
• Instruction
• Related Services
• Community Experiences
• Employment and other post-school adult living
  objectives
• Daily Living skills Functional Vocational
  Assessment (when appropriate)

Step 5 Summary of Performance
Age Appropriate Transition Assessments
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Definition of Transition Services

• a coordinated set of activities for a student
  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.

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Definition of Transition Services

• (B) based on the individual childs needs, taking
  into account the childs strengths, preferences,
  and interests and
• (C) 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. (Section 602, (34).

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Beginning no later than the first IEP in effect
when the student turns 16 and annually thereafter

• A student's IEP must include appropriate
  measurable postsecondary goals based upon age
  appropriate transition assessments related to
  training, education, employment, and where
  appropriate, independent living skills. The IEP
  must include those transition services (including
  courses of study) needed to assist the student in
  reaching postsecondary goals. (Section 614)

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What do measurable postsecondary goals mean?
Ed OLeary (2006)

• Examples (from NSTTAC)
• Upon completion of high school
• I will enroll in the Associates Degree program at
  Ocean County Community College in August of 2009.
  (separate, education/training)
• I will get my undergraduate degree in history and
  education, to become a high school social studies
  teacher. (combo education/training
  employment)
• Paulo will independently prepare for work each
  day by dressing, making his bed, making his
  lunch, and accessing transportation. (separate,
  independent living)
• For younger students.
• Id like to work with animals
• Id like to work with computers
• I would like to live in my own apartment with a
  roommate

• Goals stated so that we can measure the extent to
  which they were achieved schools role in
  planning
• We are NOT talking about IEP goals (measurable
  annual goals)
• We are talking about postschool outcomes
  explicitly stated and then planned for with 1.
  transition assessment, 2. transition services, 3.
  IEP goals, 4. interagency collaboration to ensure
  most likely achievement
• Education/training employment are required

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Based on age appropriate transition assessments.

• What are age appropriate transition assessments?
• What is the purpose of transition assessments?

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Transition services (including courses of study)

• Transition services must be based upon the
  students needs, strengths, preferences and
  interests and focus on the desired postsecondary
  goals for the student.
• The transition services that must be considered
  by the IEP team during the planning process
  include
• instruction,
• community experiences,
• related services,
• the development of employment and other
  post-school adult living objectives,
• and when appropriate, acquisition of daily living
  skills and functional vocational evaluations.

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Courses of Study

• multi-year description of coursework to achieve
  a students desired postschool goals
• meaningful to the students future and motivate
  the student to complete his or her education
• attention on how the childs educational program
  can be planned to help the child make a
  successful transition to his or her goals for
  life after secondary school

(OLeary, 2005).
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One year before the student reaches the legal age
of majority

• Beginning not later than one year before the
  student reaches the age of majority under State
  law students and parents are to be notified of
  the specific rights which will transfer to the
  student once he or she turns 18 documentation
  must be found in the IEP.
• Documentation of this notification must be
  included in the IEP at this time.
• - Notification of meetings
• - Notification and consent for evaluation
• - Selection of participants of IEP meetings
• - Approval of the contents of the IEP
• - Approval regarding change of placement

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REVISE
REVISE
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Caught in Transition
SUMMARY OF PERFORMANCE a local educational
agency shall provide the child with a summary of
the child's academic achievement and functional
performance, which shall include recommendations
on how to assist the child in meeting the child's
postsecondary goals. IDEA 2004 Sec. 614c (5)
A comprehensive evaluation.. shall not be
required before the termination of a child's
eligibility under this part due to graduation
from secondary school with a regular diploma.
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Summary of Performance

• For students who are graduating (exiting) high
  school (either with a regular diploma or due to
  exceeding the age eligibility for special
  education), schools are now required to provide
  the student and his or her family with a summary
  of academic achievement and functional
  performance, along with recommendations on how to
  assist the student to meet postschool goals.
• These requirements do not require additional
  evaluations or reevaluations before the change in
  eligibility take place.
• The IDEA does not specify what this performance
  summary should look like or what kinds of
  information need to be included. Schools should
  be planning creative ways to capture a students
  transition summary report.

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Who should participate in transition planning
IEPS?

• Family Members
• Student
• Education personnel
• School support staff
• Community members

• Peers and friends
• Administrators
• Postsecondary Ed. staff
• Community Service Providers

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Who is Responsible for Transition Outcomes?

• In the case where a participating agency, other
  than the educational agency, fails to provide
  agreed upon services, the educational agency
  shall reconvene the IEP team to identify
  alternative strategies to meet the transition
  objective.

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Transition Planning Process
Identify Preferences, Interests and Needs
Using Age Appropriate Transition Assessments
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