Transition- IDEA 2004

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Transition- IDEA 2004

• Jim Rich,
• Rich Consulting

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Agenda

• IDEA 2004
• The Transition Process
• Age-Appropriate Transition Assessments
• Identifying the postsecondary goal(s)
• Course of Study Coordinated Set of Activities
• Agency Linkages
• Writing the IEP Annual IEP Goals
• Summary of Performance
• Process into Practice

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IDEA 2004SIX CHANGES

• Change 1 Definition of transition services
• Change 2 Initiation of transition services at
  age 16
• Change 3 Shift in emphasis to results
• Change 4 Creating a Coordinated Set of
  Activities
• Change 5 Evaluation before change in status
  Summary of Performance (SOP)
• Change 6 Statement of interagency
  responsibilities in IEP.

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IDEA 2004 Definition of Transition Services

• Transition services means a coordinated set of
  activities for student that
• Is designed within a results-oriented process to
  post-school activities
• Postsecondary education, vocational training,
  integrated employment, continuing/adult
  education, adult services.
• Is based upon the individual students strengths,
  preferences and interests
• Includes instruction, related services, community
  experiences, development of employment and when
  appropriate, acquisition of daily living skills.

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IDEA 2004Transition Services Begin at 16

• Transition services are to begin no later than
  the first IEP in effect at age 16, earlier when
  appropriate.
• 300.321 (b)

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IDEA 2004Transition Services Begin at 16

• For transition services to be in effect when the
  student turns 16 the transition planning
  assessment, postsecondary goal(s), coordinated
  set of activities is completed with the annual
  IEP that is written when the student is 15.

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IDEA 2004Results Oriented

• Transition services must include appropriate
  measurable postsecondary goal(s) based on
  age-appropriate transition assessments related
  to
• Postsecondary education
• Postsecondary training
• Employment
• Independent living skills, where appropriate

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(No Transcript)
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Age-Appropriate Transition Assessment

• Transition assessment is the ongoing process of
  collecting data on the students needs,
  preferences, and interests as they relate to
  work, education, or living environments.

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Gathering Interests, Preferences and Skills
Identifying Needs.

• Examine student records and previous IEPs for
  information.
• Last transition plan, evaluations
  (formal/informal, present level of performance,
  courses and grades
• Decide if additional information is needed for
  planning.
• Make friends with Guidance and Counseling, Career
  and Technical staff.
• Develop a plan with the student to identify
  interests, preferences and skills.

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STUDENT INFORMATION GATHERING FORM -FVE
INTERESTS STRENGTHS LIMITATIONS WORK EXPERIENCE

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STUDENT INFORMATION GATHERING FORM- Example
1Students Name Kimo Date11/18/06
INTERESTS STRENGTHS LIMITATIONS WORK EXPERIENCE
EXPRESSED (by family and Kimo) Sports Helping Mom in the home Music Dancing Visiting Grandma at nursing home OBSERVED Events- Stock car races Fairs Special Olympics TESTED Interest Survey Working with people Friendly smiles and laughs easily Can follow 2-3 step directions without Variables On Brigance 20 functional words Can use phone with number written out (no phone book) Can input up to 6 digits to adding machine or computer Lack of control when frustrated or confused No fear of strangers safety issues Easily confused with variables has physical outburst when excited Transportation may need to ride bus to job (cant tell at this time) School office teachers prep room with supervision Office made copies for teachers (simple 1 page copies) Nursing home gave drinks to residents
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STUDENT INFORMATION GATHERING FORM Example
2Students Name Brian Date11/18/06
INTERESTS STRENGTHS LIMITATIONS WORK EXPERIENCE
Mechanics enjoys working with hands enjoys putting things together Motorcycle racing Computer games Music plays drums with band, enjoys club music Skateboarding with friends on the weekends Above average non-verbal problem-solving (WAIS-R, demonstrated) Reads at 5-6 grade level when familiar with the content Has demonstrated above average persistence and endurance when working on tasks he finds enjoyable Good ability to follow oral directions, good memory Has had successful job interviews, has good resume 2.4 grade level in written language Has difficulty sounding out words Poor spelling skills Has difficulty with authority Poor attendance at school Not sure of disability and seems to have low self-determination skills Difficulty completing tasks, concentrating, especially with written tasks Burger King Fry Cook, 2 summers doesnt like the work Summer job with friend at Bent Bike Has worked in lube shop Likes shop environment. (check out diesel mechanics training) Has helped make repairs on a fishing boat in dry dock (volunteer)
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Assessment Process

• Use the form from the Guide to Transition
  Assessment (www.seattleu.edu/ccts/func_eval/append
  ixB.asp)
• Note interests, strengths, temperaments
• Identify needs
• Note date and activity
• Add to portfolio or attach to IEP

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Types of Information

• Individuals stated interests
• Functional life skills
• Academic skills
• Aptitudes
• Learning ability, reasoning, problem solving
• Communication skills

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More information

• Self-determination and self-advocacy skills
• Physical strengths and limitations
• Healthcare needs
• Learning style
• Work experiences
• Community based evaluation
• Leisure and recreational

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Informal and Formal Assessment

• Informal FVE
• Observation checklists
• Student self-evaluations
• Interviews with student
• Job history
• Academic data
• Previous testing
• Curriculum-based assessment

• Formal FVE
• Career Center
• WOIS
• ASVAB
• Career Key
• Choices
• Magellan
• WorkKeys
• Others?

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Websites Resources for Assessment

• http//www.seattleu.edu/ccts
• Best Practices
• Post-ITT http//www.postitt.org/
• Learning Style Resources http//falcon.jmu.edu/ra
  mseyil/learningstyles
• National Secondary Transition Technical
  Assistance Center
• http//www.nsttac.org/ 

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Websites, cont.

• Temperaments
• http//www.keirsey.com/
•  Occupational Outlook Handbook
• http//www.bls.gov/oco/
• Where Are You Going? (Career Guide)
• http//www.wtb.wa.gov/
• Student directed activities
• http//www.youthhood.org

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Measurable Postsecondary Goal(s) Post-school
Settings

• At age 16 the IEP must include appropriate
  measurable postsecondary goals based on
  assessment related to 300.320 (1)
• Postsecondary education, postsecondary training,
  employment and independent living (where
  appropriate).
• Identify students who have been competitively
  employed, enrolled in some type of postsecondary
  education, or both, within one year of leaving
  high school. (Indicator 14-State Performance
  Plan)
• The measure The Post-school Survey

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Course of StudyCoordinated Set of Activities

• A systematic, individualized transition process
  that incorporates a coordinated set of
  activities
• Begins as the student prepares to exit middle
  school and make decisions and choices about a
  high school course of study
• Incorporates a coordination strategy that
  provides continuity of planning
• Considers students postsecondary goal(s) and
  determines graduation plan (CAA/CIA)
• Addresses a variety of domains of education and
  life preparation
• Defines the students course of study and
  experiences needed to achieve the postsecondary
  goal(s)

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Course of StudyCoordinated Set of Activities

• Addresses curriculum options general education,
  CTE, community-based learning, non-academic
  learning activities
• Incorporates related and supportive services and
  provides assistance with adjustment to high
  school
• Incorporates the coordination of appropriate
  community-based and adult service agencies
• Prepares students and families to take an active
  role in planning during high school
  (self-advocacy) and upon exit.

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Graduation and Eligibility for Services

• A students right to FAPE ends when the student
  has graduated with a regular high school diploma
  (not GED or Certificate of Attendance) or ages
  out at age 21
• Graduation or ageing out is a change of placement
  and requires Notice but not a re-evaluation
• Graduation requirements should be part of
  transition planning

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Course of Study/Coordinated Set of Activities
Sam, age 14
Sam is in the 8th grade. He has a learning
disability in reading and written language. He
is friendly and outgoing, popular with peers and
teachers. He has not demonstrated good study
habits and has often talked teachers into
giving him breaks. He likes working with younger
children and volunteers as an intramural coach.
He wants to go to college, major in physical
education, play college football and eventually
play professional football. He will complete
credits and requirements for a high school
diploma.
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Course of Study Chart formatSam, age 14
Grade 9 Grade 9 Grade 10 Grade 10
Semester 1 Semester 2 Semester 1 Semester 2
English 9 Algebra Biology WA State History PE Learning Support (SE) English 9 Algebra Biology Intro to Technology PE Learning Support (SE) English 10 Geometry PE World History Spanish 1 Learning Support (SE) English 10 Geometry Arts Elective World History Spanish 1 Learning Support (SE)
Grade 11 Grade 11 Grade 12 Grade 12
Semester 1 Semester 2 Semester 1 Semester 2
English 11 US History Algebra 2 Trig SAT Prep Class Spanish 2 Learning Support (SE) English 11 US History Algebra 2 Trig Arts Elective Spanish 2 Learning Support (SE) English 12 Chemistry Sports Medicine Sports Medicine Learning Support (SE) English 12 Chemistry Senior Project Sports Medicine Sports Medicine Learning Support (SE)
Fifth Year Plan 4-year college-physical education Fifth Year Plan 4-year college-physical education State Assessment _X__ WASL ___ DAW ___ WAAS 11/18/06 State Assessment _X__ WASL ___ DAW ___ WAAS 11/18/06
State Assessment _X__ WASL ___ DAW ___ WAAS 11/18/06 State Assessment _X__ WASL ___ DAW ___ WAAS 11/18/06
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Course of Study Narrative formatSam, age 14

• Sam will follow the course configuration to be
  eligible to enter a 4-year college upon
  graduation as well as the course requirements to
  earn a diploma with support from special
  education with specially designed instruction he
  will participate in a sports medicine course as
  an elective during his senior year to gain some
  experience in sports training, management and
  administration. Sam will take the WASL with
  accommodations and earn a CAA with his diploma.

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Course of Study/Coordinated Set of Activities
Sherrie, age 16
Sherrie is in the 10th grade. She has a learning
disability in reading and written language. She
is interested in graphic design and computer
design. She wants to attend a vocational
technical school or an art institute. Sherries
high school program should be delivered in the
general education setting with special education
support and include vocational classes in graphic
design, CAD or WEB design. Sherrie will graduate
with credits and requirements for a high school
diploma.
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Course of Study Chart format Sherrie, age 16
Grade 10 Grade 10 Grade 11 Grade 11 Grade 11
Semester 1 Semester 2 Semester 1 Semester 2 Semester 2
English Integrated Math 2 Science Fundamentals of ArtDesign World History Learning Support (SE) English Integrated Math 2 Science Computer Design World History Learning Support (SE) English US History PE Graphic Design Art Learning Support (SE) English US History PE Graphic Design Art Learning Support (SE) English US History PE Graphic Design Art Learning Support (SE)
Grade 12 Grade 12 Fifth Year Plan Fifth Year Plan Fifth Year Plan
Semester 1 Semester 2 Community College Community College Design
English Senior History Design Concepts-RSt Design Concepts-RSt Design Concepts-RSt Learning Support (SE) English Senior History Design Concepts-RSt Design Concepts-RSt Design Concepts-RSt Learning Support (SE) State Assessment ___ WASL ___ DAW ___ WAAS 11/18/06 State Assessment ___ WASL ___ DAW ___ WAAS 11/18/06 State Assessment ___ WASL ___ DAW ___ WAAS 11/18/06
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Course of Study Narrative formatSherrie, age 16

• Sherries high school program should be delivered
  in the general education setting with special
  education support and include vocational classes
  in graphic design, CAD or WEB design. Sherrie
  will graduate with credits and requirements for a
  high school diploma.

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Course of Study/Coordinated Set of Activities
Kimo, age 14
Kimo is in his last year of middle school. He
has mental retardation and is in a self-contained
program with five other students. Kimo has
become more independent with the school and would
like to participate in a general ed PE class. He
is completing work tasks in the office with less
supervision. He still has difficulty controlling
physical outbursts that include hitting and
kicking when he becomes excited. He will attend
school until he is 21. The IEP will determine
graduation credits and requirements.
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Course of Study Chart format Kimo, age 14
AGE 14-15 PE Communication skills Independent living skills Job Readiness skills AGE 16-17 PE Communication skills Independent living skills Supervised Work Experience AGE 18 Communication skills Independent living skills Supervised Work Experience Supervised Work Experience Supervised Work Experience

AGE 19 Transition Program Independent living skills Transportation training Job Readiness skills Job Shadowing AGE 20 Transition Program Independent living skills Transportation training Work Experience with support ½ day AGE 21 Transition Program Employed with support 20hr/wk Transition program 4 hr/wk

Fifth year plan Supported Employment 20 hr/wk minimum 11/18/06 State Assessment ___ WASL ___ DAW __X_ WAAS
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Course of Study Narrative formatKimo, age 14

• Kimo will attend high school through age 21. He
  will participate in general education courses to
  include but not be limited to PE and cooking
  class. He will work on functional academics and
  life skills in the special education classroom
  with many opportunities to practice these skills
  in the community. Kimo will participate in the
  work-based learning program. Agency connections
  to DVR and DDD will be established and
  strengthened prior to his leaving high school.

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Course of Study/Coordinated Set of Activities
Brian, age 17
Brians same-age classmates are in the 11th
grade. Brian has acquired 3 credits toward high
school completion and has said he will drop out
as soon as he can. He has been in special
education since 5th grade as Emotionally
Behaviorally Disturbed. Brians reading, writing
and math skills are below average because he has
not participated in classes the last few years.
He does not have disabilities in the academic
areas, although is far behind. He is interested
in mechanics and wants to work on a fishing boat.
The IEP will determine graduation credits and
requirements.
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Course of Study Chart format Brian, age 17
GRADE 11 GRADE 12
English (SE)-coordinated with Skills Center English (SE)-coordinated with Skills Center
Functional Math(SE)-coordinated with Skills Center Functional Math (SE)-coordinated with Skills Center
Diesel Mechanics 1-Skills Center Diesel Mechanics 2-Skills Center
Diesel Mechanics 1-Skills Center Diesel Mechanics 2-Skills Center
Diesel Mechanics 1-Skills Center Diesel Mechanics 2-Skills Center
Senior Project

Fifth year plan Diesel Mechanic State Assessment ___WASL ___ WAAS ___ DAW 11/18/06
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Course of Study Narrative formatBrian, age 17

• Brian will attend classes in special education at
  the high school to increase his academic skills
  in reading, writing and math. He will attend the
  Skills Center in mechanics. He is also
  interested in taking a class in welding. He will
  graduate based on his IEP.

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IDEA 2004Interagency Responsibilities

• Schools continue to be responsible for inviting a
  representative, with parent permission, of any
  participating agency that is likely to be
  responsible for providing or paying for
  transition services. 300.321(b)(3)

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Adult Agency LinkageBest Practice

• Establish or strengthen community transition
  teams and develop interagency collaboration and
  cooperative agreements
• Promote collaborative planning to assess
  transition needs and improve coordinated
  transition services
• Educate parents and families about the difference
  between entitlement and eligibility
• Have a general knowledge of agency linkages and
  facilitate agency participation in the IEP and
  transition planning.

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Adult Agency Linkages

• Youth and families are unsure of where to find
  support after high school.
• 2005 Special Education Graduates
• An adult agency linkage was identified on 71 of
  students IEPs.
• Of those youth, 44 made contact with the agency.

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Agency Linkages IEP Language

• Informational
• Provide information to student and family of the
  many state and local agencies, and entitlement
  vs. eligibility information.
• Initial Intake
• Provide student and family with information to
  encourage initial intake.
• Arrange initial intake with student and agency.

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Agency LinkagesDispelling the Myths

• Identifying an agency on the IEP for information
  purposes does not make the district responsible
  to provide additional services.
• All students would benefit from receiving
  information of at least one agency linkage.
• The district is not penalized if the student does
  not contact the agency.
• The district is not penalized if the student does
  not need the agency.

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Annual IEP Goals

• For each postsecondary goal there must be an
  annual goal(s) included in the IEP that will help
  the student make progress toward the stated
  postsecondary goal(s).

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Annual IEP Goals

• Only those activities that are the direct
  responsibility of special education requires
  measurable annual goals.
• Must address area of disability.
• Based on Present Level of Performance
  Assessment recommendations
• Must address needed transition services.
• Must be specially designed instruction.
• Make sense based on the post-school goal .

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Kimos Annual GoalsExample

• By 12/13/2006 when directed verbally to change
  activities Kimo will respond without physical
  outbursts from 2 of 10 trials to 9 of 10 trials.
• Kimo will improve his sign recognition from
  correctly identifying 9 of 29 commonly recognized
  signs to 29 of 29 as measured on the Functional
  Signs test.

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Summary of Performance

• When a student graduates with a regular diploma
  or reaches the maximum age for receiving special
  education services, the school district must
• provide a summary of the students academic and
  functional performance
• provide recommendations for helping the student
  meet his/her goals after high school
• 300.305(e)(3)

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Summary of Performance

• The Summary of Performance (SOP) provides
• Documentation of the disability
• A summary of the students academic achievement
  and functional performance
• Recommendations of teachers and related
  professionals on how to help the student meet
  their postsecondary goal(s).
• The SOP provides the necessary documentation and
  information in postsecondary settings
• Colleges
• Vocational rehabilitation services
• Job accommodations

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Summary of Performance

• The SOP is most useful when linked with the IEP
  process and the student/family has the
  opportunity to actively participate in the
  development of the document
• The SOP must be completed during the final year
  of school attendance
• Agency Linkages could be part of the SOP

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Summary of Performance/LinkagesKimo Example

• Kimo has increased his verbal communication
  skills and on most occasions able to make his
  choices known to others. As these skills have
  increased his physical outbursts have decreased.
  He successfully completed work-based learning in
  the community college cafeteria. He assisted the
  cooks in the salad bar preparation and clean up.
  Kimo is connected with DDD and DVR but will need
  to strengthen this connection for postsecondary
  support for training and supported employment.
  He does not currently have a job. Parents are
  requesting assistance with SSI.

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Review of Objectives

• IDEA 2004
• The Transition Process
• Age-Appropriate Transition Assessments
• Identifying the postsecondary goal(s)
• Course of Study Coordinated Set of Activities
• Agency Linkages
• Writing the IEP Annual IEP Goals
• Summary of Performance
• Process into Practice