Transition Coordination What works in Pittsburgh Public Schools

1
Transition CoordinationWhat
works in Pittsburgh Public Schools

• Crystal Evans
  M.S., CRC
• Transition Coordinator
• Pittsburgh Public Schools
• Rachel Whealdon Antonietta DiPietro
• Transition Counselor Transition Counselor
• Pittsburgh Public Schools Pittsburgh Public
  Schools
• SaraBeth Probst M.S., CRC Maren Vigilante M.S.,
  CRC
• Transition Counselor Transition Counselor
• Pittsburgh Public Schools Pittsburgh Public
  Schools

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How does transition coordination work in
Pittsburgh Public Schools?

• To understand why transition works in Pittsburgh,
  one must look at the history and the model

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Special Ed in the late '60's

• Schools could refuse services to students with
  disabilities (then called handicapped)
• Many students with disabilities were in
  segregated facilities
• Those students who did attend a comprehensive
  public high school were assigned to an EMR
  classroom (educable mental retardation),
  regardless of the disability or behavior
• Students were encouraged to quit school at the
  age of 16 and get a job

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Vocational Education in the late '60's

• The 1968 Amendments to the Vocational Act of 1963
  stipulated that a concentrated effort must be
  given by vocational educators to increasing types
  of programs and instruction afforded to
  handicapped students
• The legislation mandated 10 of Federal funds be
  designated to provide for the development not
  only of a series of techniques related to special
  education instruction but also to develop
  personnel in this area.

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1969

• The Director of Special Education in Pittsburgh
  conducted an extensive study and found that
  handicapped students were being seriously
  neglected in vocational education programs

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• PPS applied for and received a three year Federal
  Demonstration Grant to encourage handicapped
  students to successfully participate in
  vocational education programs(preparation for
  employment)

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1971 - New Model

• Called Project Liaison
• Would provide the link between special education
  and vocational education
• The personnel selected to provide that link
  between departments was a rehabilitation
  counselor
• 60 credit Master's Degree
• Knowledge of disability, community resources, and
  world of work
• Not a typical school district employee, usually
  found at OVR, MH/MR agencies, medical facilities,
  drug and alcohol programs

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Role of the rehabilitation counselor

• Gather information and assessment date to
  recommend appropriate vocational program
  placement
• Provide support to the handicapped students
  inside the vocational classroom for success and
  independence
• Communicate with parents, special and vocational
  educators about the students needs, interests,
  supports and accommodations needed
• Identify and connect students to appropriate
  community agencies and supports

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Role of the rehabilitation counselor

• Develop work experience sites for students
• Collect and monitor grades throughout high school
• Collect graduation placement data and conduct a 6
  month follow up
• Provide personal and career counseling

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1975 PL 92-142Education for all Handicapped Act

• FAPE
• Due Process
• IEP's
• LRE
• This strengthened the role of the
  liaison/rehabilitation counselor
• Expanded role to guidance counselor for all
  students with disabilities in that high school

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1990, 1997 IDEA

• Conceded that students with disabilities were
  being provided FAPE, but graduating to what?
• Transition mandates purpose to prepare youth
  with disabilities for further education,
  employment and independent living. Linkages to
  adult agencies

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1990, 1997 IDEA

• With the Project Liaison well established in all
  the city high schools and center schools, the
  transition services were already in place. The
  process had to guide the IEP.
• Transition initiative provided opportunity to
  expand transition services and programs

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IDEA 2004

• What the law says
• Individuals with Disabilities Act 2004 (IDEA
  2004)
• Requires Local Education Agencies (LEAs) to
  provide transition services to students with
  disabilities to promote movement from school to
  post-school activities
• Transition Planning must begin no later than age
  16 and must continue every year until graduation
• A statement of needed transition services must be
  included in a students individualized education
  plan (IEP)
• As of July 1, 2008, PA Law requires transition
  services to begin no later than age 14 (or
  earlier if deemed appropriate by the IEP team)

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Transition Coordination today

• Rehabilitaion Counselors are now called
  Transition Counselors
• Masters degree in Rehabilitation Counseling, CRC
  preferred
• At least 1 Transition Counselor per high school /
  6-12 school
• 11 comprehensive high schools and 3 center
  schools
• Serves as Transition Counselor and Guidance
  Counselor for students with disabilities
• Work with students from age 14 until graduation
  (up until age 21)
• Function within both Special Education and
  Student Services departments
• On average, maintain a caseload of approximately
  120 students
• Maintain school records (grades and transcripts)
• Maintain special education records (IEP,
  Re-evaluations, psychologicals)

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Transition CounselorsTransition Activities

• Work with students with various disabilities in
  meeting their individual needs
• Emotional Disturbance
• Learning Disabilities
• Life Skills (Intellectual Disability)
• Autistic Support
• Other Health Impairments
• Visual Impairments / Hearing Impairments

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Transition CounselorsTransition Activities

• Use ongoing assessments to identify and develop
  post secondary goals
• Transition Surveys Student and Parent
• Interest Inventory CAPS, COPS, COPES
• Career Assessment Aviator, SDS
• Vocational Evaluations
• Participate in IEP meetings
• Completes transition components of IEP
• Assists with post secondary goals related to
  Education, Competitive Employment, Independent
  Living
• Complete student course selections and create a
  schedule for special education students
• Enrollment in CTE / Magnet / Transition programs
  (SOS, CBVE, City Connections)

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Transition CounselorsTransition Activities

• Use ongoing assessments to identify and develop
  post secondary goals
• Transition Surveys Student and Parent
• Interest Inventory CAPS, COPS, COPES
• Career Assessment Aviator, SDS
• Vocational Evaluations
• Participate in IEP meetings
• Completes transition components of IEP
• Assists with post secondary goals related to
  Education, Competitive Employment, Independent
  Living
• Complete student course selections and create a
  schedule for special education students
• Enrollment in CTE / Magnet / Transition programs
  (SOS, CBVE, City Connections)

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Transition CounselorsCoordinate Activities

• Coordinate meetings with staff and parents
• Behavioral issues
• Poor academic performance
• Refer to Transition Counselor Resource Guide
• Coordinate activities with Approved Private
  School students enrolled in programs at their
  home school
• Serve as liaison between student and staff
• Coordinate services within the school related to
  mental health
• Participate in Student Assistance Program

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Transition CounselorsCoordinate Activities

• Referrals to community service providers and link
  students to adult agencies
• OVR
• Office of Intellectual Disabilities
• Office of Behavioral Health
• Adult Training Facilities
• SSI
• Participate with Student Services in various
  activities
• Financial Aid Nights
• College tours / fairs
• SAT / ACT registration
• Coordinate accommodations for SAT

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• PPS Transition Programs

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Start On Success (SOS)

• Pittsburgh Public Schools

K. Ashley McFall SOS Program Coordinator
412-323-4078 kmcfall1_at_pghboe.net
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Overview

• Designed primarily for students with learning
  disabilities, minimum supports needed
• Three year program, links instruction with
  community activities
• Primary goal Increase the career potential of
  students with disabilities, and prepare them for
  competitive employment after high school.
• Incorporates
• Career portfolios
• Resume Development
• Career Assessment
• Mentorship
• Service Learning
• Decision Makers Class at CMU
• Summer Employment at CIGNA
• Paid Internship
• Presentations/Celebrations

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4 Year Plan

• 9th Grade
• Semester 2
• Students are selected

• 10th Grade
• Semester 1
• Daily Career Development Class
• Semester 2
• Daily Career Development Class
• Semester long service learning project

• 11th Grade
• Semester 1
• Daily Career Development Class
• 8 week community mentorship
• 3 hours/day, 1 day/week
• Semester 2
• Daily Career Development Class
• Graduation Project
• CMU Decision Makers Class
• Summer employment at CIGNA

• 12th Grade
• Semester 1 2
• Daily Career Development Class
• Paid Internships
• 2 hours/day, 5 days/week
• PAS Program - CCAC

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Start On Success Itinerants

• 7 highly qualified special education teachers
• (1 teacher/high school)
• Teach in the classroom in the morning
• Leave building and visit worksite and support
  students in the afternoon
• Completes all transition assessments
• Hold monthly SOS Team meetings in the school

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Classroom Instruction

• 3 year curriculum developed
• Focuses on Interests, Values, Increasing
  Self-awareness, Transition Assessment, Disability
  Awareness, Learning Styles, Accommodations,
  Self-Advocacy, Job Searching, Interviewing, Job
  Maintenance, Labor Market Research, Career
  Portfolios, Service Learning, Graduation Project,
  etc.
• Supplemented by the Succeeding in the World of
  Work The James Stanfield Transitions Curriculum
• Follows the PA Career Education and Work (CEW)
  Standards
• Allows for a connection between school and the
  workplace
• Discuss worksite issues

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Transition Assessments
Assessment What does it measure? Grade Administered Publisher
Self-Directed Search Interests 10th Psychological Assessment Resources, Inc. http//www.self-directed-search.com/
Kaleidoscope Student Profile Learning Styles Inventory 10th Performance Learning Systems http//www.plsweb.com/resources/kaleidoscope/
CAPS/COPS/COPES Workplace Profile Abilities, Interests and Values 10th EdITS http//www.edits.net/cops.html
Kaleidoscope Workplace Profile Workplace Values 10th Performance Learning Systems http//www.plsweb.com/resources/kaleidoscope/
Job Survival and Success Scale Workplace Self Assessment 11th 12th JIST Publishing http//www.jist.com/productDetail.asp
Aviator Interests, Skills Aptitudes 9th or 10th Valpar International Corporation http//www.valparint.com/index.htm
Community Based Assessment Self-Assessment, Teacher Rating Narrative Summary 12th
Monthly Progress Reports Workplace Supervisor Ratings 12th
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Community Experiences

• Service Learning Project 10th grade, 2nd
  semester
• Students decide on group project to improve their
  own neighborhood
• Teaches student to give back to the community
  should be a lifelong process
• Mentorships 11th grade, 1st semester
• 8 weeks, 3 hours/week
• Often the first experience to the world of work
• Not always matched to student interest, goal is
  to provide a picture of what a successful
  business looks like.
• College Experiences 11th and 12th grades
• Opportunity to participate in a Carnegie Mellon
  University Class, Decision Makers
• Mentoring program
• Promotes self-determination and decision making
• Opportunity to participate in the PAS (Promoting
  Academic Success) Program at local community
  college
• Dual enrollment, 1-3 credits
• Internships 12th grade
• Students work 2 hours/day at a community worksite
• Paid 7.25/hour
• Travel Independently
• Real work for Real pay

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Travel Instruction

• All students participating in a community
  experience are provided with a Port Authority bus
  pass
• Completed by SOS Instructors
• Each student is trained from school to community
  site and back or to the home
• Instructors will ride the bus with student until
  student is cleared to travel independently
• Parents must be in support

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Community Partners

• University of Pittsburgh, Carnegie Mellon
  University, UPMC, Allegheny General Hospital,
  CIGNA Group Insurance, Other community businesses
• Example Worksites Carpentry, Plumbing,
  Landscaping, Mailing Services, Payroll, Nursing,
  Patient Escort, Radiology, Physical Therapy,
  Security, Clerical, Food Service, Childcare

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SOS Today

• Currently the SOS Program is in 9 of the
  districts high schools
• SOS is serving over 130 students in the 10th
  12th grades
• 56 students working in community internships
• 97 of SOS students have graduated from high
  school
• 63 different mentorship placements
• 71 different internship placements

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Success in Transition Employment Partnerships
(STEP)

• Pittsburgh Public Schools

Ali Krynski STEP Program Coordinator
412-323-3950 akrynski1_at_pghboe.net
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What is STEP?

• A new initiative within the Pittsburgh Public
  Schools and Program for Students with
  Exceptionalities (2010-2011)
• Funded by a PA Office of Vocational
  Rehabilitation (OVR) ARRA Innovation Grant that
  runs from 10/2010 thru 9/2011
• Addresses the identified gap in transition
  services for students with emotional support
  needs
• Goal is for participants to complete high school
  be gainfully employed and/or attending
  post-secondary education

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What is STEP?

• Can serve up to 36 students
• Students will have an Individualized Education
  Program (IEP) and can participate in any or all
  of the following
• Interagency service coordination
• Individual and group counseling and crisis
• intervention
• Career Education (LCCE Curriculum)
• Internship

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Who can participate?

• Students with a diagnosis of emotional
  disturbance
• Students who are eligible for OVR services
• Students who are currently involved in
  counseling/treatment

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Community Based Vocational Education
(CBVE)

• Pittsburgh Public Schools

Ms. Peg Fitzgerald CBVE
Program Facilitator [phone]
mfitzgerald1_at_pghboe.net
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What is CBVE?

• Vocational exploration, assessment, and training
  that occurs in a typical work setting, rather
  than a school environment.
• Designed to move the student toward their goal of
  employment and independence
• Volunteer, non-paid vocational experience
• Academic credit is given to students who
  participate
• Supervision on worksite provided by school staff
• Follows the Fair Labor Standards Act

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Who is it for?

• Students for whom competitive employment is not
  immediately obtainable
• The primary focus includes students with life
  skill support needs and autism spectrum disorders
• Regional classrooms are located at six
  comprehensive high schools in the Pittsburgh
  Public School District

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3 distinct components of CBVE

• Exploration
• Assessment
• Training
• These phases do not have to occur sequentially,
  nor are all three components required for each
  student

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Exploration Component

• Assists in career decision making
• Provides a brief exposure to a variety of work
  settings
• Helps students investigate personal values and
  interests
• Through the observation and participation
• in performing parts of a job, they can
  better understand the positives and the
  challenges
• of a specific workplace

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Assessment Component

• Provides systematic collection of data on
  interests, aptitudes, learning styles, work
  habits, behavior, personal and social skills
  attitudes toward work, and work tolerance
• Assessment data assists in determining vocational
  goals for the students IEP
• Authentic assessment more useful than
  paper/pencil assessments

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Training Component

• Training goals are established and data
  collection is continued.
• When a student reaches the training objectives in
  a particular setting, the student may move to
  another setting where additional or related
  learning and reinforcement of current
  competencies and behavior can occur.
• Many times a student will continue in the same
• setting and become competitively employed.

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Community Partners

• Watson Institute
• UPMC Supported Employment

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Examples of CBVE sites

• University of Pittsburgh, Sodexo Dining Services
• Elizabeth Seton Center
• Eat n Park Restaurant
• Pittsburgh Public Schools Board of Education
  Mailroom
• Carnegie Libraries of Pittsburgh
• The Dog Stop
• Humane Society
• Marian Manor Nursing Home
• The Hilton Hotel
• West Penn Hospital Volunteer Department
• Mt. Washington Foodland
• Bidwell Training Center Horticulture Department

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Travel Instruction
Pittsburgh Public Schools

• Sarah Wilson
• Travel Instruction Facilitator
• 412-728-3481
• swilson1_at_pghboe.net

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Program Features

• Community Based Instruction according to
• the individual needs of the student
• Skill Development in
• Street Crossing
• Street Signs
• Use of Pay Phone/Cell Phones in Emergency
• Situation
• Lessons in Stranger Awareness

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Who is Eligible?

• Students of transition age supported by the
  Program for Students with Exceptionalities are
  eligible for Travel Instruction
• Travel Instruction evaluation and implementation
  is completed at the request of a parent, teacher,
  counselor, or other school personnel
• Students of high school age are given priority
  scheduling

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Who is responsible for training?

• The travel training team consists of
• 1 Travel Trainer Facilitator
• 3 Assistant Teacher Trainers

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How is travel instruction conducted?

• Instruction is done in the community
• Individualized instruction plan is designed
• All training is done with a 1-1 ratio
  (trainer-student), to ensure the safety and
  competence of the student
• Progress monitored through observation and record
  keeping

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CITY Connections Creating Individualized
Transitions for Youth

• Pittsburgh Public Schools
• Gayle Bair
• Instruction Coordinator
• [phone]
• gbair1_at_pghboe.net

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What is CITY Connections?

• Continued day programming for students aged
  18-21 years old with moderate to severe
  disabilities
• Educational programming based in age appropriate
  settings, outside a traditional high school
  campus
• Individualized education supporting movement to
  community participation in the adult world

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Current Sites

• Four apartment sites
• CITY Connections West 1 (opened 2002)
• CITY Connections West 2 (opened 2004)
• CITY Connections East (opened 2003)
• CITY Connections North (opened 2007)
• One college site
• CITY Connections CCAC (opened 2005)

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ACHIEVA / CITY Partnership

• Adds an evening/overnight component to our
  programming
• Ludwig Family Educational Enrichment Program
• 1 overnight site, Brighton Heights
• Two students at a time, for a two week period
• Staffed overnight by awake staff who are
  trained personnel from ACHIEVA
• No cost to the students

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Community PartnersLifesWork, UPMC, Goodwill,
Easter Seals and Others

• Provide a variety of services
• Vocational evaluation
• Facility based training
• Job development and job coaching through Federal
  grants and private funds
• Community based assessments
• Supported employment

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Travel Instruction

• Critical to the success
• of the CITY Connections Program
• Requires extensive coordination
• and communication so students
• can travel from home to CITY Connections, to
  all community sites and back home from a variety
  of locations

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Typical Day at CITY Connections Apartment Sites

• Students at the East, North and West apartment
  sites follow daily schedules which reflect
  opportunities in employment, daily living
  instruction, community access and recreation and
  leisure activities  

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Typical Day at CITY Connections College Site

• Use of campus for lunch, activities gym
• Current or dual enrollment for class credit
• Functional academics around independent living
• Independent Living skills
• Participation in CCAC clubs
• Career development, community based assessment
• Competitive work

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Typical Day at CITY Connections
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All Students in CITY Connections

• Access a wide variety of community locations and
  recreational opportunities available in the
  Pittsburgh area
• Work in a variety of settings designed and
  supported by our community partner, LifesWork or
  other agencies
• Volunteer at a variety of community settings
  including the Pittsburgh Community Food Bank, a
  variety of nursing homes and community groups

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In the end our students will be prepared to

• Live, Work,
• Connect,
• Contribute in the
• Community

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• For more information on Secondary Transition
  programs and initiatives in the Pittsburgh
  Public School District please contact
• Crystal Evans
• Transition Coordinator
• Pittsburgh Public Schools
• 2140 Saw Mill Run Blvd
• Pittsburgh, PA 15210
• [phone]
• cevans1_at_pghboe.net
• www.pghboe.net

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• QUESTIONS???