secondary transition for children with disabilities
DESCRIPTION
Secondary Transition for Children with Disabilities. Purpose of the Training. The following presentation and materials support districts in achieving compliance in secondary transition as part of the Office for Exceptional Children (OEC) Comprehensive Monitoring System. - PowerPoint PPT PresentationTRANSCRIPT
Secondary Transition for Children with Disabilities
1August 30, 2012
Purpose of the Training
The following presentation and materials support districts in achieving compliance in secondary transition as part of the Office for Exceptional Children (OEC) Comprehensive Monitoring System.
2August 30, 2012
Legal Requirementsfor Secondary Transition
3
Ohio Revised Code:
Section 3301-51-01(B)(63) Transition Services
Section 3301-51-07(H)(2) Transition Services
Section 3301-51-07(L) (3)(a)Failure to meet transition objectives
Section 3301-51-06(F)(5)(c) Summary of performance
August 30, 2012
IDEAPlanning for Post Secondary Success Is Embedded in IDEA
The purpose of IDEA is to ensure that all children with disabilities have available to them a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living. (34CFR §300.1(a))
4August 30, 2012
IDEA
• Focus is on what a child will do after he or she graduates from high school
• Develop postsecondary goals and activities that are results oriented
Best Practice
• Annual goals & activities in the IEP reflect what the child is expected to know or is able to do to meet postsecondary goals
5August 30, 2012
IDEA
Transition Services:• Based upon child’s needs taking into account the
child’s preferences, interests, needs & strengths
• Facilitate movement from high school to further education, employment,& independent living
• Coordinated with all persons and/or agencies working together to plan and deliver the services
• Should be considered from a multi-year perspective
6August 30, 2012
SB 316
Requires IEPs beginning at age 14 to include:
Measurable postsecondary goals based on age-appropriate transition assessments related to:• Training,• Education• Independent living skills; and• Employment in a competitive environment in which
workers are integrated regardless of disability
7August 30, 2012
Ohio’s Standards
The IEP must include: A Future Planning Statement A Statement of Transition Service Needs Age-Appropriate Transition Assessment Measurable Postsecondary Goals Course of Study Transition Services/Activities Measurable Annual Goals
8August 30, 2012
State Performance Plan (SPP)• A federal requirement – 20 Indicators• Evaluates Ohio’s efforts to implement
the requirements of IDEA• Indicators directly related to transition
Indicator 1:Increased Graduation Rates for Children with Disabilities
Indicator 2: Reduction of Dropouts Indicator 13: Increased Quality and
Effectiveness of the Transition Components Indicator 14: Increased Postsecondary Success
for Children with Disabilities
9August 30, 2012
Transition Responsibility of Schools
Based on federal and Ohio laws, what responsibilities do school districts have regarding transition?
10August 30, 2012
Transition Responsibility of SchoolsSchools ARE responsible for:
• providing the educational programs & transition services stated in the IEP
Schools ARE NOT responsible:
• if the postsecondary goal is not attained by the child
11August 30, 2012
Transition Responsibility of Schools (continued)
Example:
If a measurable postsecondary goal in employment is a job as a nurse, a school is responsible for the implementation of the child’s course of study, specific transition services, behavioral interventions, and progress on annual IEP goals that support the child’s future planning to become a nurse.
However, a school is not held responsible if the child does not get a job as a nurse upon graduation.
12August 30, 2012
How do you know you have met your responsibility for secondary transition?• Use Indicator 13 Transition Checklist
13Indicator 13 Checklist
August 30, 2012
What is the Indicator 13 Transition Checklist?• Created by the National Secondary Transition
Technical Assistance Center (NSTTAC)
• Approved by the U.S. Office of Special Education Programs (OSEP)
• Purpose - Help states collect data to meet Indicator 13 – Transition
• Used by IEP teams to determine if all transition requirements are included in the goals
14Indicator 13 Checklist
August 30, 2012
Transition Planning Flow
Future Planning
Transition Services Needs Statement
Age-Appropriate Assessments
Measureable Postsecondary Goal(s)
Transition Services/Activities
Course(s) of Study
Annual IEP Goal(s)
Summary of Performance
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Future PlanningIEP Section 1
16August 30, 2012
Who should participate in developing the transition section of the IEP?• The child• Family members• Educators
Depending on the child’s future plans and needs:• Related service providers• Agency personnel• Community service providers• Postsecondary staff
(Indicator 13 Checklist, #7 & #8)
17Indicator 13 Checklist
August 30, 2012
Future Planning for Transition
• Start early• Multi-year process• Changes from school focused to life beyond school
Best Practice• Ongoing discussion between family, child and
school • Occurs outside the IEP meeting
18August 30, 2012
Future PlanningIEP Section 1
• Based on discussions with the child and child’s family
• Includes plans for the child’s future including school and life beyond school Education/training Employment Independent living if appropriate
• Summarizes the child’s skills, preferences, interests, needs & strengths
• Foundation for transition planning
19August 30, 2012
Statement of Transition Service NeedsIEP Section 4
20August 30, 2012
Statement of Transition Service Needs
21August 30, 2012
Age-Appropriate Transition AssessmentsIEP Section 4
22August 30, 2012
Age-Appropriate Transition Assessments
• Ongoing process• Inform the development of measurable
postsecondary goals• Basis for decisions regarding transition
services• Basis for identifying annual IEP goals to
support movement to postsecondary goals
(Indicator 13 Checklist, # 3)23
Indicator 13 ChecklistAugust 30, 2012
Age-Appropriate Transition Assessments(continued)
• Essential to the transition planning process
• Both informal and formal
Best Practice
• Should be conducted before the IEP meeting
24August 30, 2012
Age-Appropriate Transition Assessments Both Informal and Formal (continued)
Informal• Observations
-Family, colleagues, employers
• Meetings with child• Surveys and questionnaires• Interviews• Task analysis• Self-determination assessments
25August 30, 2012
Age-Appropriate Transition Assessments (continued)
Formal• Career assessment• Learning style inventories• Academic achievement tests • Adaptive behavior scales• Personality assessment• Interest inventories• Testing from ETR• Progress in classes
(Indicator 13 Checklist, #3)
26Indicator 13 Checklist
August 30, 2012
Age-Appropriate Transition Assessments(continued)
Assessments are documented in • Section 4 of the IEP
Type of assessment conducted Person or agency conducting the assessment Date Summary of results
• ETR
• Profile
• Present Levels of Performance
August 30, 2012
Postsecondary Transition Services IEP Section 5
28August 30, 2012
Measurable Postsecondary GoalsIEP Section 5
29Indicator 13 Checklist
August 30, 2012
Measurable Postsecondary Goals (continued)
• Results oriented
• Occur after the child graduates or leaves high school
• Written in the affirmative
• Reviewed or updated at least annually
(Indicator 13 Checklist, #2)
30Indicator 13 Checklist
August 30, 2012
Writing A Measurable Postsecondary Goal (continued)
31
A measurable postsecondary goal is not measurable in the same way as a measurable annual goal.
August 30, 2012
Writing A Measurable Postsecondary Goal (continued)
NSTTAC formula for writing a postsecondary goal:
________ _____ will _____ ___________(After high school) (child) (behavior) (where and how)(After graduation)(Upon completion of high school)
(Indicator 13 Checklist, #1)
32Indicator 13 Checklist
August 30, 2012
Course of StudyIEP Section 5 (continued)
• Multi-year description of competencies
Examples: College Prep, Career-Tech• Designed to reasonably enable the child to meet
postsecondary goals
• Specific courses may be listed
• May be modified and updated as needed
• Addresses the Ohio CORE requirements
• Addresses the child’s pathway to graduation
(Indicator 13 Checklist, #5)
33Indicator 13 Checklist
August 30, 2012
Transition Services/ActivitiesIEP Section 5 (continued)
Transition services:
•Take into account the child’s preferences, interests, needs, and strengths (PINS)
•Are based on age-appropriate transition assessments; and
34August 30, 2012
Transition Services/Activities(continued)Prepare the child for:
• Postsecondary education or training; • Postsecondary employment; and • If appropriate, independent living.
(Indicator 13 Checklist, #1)
35Indicator 13 Checklist
August 30, 2012
Transition Services/Activities(continued)• Timelines need to be specific in the
current IEP and broader for future years.• Timelines must include beginning date &
the anticipated duration of the activity or service.
• Timelines for initiation, frequency, & duration must be specified.
Some activities may be one-time activities.
36August 30, 2012
Transition Services/Activities(continued)• Identify services/activities based on
target graduation date.
• Include at least one transition service/ activity to support each postsecondary goal
• Identify title of the person or agency responsible for each service. The child or the parent should not be listed
as the person responsible.
37August 30, 2012
Types of Transition Services/Activities
Include:• Instruction;• Related services; • Community experiences; and• Development of employment & other adult
living objectives. • Acquisition of daily living skills if appropriate• Functional vocational evaluation if
appropriate• Linkages with adult services if appropriate
38August 30, 2012
Instruction
Refers to instruction not included in the child’s course of study.
Examples: •self-determination & disability awareness; •study skills training; or •specific types of instruction such as occupational skill training or on the job training.
39August 30, 2012
Related Services
Identify services that will enhance the child’s ability to perform in current & future environments related to postsecondary goals & activities
Examples:
•Work-site and/or college accommodations; •work study services; •OT; PT; SLP; organizers & checklists; •flexible schedules;•crisis intervention; •behavior supports
40August 30, 2012
Community Experiences
Identify ways in which the child’s classroom learning can be applied in authentic settings
Examples:
•Community work experiences;
•college classes;
•volunteer experiences
41August 30, 2012
Development of Employment & Other Postsecondary Living Goals
Identify ways that the child can develop and make career plansExamples: •career planning activities [e.g., Ohio Career Information System(OCIS)]; •other career planning and age-appropriate transition assessments; •guidance counseling; •job shadowing; •career preparation activities
42August 30, 2012
Acquisition of Daily Living Skills if Appropriate
Identify activities of daily living that support a child’s performance relative to postsecondary goals.
Examples: •hygiene and grooming - health care; •clothing care; •nutrition and menu planning - cooking; •financial literacy;•shopping;•transportation
43August 30, 2012
Functional Vocational Evaluation if Appropriate An assessment process for any child that provides information about career interests, aptitudes, and skills (assessments must be valid for child with disabilities)
Examples:•Situational work assessments; •work samples; •interest inventories; •aptitude tests; and •internships
44August 30, 2012
Linkages with Adult Services if Appropriate Consider the child’s post-school needs (on-going or time-limited supports) and eligibility for adult services
Examples:
•Rehabilitation Services (Bureau of Vocational Rehabilitation (BVR);
•summer youth employment programs;
•developmental disability (DD) services;
•social security benefits;
•university/college disability services; and
•independent living centers.
45August 30, 2012
Measurable Annual GoalsIEP Section 6
46August 30, 2012
Measurable Annual GoalsIEP Section 6
Annual goals support movement toward the postsecondary goals
•There must be at least one annual goal for each postsecondary goal.
•One annual goal may be related to more than one postsecondary goal.
(Indicator 13 Checklist, #6)
47Indicator 13 Checklist
August 30, 2012
Summary of Performance
• Required by IDEA• Provided to the child when graduating
from high school and to a child who exceeds age eligibility
• Child input is important and necessary• Addresses:
Summary of child’s academic achievement and functional performance
Recommendations to assist child in meeting postsecondary goals
48August 30, 2012
Do the Transition Goals Meet the Requirements of the Law?One way to determine that the transition goals on the IEP meet the requirements of the law is to use the Indicator 13 Checklist.
49Indicator 13 Checklist
August 30, 2012
NSTTAC Examples
Examples of appropriate, postsecondary goals can be found at the National Secondary Transition Technical Assistance Center (NSTTAC) Indicator 13 training site: www.nsttac.org/content/nsttac-indicator-13-checklist-form-b-enhanced-professional-development
50Indicator 13 Checklist
August 30, 2012
NSTTAC Examples
Select the links for descriptions of the following:•child with specific learning disabilities: Jason, John •child with autism: Alex •child with intellectual disabilities: Jeremy, Jodi, Stephanie•child with severe, complex disabilities: David, Kevin
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Planning Tool
Backward Planning for Postsecondary Success
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Backward Planning
• One process that may be used
• Starts with the child’s postsecondary goals
• Identifies what the child needs to do
A year before graduation Two years before graduation Three years before graduation Back to where child is currently
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Backward Planning
54
Backward Planning Form: http://www.edresourcesohio.org/transition/checklist/Backward_Planning_Form.pdf
August 30, 2012