1 Transition: A Life-Long Process Presented by: Angie Falk and Brandie Rosen Program Coordinators...
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Transcript of 1 Transition: A Life-Long Process Presented by: Angie Falk and Brandie Rosen Program Coordinators...
1
TransitionA Life-Long Process
Presented byAngie Falk and Brandie Rosen
Program CoordinatorsLas Virgenes Unified School District
Wes Parsons Esq Fagen Friedman Fulfrost LLP
2
Presentation Highlights
1) How successful are Special Educationstudents beyond high school2) Why should Districts begin addressing transition needs prior to the age of 163) What can districts do to increase the likelihood that Special Education students will be more successful upon graduation
3
TheSobering Statistics
4
Preparing students for transitioning out of high school
In 2007 the National High School Center developed a facts sheet highlighting how prepared students (with and without disabilities) are transitioning from high school to college or the workforce
5
Preparing students for transitioning out of high school
Highlights of the National High School Centerrsquos Facts Sheet
From 1990 to 2002 the percentage of 10th grade students expecting to attend college increased from 59 to 72
During the same time there were only marginal increases in the percentage of Americans with a Bachelorrsquos Degree (23 to 29)
6
Preparing students for transitioning out of high school
In 2006 slightly less than half of freshman enrolled in the California State University system met proficiency standards for ELA and math
This figure remained constant for 4 consecutive years
In that same year 46 of CA high school graduates surveyed stated they were lacking the full spectrum of skills and abilities needed to secure non-entry level jobs
Four in ten CA high school graduates did not feel prepared for college
7
Preparing students for transitioning out of high school
In 2005 college professors estimated that approximately 42 of recent public high school graduates were not adequately prepared to meet the expectations of college-level classes
Additionally only 40 of employers reported that applicants with a high school diploma or GED were adequately prepared for entry level jobs
8
Preparing students for transitioning out of high school
In 2012 nearly 17 million students took the ACT exam according to a report released by ACT Inc
More than frac14 of the students fell short of college readiness benchmarks that ACT sets for the 4 core subjects (ELA math science and reading) and 60 of students tested missed the mark in at least two of the four subjects
Students deemed ready (according to ACT exam results) have a 75 chance of passing the 1st year of college
9
Preparing students for transitioning out of high school
The statistics are worse for Special Education students
In a report compiled by ARISE (advocates for better education) in 2011 they noted that more than frac14 of Special Education students they interviewed did not have a planning meeting to develop their transition plangoals and more than 50 did not know what kind of diploma they were receiving
As a result they felt unprepared for life beyond high school
10
Preparing students for transitioning out of high school
In 2012 The Institute on Disability through the University of New Hampshire released statistics on Special Education students and their success rate in terms of college and career readiness
11
Preparing students for transitioning out of high school
According to the nationwide study Of the 386015 students ages 14-21 who
exited out of Special Education in the 2011-2012 school year 64 graduated with a diploma 13 graduated with a certificate 20 dropped out and 3 diedaged out of service
12
Preparing students for transitioning out of high school
In California according to the US Department of Education 619 of Special Education students graduated with a diploma in the 2012-2013 school year
Nationwide the graduation rate for all students is 81
Only 76 of students with disabilities attended a 4-year college as a freshman compared with 29 of the general population
13
Preparing students for transitioning out of high school
According to The American Institutes for Research (which specializes in college and career readiness preparation) only 34 of students with disabilities working toward a 4-year college degree were able to graduate within 8 years (compared to over 50 of the general population)
14
What can Districts do to improve these statistics for Special Education students
15
Preparing students for transitioning out of high school
The California Department of Education Career amp College Transition Division identified 5 areas for districts to addressimprove to better prepare students when transitioning from high school
16
Preparing students for transitioning out of high school
The 5 areas identified are1) Secondary education (including
middle and high school)2) Adult education3) Career technical education4) Workforce development5) Distance Learning Programs
17
Preparing students for transitioning out of high school
According to CDE school districts need to improve student achievement and transition to postsecondary education and careers Districts need to offer a variety of rigorous pathways to improve student achievement and transition
18
Preparing students for transitioning out of high school
There are a variety of options are available to Districts to assist with preparing students for transitioning (eg state minimum course requirements AP classes Dual enrollment and concurrent enrollment strategies International Baccalaureate Programs Gifted and Talented Education and Advanced Via Individual Determination ndash AVID)
19
Preparing students for transitioning out of high school The solution canrsquot be business as usual
Special Education students need to be offered a rigorous yet meaningful program to assist them in preparing for life after high school Gone are the days where the curriculum offered to Special Ed students is at a slower pace or modified simply because the setting is not general ed (unless specified in an IEP)
20
21
Preparing students for transitioning out of high school
For Special Education students Districts have the added responsibility (starting at age 16 or sooner if needed) of developing a transition plan and goals as part of the IEP
The purpose of the transition plan and goals is to further assist with transitioning planning and preparation
How effective has this process been
22
Preparing students for transitioning out of high school
As statistics reflect schools need to do better preparing Special Ed students in the area of college and career readiness
Are there legal ramifications for Districts who graduate Special Education students with a diploma when statistics reflect many of those students are not prepared for the transition
23
Preparing students for transitioning out of high school
Can a district be held legally responsible when a parent alleges their Special Education child graduated with a diploma unprepared
24
Preparing students for transitioning out of high school
Student vs LAUSD (OAH 2012) Parent challenged the Districtrsquos decision to
graduate her child with a diploma Parent alleged graduationdiploma was
inappropriate because student was not sufficiently prepared academically socially or functionally for graduation
25
Preparing students for transitioning out of high school
Ruling While the District committed some procedural
violations these violations did not result in a denial of FAPE Student fully earned his high school diploma substantiated by the successful passage of all of his courses
In addition even though the student was unable to pass the CAHSEE at the time state law did not require students with disabilities pass the CAHSEE in order to earn a high school diploma
26
Preparing students for transitioning out of high school
Ruling A school districtrsquos obligation is limited to
developing and providing an IEP reasonably calculated to provide education benefit up to the time of issuance of a high school diploma (or until a student ages out) IDEA does not make achievement of IEP goals a prerequisite for achieving a high school diploma
27
Buthellip 19-year-old male with severe autism
socialemotionalbehavioral issues ITPs were wholly inadequate and not implemented
student had developed no independent living or employment skills (see previous slide)
Graduated from high school with a diploma even though his curriculum was ldquoso thoroughly modified for him that it bore almost no resemblance to the curriculum of his classrdquo He could not read a short story write a sentence or
answer a simple math question ALJ invalidated the diploma entitling student to receive
special education until the end of the school year when he turned 22 years old
(Student v LAUSD (OAH 2013))
28
How to better prepare Special Education students for life after graduation
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
2
Presentation Highlights
1) How successful are Special Educationstudents beyond high school2) Why should Districts begin addressing transition needs prior to the age of 163) What can districts do to increase the likelihood that Special Education students will be more successful upon graduation
3
TheSobering Statistics
4
Preparing students for transitioning out of high school
In 2007 the National High School Center developed a facts sheet highlighting how prepared students (with and without disabilities) are transitioning from high school to college or the workforce
5
Preparing students for transitioning out of high school
Highlights of the National High School Centerrsquos Facts Sheet
From 1990 to 2002 the percentage of 10th grade students expecting to attend college increased from 59 to 72
During the same time there were only marginal increases in the percentage of Americans with a Bachelorrsquos Degree (23 to 29)
6
Preparing students for transitioning out of high school
In 2006 slightly less than half of freshman enrolled in the California State University system met proficiency standards for ELA and math
This figure remained constant for 4 consecutive years
In that same year 46 of CA high school graduates surveyed stated they were lacking the full spectrum of skills and abilities needed to secure non-entry level jobs
Four in ten CA high school graduates did not feel prepared for college
7
Preparing students for transitioning out of high school
In 2005 college professors estimated that approximately 42 of recent public high school graduates were not adequately prepared to meet the expectations of college-level classes
Additionally only 40 of employers reported that applicants with a high school diploma or GED were adequately prepared for entry level jobs
8
Preparing students for transitioning out of high school
In 2012 nearly 17 million students took the ACT exam according to a report released by ACT Inc
More than frac14 of the students fell short of college readiness benchmarks that ACT sets for the 4 core subjects (ELA math science and reading) and 60 of students tested missed the mark in at least two of the four subjects
Students deemed ready (according to ACT exam results) have a 75 chance of passing the 1st year of college
9
Preparing students for transitioning out of high school
The statistics are worse for Special Education students
In a report compiled by ARISE (advocates for better education) in 2011 they noted that more than frac14 of Special Education students they interviewed did not have a planning meeting to develop their transition plangoals and more than 50 did not know what kind of diploma they were receiving
As a result they felt unprepared for life beyond high school
10
Preparing students for transitioning out of high school
In 2012 The Institute on Disability through the University of New Hampshire released statistics on Special Education students and their success rate in terms of college and career readiness
11
Preparing students for transitioning out of high school
According to the nationwide study Of the 386015 students ages 14-21 who
exited out of Special Education in the 2011-2012 school year 64 graduated with a diploma 13 graduated with a certificate 20 dropped out and 3 diedaged out of service
12
Preparing students for transitioning out of high school
In California according to the US Department of Education 619 of Special Education students graduated with a diploma in the 2012-2013 school year
Nationwide the graduation rate for all students is 81
Only 76 of students with disabilities attended a 4-year college as a freshman compared with 29 of the general population
13
Preparing students for transitioning out of high school
According to The American Institutes for Research (which specializes in college and career readiness preparation) only 34 of students with disabilities working toward a 4-year college degree were able to graduate within 8 years (compared to over 50 of the general population)
14
What can Districts do to improve these statistics for Special Education students
15
Preparing students for transitioning out of high school
The California Department of Education Career amp College Transition Division identified 5 areas for districts to addressimprove to better prepare students when transitioning from high school
16
Preparing students for transitioning out of high school
The 5 areas identified are1) Secondary education (including
middle and high school)2) Adult education3) Career technical education4) Workforce development5) Distance Learning Programs
17
Preparing students for transitioning out of high school
According to CDE school districts need to improve student achievement and transition to postsecondary education and careers Districts need to offer a variety of rigorous pathways to improve student achievement and transition
18
Preparing students for transitioning out of high school
There are a variety of options are available to Districts to assist with preparing students for transitioning (eg state minimum course requirements AP classes Dual enrollment and concurrent enrollment strategies International Baccalaureate Programs Gifted and Talented Education and Advanced Via Individual Determination ndash AVID)
19
Preparing students for transitioning out of high school The solution canrsquot be business as usual
Special Education students need to be offered a rigorous yet meaningful program to assist them in preparing for life after high school Gone are the days where the curriculum offered to Special Ed students is at a slower pace or modified simply because the setting is not general ed (unless specified in an IEP)
20
21
Preparing students for transitioning out of high school
For Special Education students Districts have the added responsibility (starting at age 16 or sooner if needed) of developing a transition plan and goals as part of the IEP
The purpose of the transition plan and goals is to further assist with transitioning planning and preparation
How effective has this process been
22
Preparing students for transitioning out of high school
As statistics reflect schools need to do better preparing Special Ed students in the area of college and career readiness
Are there legal ramifications for Districts who graduate Special Education students with a diploma when statistics reflect many of those students are not prepared for the transition
23
Preparing students for transitioning out of high school
Can a district be held legally responsible when a parent alleges their Special Education child graduated with a diploma unprepared
24
Preparing students for transitioning out of high school
Student vs LAUSD (OAH 2012) Parent challenged the Districtrsquos decision to
graduate her child with a diploma Parent alleged graduationdiploma was
inappropriate because student was not sufficiently prepared academically socially or functionally for graduation
25
Preparing students for transitioning out of high school
Ruling While the District committed some procedural
violations these violations did not result in a denial of FAPE Student fully earned his high school diploma substantiated by the successful passage of all of his courses
In addition even though the student was unable to pass the CAHSEE at the time state law did not require students with disabilities pass the CAHSEE in order to earn a high school diploma
26
Preparing students for transitioning out of high school
Ruling A school districtrsquos obligation is limited to
developing and providing an IEP reasonably calculated to provide education benefit up to the time of issuance of a high school diploma (or until a student ages out) IDEA does not make achievement of IEP goals a prerequisite for achieving a high school diploma
27
Buthellip 19-year-old male with severe autism
socialemotionalbehavioral issues ITPs were wholly inadequate and not implemented
student had developed no independent living or employment skills (see previous slide)
Graduated from high school with a diploma even though his curriculum was ldquoso thoroughly modified for him that it bore almost no resemblance to the curriculum of his classrdquo He could not read a short story write a sentence or
answer a simple math question ALJ invalidated the diploma entitling student to receive
special education until the end of the school year when he turned 22 years old
(Student v LAUSD (OAH 2013))
28
How to better prepare Special Education students for life after graduation
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
3
TheSobering Statistics
4
Preparing students for transitioning out of high school
In 2007 the National High School Center developed a facts sheet highlighting how prepared students (with and without disabilities) are transitioning from high school to college or the workforce
5
Preparing students for transitioning out of high school
Highlights of the National High School Centerrsquos Facts Sheet
From 1990 to 2002 the percentage of 10th grade students expecting to attend college increased from 59 to 72
During the same time there were only marginal increases in the percentage of Americans with a Bachelorrsquos Degree (23 to 29)
6
Preparing students for transitioning out of high school
In 2006 slightly less than half of freshman enrolled in the California State University system met proficiency standards for ELA and math
This figure remained constant for 4 consecutive years
In that same year 46 of CA high school graduates surveyed stated they were lacking the full spectrum of skills and abilities needed to secure non-entry level jobs
Four in ten CA high school graduates did not feel prepared for college
7
Preparing students for transitioning out of high school
In 2005 college professors estimated that approximately 42 of recent public high school graduates were not adequately prepared to meet the expectations of college-level classes
Additionally only 40 of employers reported that applicants with a high school diploma or GED were adequately prepared for entry level jobs
8
Preparing students for transitioning out of high school
In 2012 nearly 17 million students took the ACT exam according to a report released by ACT Inc
More than frac14 of the students fell short of college readiness benchmarks that ACT sets for the 4 core subjects (ELA math science and reading) and 60 of students tested missed the mark in at least two of the four subjects
Students deemed ready (according to ACT exam results) have a 75 chance of passing the 1st year of college
9
Preparing students for transitioning out of high school
The statistics are worse for Special Education students
In a report compiled by ARISE (advocates for better education) in 2011 they noted that more than frac14 of Special Education students they interviewed did not have a planning meeting to develop their transition plangoals and more than 50 did not know what kind of diploma they were receiving
As a result they felt unprepared for life beyond high school
10
Preparing students for transitioning out of high school
In 2012 The Institute on Disability through the University of New Hampshire released statistics on Special Education students and their success rate in terms of college and career readiness
11
Preparing students for transitioning out of high school
According to the nationwide study Of the 386015 students ages 14-21 who
exited out of Special Education in the 2011-2012 school year 64 graduated with a diploma 13 graduated with a certificate 20 dropped out and 3 diedaged out of service
12
Preparing students for transitioning out of high school
In California according to the US Department of Education 619 of Special Education students graduated with a diploma in the 2012-2013 school year
Nationwide the graduation rate for all students is 81
Only 76 of students with disabilities attended a 4-year college as a freshman compared with 29 of the general population
13
Preparing students for transitioning out of high school
According to The American Institutes for Research (which specializes in college and career readiness preparation) only 34 of students with disabilities working toward a 4-year college degree were able to graduate within 8 years (compared to over 50 of the general population)
14
What can Districts do to improve these statistics for Special Education students
15
Preparing students for transitioning out of high school
The California Department of Education Career amp College Transition Division identified 5 areas for districts to addressimprove to better prepare students when transitioning from high school
16
Preparing students for transitioning out of high school
The 5 areas identified are1) Secondary education (including
middle and high school)2) Adult education3) Career technical education4) Workforce development5) Distance Learning Programs
17
Preparing students for transitioning out of high school
According to CDE school districts need to improve student achievement and transition to postsecondary education and careers Districts need to offer a variety of rigorous pathways to improve student achievement and transition
18
Preparing students for transitioning out of high school
There are a variety of options are available to Districts to assist with preparing students for transitioning (eg state minimum course requirements AP classes Dual enrollment and concurrent enrollment strategies International Baccalaureate Programs Gifted and Talented Education and Advanced Via Individual Determination ndash AVID)
19
Preparing students for transitioning out of high school The solution canrsquot be business as usual
Special Education students need to be offered a rigorous yet meaningful program to assist them in preparing for life after high school Gone are the days where the curriculum offered to Special Ed students is at a slower pace or modified simply because the setting is not general ed (unless specified in an IEP)
20
21
Preparing students for transitioning out of high school
For Special Education students Districts have the added responsibility (starting at age 16 or sooner if needed) of developing a transition plan and goals as part of the IEP
The purpose of the transition plan and goals is to further assist with transitioning planning and preparation
How effective has this process been
22
Preparing students for transitioning out of high school
As statistics reflect schools need to do better preparing Special Ed students in the area of college and career readiness
Are there legal ramifications for Districts who graduate Special Education students with a diploma when statistics reflect many of those students are not prepared for the transition
23
Preparing students for transitioning out of high school
Can a district be held legally responsible when a parent alleges their Special Education child graduated with a diploma unprepared
24
Preparing students for transitioning out of high school
Student vs LAUSD (OAH 2012) Parent challenged the Districtrsquos decision to
graduate her child with a diploma Parent alleged graduationdiploma was
inappropriate because student was not sufficiently prepared academically socially or functionally for graduation
25
Preparing students for transitioning out of high school
Ruling While the District committed some procedural
violations these violations did not result in a denial of FAPE Student fully earned his high school diploma substantiated by the successful passage of all of his courses
In addition even though the student was unable to pass the CAHSEE at the time state law did not require students with disabilities pass the CAHSEE in order to earn a high school diploma
26
Preparing students for transitioning out of high school
Ruling A school districtrsquos obligation is limited to
developing and providing an IEP reasonably calculated to provide education benefit up to the time of issuance of a high school diploma (or until a student ages out) IDEA does not make achievement of IEP goals a prerequisite for achieving a high school diploma
27
Buthellip 19-year-old male with severe autism
socialemotionalbehavioral issues ITPs were wholly inadequate and not implemented
student had developed no independent living or employment skills (see previous slide)
Graduated from high school with a diploma even though his curriculum was ldquoso thoroughly modified for him that it bore almost no resemblance to the curriculum of his classrdquo He could not read a short story write a sentence or
answer a simple math question ALJ invalidated the diploma entitling student to receive
special education until the end of the school year when he turned 22 years old
(Student v LAUSD (OAH 2013))
28
How to better prepare Special Education students for life after graduation
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
4
Preparing students for transitioning out of high school
In 2007 the National High School Center developed a facts sheet highlighting how prepared students (with and without disabilities) are transitioning from high school to college or the workforce
5
Preparing students for transitioning out of high school
Highlights of the National High School Centerrsquos Facts Sheet
From 1990 to 2002 the percentage of 10th grade students expecting to attend college increased from 59 to 72
During the same time there were only marginal increases in the percentage of Americans with a Bachelorrsquos Degree (23 to 29)
6
Preparing students for transitioning out of high school
In 2006 slightly less than half of freshman enrolled in the California State University system met proficiency standards for ELA and math
This figure remained constant for 4 consecutive years
In that same year 46 of CA high school graduates surveyed stated they were lacking the full spectrum of skills and abilities needed to secure non-entry level jobs
Four in ten CA high school graduates did not feel prepared for college
7
Preparing students for transitioning out of high school
In 2005 college professors estimated that approximately 42 of recent public high school graduates were not adequately prepared to meet the expectations of college-level classes
Additionally only 40 of employers reported that applicants with a high school diploma or GED were adequately prepared for entry level jobs
8
Preparing students for transitioning out of high school
In 2012 nearly 17 million students took the ACT exam according to a report released by ACT Inc
More than frac14 of the students fell short of college readiness benchmarks that ACT sets for the 4 core subjects (ELA math science and reading) and 60 of students tested missed the mark in at least two of the four subjects
Students deemed ready (according to ACT exam results) have a 75 chance of passing the 1st year of college
9
Preparing students for transitioning out of high school
The statistics are worse for Special Education students
In a report compiled by ARISE (advocates for better education) in 2011 they noted that more than frac14 of Special Education students they interviewed did not have a planning meeting to develop their transition plangoals and more than 50 did not know what kind of diploma they were receiving
As a result they felt unprepared for life beyond high school
10
Preparing students for transitioning out of high school
In 2012 The Institute on Disability through the University of New Hampshire released statistics on Special Education students and their success rate in terms of college and career readiness
11
Preparing students for transitioning out of high school
According to the nationwide study Of the 386015 students ages 14-21 who
exited out of Special Education in the 2011-2012 school year 64 graduated with a diploma 13 graduated with a certificate 20 dropped out and 3 diedaged out of service
12
Preparing students for transitioning out of high school
In California according to the US Department of Education 619 of Special Education students graduated with a diploma in the 2012-2013 school year
Nationwide the graduation rate for all students is 81
Only 76 of students with disabilities attended a 4-year college as a freshman compared with 29 of the general population
13
Preparing students for transitioning out of high school
According to The American Institutes for Research (which specializes in college and career readiness preparation) only 34 of students with disabilities working toward a 4-year college degree were able to graduate within 8 years (compared to over 50 of the general population)
14
What can Districts do to improve these statistics for Special Education students
15
Preparing students for transitioning out of high school
The California Department of Education Career amp College Transition Division identified 5 areas for districts to addressimprove to better prepare students when transitioning from high school
16
Preparing students for transitioning out of high school
The 5 areas identified are1) Secondary education (including
middle and high school)2) Adult education3) Career technical education4) Workforce development5) Distance Learning Programs
17
Preparing students for transitioning out of high school
According to CDE school districts need to improve student achievement and transition to postsecondary education and careers Districts need to offer a variety of rigorous pathways to improve student achievement and transition
18
Preparing students for transitioning out of high school
There are a variety of options are available to Districts to assist with preparing students for transitioning (eg state minimum course requirements AP classes Dual enrollment and concurrent enrollment strategies International Baccalaureate Programs Gifted and Talented Education and Advanced Via Individual Determination ndash AVID)
19
Preparing students for transitioning out of high school The solution canrsquot be business as usual
Special Education students need to be offered a rigorous yet meaningful program to assist them in preparing for life after high school Gone are the days where the curriculum offered to Special Ed students is at a slower pace or modified simply because the setting is not general ed (unless specified in an IEP)
20
21
Preparing students for transitioning out of high school
For Special Education students Districts have the added responsibility (starting at age 16 or sooner if needed) of developing a transition plan and goals as part of the IEP
The purpose of the transition plan and goals is to further assist with transitioning planning and preparation
How effective has this process been
22
Preparing students for transitioning out of high school
As statistics reflect schools need to do better preparing Special Ed students in the area of college and career readiness
Are there legal ramifications for Districts who graduate Special Education students with a diploma when statistics reflect many of those students are not prepared for the transition
23
Preparing students for transitioning out of high school
Can a district be held legally responsible when a parent alleges their Special Education child graduated with a diploma unprepared
24
Preparing students for transitioning out of high school
Student vs LAUSD (OAH 2012) Parent challenged the Districtrsquos decision to
graduate her child with a diploma Parent alleged graduationdiploma was
inappropriate because student was not sufficiently prepared academically socially or functionally for graduation
25
Preparing students for transitioning out of high school
Ruling While the District committed some procedural
violations these violations did not result in a denial of FAPE Student fully earned his high school diploma substantiated by the successful passage of all of his courses
In addition even though the student was unable to pass the CAHSEE at the time state law did not require students with disabilities pass the CAHSEE in order to earn a high school diploma
26
Preparing students for transitioning out of high school
Ruling A school districtrsquos obligation is limited to
developing and providing an IEP reasonably calculated to provide education benefit up to the time of issuance of a high school diploma (or until a student ages out) IDEA does not make achievement of IEP goals a prerequisite for achieving a high school diploma
27
Buthellip 19-year-old male with severe autism
socialemotionalbehavioral issues ITPs were wholly inadequate and not implemented
student had developed no independent living or employment skills (see previous slide)
Graduated from high school with a diploma even though his curriculum was ldquoso thoroughly modified for him that it bore almost no resemblance to the curriculum of his classrdquo He could not read a short story write a sentence or
answer a simple math question ALJ invalidated the diploma entitling student to receive
special education until the end of the school year when he turned 22 years old
(Student v LAUSD (OAH 2013))
28
How to better prepare Special Education students for life after graduation
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
5
Preparing students for transitioning out of high school
Highlights of the National High School Centerrsquos Facts Sheet
From 1990 to 2002 the percentage of 10th grade students expecting to attend college increased from 59 to 72
During the same time there were only marginal increases in the percentage of Americans with a Bachelorrsquos Degree (23 to 29)
6
Preparing students for transitioning out of high school
In 2006 slightly less than half of freshman enrolled in the California State University system met proficiency standards for ELA and math
This figure remained constant for 4 consecutive years
In that same year 46 of CA high school graduates surveyed stated they were lacking the full spectrum of skills and abilities needed to secure non-entry level jobs
Four in ten CA high school graduates did not feel prepared for college
7
Preparing students for transitioning out of high school
In 2005 college professors estimated that approximately 42 of recent public high school graduates were not adequately prepared to meet the expectations of college-level classes
Additionally only 40 of employers reported that applicants with a high school diploma or GED were adequately prepared for entry level jobs
8
Preparing students for transitioning out of high school
In 2012 nearly 17 million students took the ACT exam according to a report released by ACT Inc
More than frac14 of the students fell short of college readiness benchmarks that ACT sets for the 4 core subjects (ELA math science and reading) and 60 of students tested missed the mark in at least two of the four subjects
Students deemed ready (according to ACT exam results) have a 75 chance of passing the 1st year of college
9
Preparing students for transitioning out of high school
The statistics are worse for Special Education students
In a report compiled by ARISE (advocates for better education) in 2011 they noted that more than frac14 of Special Education students they interviewed did not have a planning meeting to develop their transition plangoals and more than 50 did not know what kind of diploma they were receiving
As a result they felt unprepared for life beyond high school
10
Preparing students for transitioning out of high school
In 2012 The Institute on Disability through the University of New Hampshire released statistics on Special Education students and their success rate in terms of college and career readiness
11
Preparing students for transitioning out of high school
According to the nationwide study Of the 386015 students ages 14-21 who
exited out of Special Education in the 2011-2012 school year 64 graduated with a diploma 13 graduated with a certificate 20 dropped out and 3 diedaged out of service
12
Preparing students for transitioning out of high school
In California according to the US Department of Education 619 of Special Education students graduated with a diploma in the 2012-2013 school year
Nationwide the graduation rate for all students is 81
Only 76 of students with disabilities attended a 4-year college as a freshman compared with 29 of the general population
13
Preparing students for transitioning out of high school
According to The American Institutes for Research (which specializes in college and career readiness preparation) only 34 of students with disabilities working toward a 4-year college degree were able to graduate within 8 years (compared to over 50 of the general population)
14
What can Districts do to improve these statistics for Special Education students
15
Preparing students for transitioning out of high school
The California Department of Education Career amp College Transition Division identified 5 areas for districts to addressimprove to better prepare students when transitioning from high school
16
Preparing students for transitioning out of high school
The 5 areas identified are1) Secondary education (including
middle and high school)2) Adult education3) Career technical education4) Workforce development5) Distance Learning Programs
17
Preparing students for transitioning out of high school
According to CDE school districts need to improve student achievement and transition to postsecondary education and careers Districts need to offer a variety of rigorous pathways to improve student achievement and transition
18
Preparing students for transitioning out of high school
There are a variety of options are available to Districts to assist with preparing students for transitioning (eg state minimum course requirements AP classes Dual enrollment and concurrent enrollment strategies International Baccalaureate Programs Gifted and Talented Education and Advanced Via Individual Determination ndash AVID)
19
Preparing students for transitioning out of high school The solution canrsquot be business as usual
Special Education students need to be offered a rigorous yet meaningful program to assist them in preparing for life after high school Gone are the days where the curriculum offered to Special Ed students is at a slower pace or modified simply because the setting is not general ed (unless specified in an IEP)
20
21
Preparing students for transitioning out of high school
For Special Education students Districts have the added responsibility (starting at age 16 or sooner if needed) of developing a transition plan and goals as part of the IEP
The purpose of the transition plan and goals is to further assist with transitioning planning and preparation
How effective has this process been
22
Preparing students for transitioning out of high school
As statistics reflect schools need to do better preparing Special Ed students in the area of college and career readiness
Are there legal ramifications for Districts who graduate Special Education students with a diploma when statistics reflect many of those students are not prepared for the transition
23
Preparing students for transitioning out of high school
Can a district be held legally responsible when a parent alleges their Special Education child graduated with a diploma unprepared
24
Preparing students for transitioning out of high school
Student vs LAUSD (OAH 2012) Parent challenged the Districtrsquos decision to
graduate her child with a diploma Parent alleged graduationdiploma was
inappropriate because student was not sufficiently prepared academically socially or functionally for graduation
25
Preparing students for transitioning out of high school
Ruling While the District committed some procedural
violations these violations did not result in a denial of FAPE Student fully earned his high school diploma substantiated by the successful passage of all of his courses
In addition even though the student was unable to pass the CAHSEE at the time state law did not require students with disabilities pass the CAHSEE in order to earn a high school diploma
26
Preparing students for transitioning out of high school
Ruling A school districtrsquos obligation is limited to
developing and providing an IEP reasonably calculated to provide education benefit up to the time of issuance of a high school diploma (or until a student ages out) IDEA does not make achievement of IEP goals a prerequisite for achieving a high school diploma
27
Buthellip 19-year-old male with severe autism
socialemotionalbehavioral issues ITPs were wholly inadequate and not implemented
student had developed no independent living or employment skills (see previous slide)
Graduated from high school with a diploma even though his curriculum was ldquoso thoroughly modified for him that it bore almost no resemblance to the curriculum of his classrdquo He could not read a short story write a sentence or
answer a simple math question ALJ invalidated the diploma entitling student to receive
special education until the end of the school year when he turned 22 years old
(Student v LAUSD (OAH 2013))
28
How to better prepare Special Education students for life after graduation
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
6
Preparing students for transitioning out of high school
In 2006 slightly less than half of freshman enrolled in the California State University system met proficiency standards for ELA and math
This figure remained constant for 4 consecutive years
In that same year 46 of CA high school graduates surveyed stated they were lacking the full spectrum of skills and abilities needed to secure non-entry level jobs
Four in ten CA high school graduates did not feel prepared for college
7
Preparing students for transitioning out of high school
In 2005 college professors estimated that approximately 42 of recent public high school graduates were not adequately prepared to meet the expectations of college-level classes
Additionally only 40 of employers reported that applicants with a high school diploma or GED were adequately prepared for entry level jobs
8
Preparing students for transitioning out of high school
In 2012 nearly 17 million students took the ACT exam according to a report released by ACT Inc
More than frac14 of the students fell short of college readiness benchmarks that ACT sets for the 4 core subjects (ELA math science and reading) and 60 of students tested missed the mark in at least two of the four subjects
Students deemed ready (according to ACT exam results) have a 75 chance of passing the 1st year of college
9
Preparing students for transitioning out of high school
The statistics are worse for Special Education students
In a report compiled by ARISE (advocates for better education) in 2011 they noted that more than frac14 of Special Education students they interviewed did not have a planning meeting to develop their transition plangoals and more than 50 did not know what kind of diploma they were receiving
As a result they felt unprepared for life beyond high school
10
Preparing students for transitioning out of high school
In 2012 The Institute on Disability through the University of New Hampshire released statistics on Special Education students and their success rate in terms of college and career readiness
11
Preparing students for transitioning out of high school
According to the nationwide study Of the 386015 students ages 14-21 who
exited out of Special Education in the 2011-2012 school year 64 graduated with a diploma 13 graduated with a certificate 20 dropped out and 3 diedaged out of service
12
Preparing students for transitioning out of high school
In California according to the US Department of Education 619 of Special Education students graduated with a diploma in the 2012-2013 school year
Nationwide the graduation rate for all students is 81
Only 76 of students with disabilities attended a 4-year college as a freshman compared with 29 of the general population
13
Preparing students for transitioning out of high school
According to The American Institutes for Research (which specializes in college and career readiness preparation) only 34 of students with disabilities working toward a 4-year college degree were able to graduate within 8 years (compared to over 50 of the general population)
14
What can Districts do to improve these statistics for Special Education students
15
Preparing students for transitioning out of high school
The California Department of Education Career amp College Transition Division identified 5 areas for districts to addressimprove to better prepare students when transitioning from high school
16
Preparing students for transitioning out of high school
The 5 areas identified are1) Secondary education (including
middle and high school)2) Adult education3) Career technical education4) Workforce development5) Distance Learning Programs
17
Preparing students for transitioning out of high school
According to CDE school districts need to improve student achievement and transition to postsecondary education and careers Districts need to offer a variety of rigorous pathways to improve student achievement and transition
18
Preparing students for transitioning out of high school
There are a variety of options are available to Districts to assist with preparing students for transitioning (eg state minimum course requirements AP classes Dual enrollment and concurrent enrollment strategies International Baccalaureate Programs Gifted and Talented Education and Advanced Via Individual Determination ndash AVID)
19
Preparing students for transitioning out of high school The solution canrsquot be business as usual
Special Education students need to be offered a rigorous yet meaningful program to assist them in preparing for life after high school Gone are the days where the curriculum offered to Special Ed students is at a slower pace or modified simply because the setting is not general ed (unless specified in an IEP)
20
21
Preparing students for transitioning out of high school
For Special Education students Districts have the added responsibility (starting at age 16 or sooner if needed) of developing a transition plan and goals as part of the IEP
The purpose of the transition plan and goals is to further assist with transitioning planning and preparation
How effective has this process been
22
Preparing students for transitioning out of high school
As statistics reflect schools need to do better preparing Special Ed students in the area of college and career readiness
Are there legal ramifications for Districts who graduate Special Education students with a diploma when statistics reflect many of those students are not prepared for the transition
23
Preparing students for transitioning out of high school
Can a district be held legally responsible when a parent alleges their Special Education child graduated with a diploma unprepared
24
Preparing students for transitioning out of high school
Student vs LAUSD (OAH 2012) Parent challenged the Districtrsquos decision to
graduate her child with a diploma Parent alleged graduationdiploma was
inappropriate because student was not sufficiently prepared academically socially or functionally for graduation
25
Preparing students for transitioning out of high school
Ruling While the District committed some procedural
violations these violations did not result in a denial of FAPE Student fully earned his high school diploma substantiated by the successful passage of all of his courses
In addition even though the student was unable to pass the CAHSEE at the time state law did not require students with disabilities pass the CAHSEE in order to earn a high school diploma
26
Preparing students for transitioning out of high school
Ruling A school districtrsquos obligation is limited to
developing and providing an IEP reasonably calculated to provide education benefit up to the time of issuance of a high school diploma (or until a student ages out) IDEA does not make achievement of IEP goals a prerequisite for achieving a high school diploma
27
Buthellip 19-year-old male with severe autism
socialemotionalbehavioral issues ITPs were wholly inadequate and not implemented
student had developed no independent living or employment skills (see previous slide)
Graduated from high school with a diploma even though his curriculum was ldquoso thoroughly modified for him that it bore almost no resemblance to the curriculum of his classrdquo He could not read a short story write a sentence or
answer a simple math question ALJ invalidated the diploma entitling student to receive
special education until the end of the school year when he turned 22 years old
(Student v LAUSD (OAH 2013))
28
How to better prepare Special Education students for life after graduation
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
7
Preparing students for transitioning out of high school
In 2005 college professors estimated that approximately 42 of recent public high school graduates were not adequately prepared to meet the expectations of college-level classes
Additionally only 40 of employers reported that applicants with a high school diploma or GED were adequately prepared for entry level jobs
8
Preparing students for transitioning out of high school
In 2012 nearly 17 million students took the ACT exam according to a report released by ACT Inc
More than frac14 of the students fell short of college readiness benchmarks that ACT sets for the 4 core subjects (ELA math science and reading) and 60 of students tested missed the mark in at least two of the four subjects
Students deemed ready (according to ACT exam results) have a 75 chance of passing the 1st year of college
9
Preparing students for transitioning out of high school
The statistics are worse for Special Education students
In a report compiled by ARISE (advocates for better education) in 2011 they noted that more than frac14 of Special Education students they interviewed did not have a planning meeting to develop their transition plangoals and more than 50 did not know what kind of diploma they were receiving
As a result they felt unprepared for life beyond high school
10
Preparing students for transitioning out of high school
In 2012 The Institute on Disability through the University of New Hampshire released statistics on Special Education students and their success rate in terms of college and career readiness
11
Preparing students for transitioning out of high school
According to the nationwide study Of the 386015 students ages 14-21 who
exited out of Special Education in the 2011-2012 school year 64 graduated with a diploma 13 graduated with a certificate 20 dropped out and 3 diedaged out of service
12
Preparing students for transitioning out of high school
In California according to the US Department of Education 619 of Special Education students graduated with a diploma in the 2012-2013 school year
Nationwide the graduation rate for all students is 81
Only 76 of students with disabilities attended a 4-year college as a freshman compared with 29 of the general population
13
Preparing students for transitioning out of high school
According to The American Institutes for Research (which specializes in college and career readiness preparation) only 34 of students with disabilities working toward a 4-year college degree were able to graduate within 8 years (compared to over 50 of the general population)
14
What can Districts do to improve these statistics for Special Education students
15
Preparing students for transitioning out of high school
The California Department of Education Career amp College Transition Division identified 5 areas for districts to addressimprove to better prepare students when transitioning from high school
16
Preparing students for transitioning out of high school
The 5 areas identified are1) Secondary education (including
middle and high school)2) Adult education3) Career technical education4) Workforce development5) Distance Learning Programs
17
Preparing students for transitioning out of high school
According to CDE school districts need to improve student achievement and transition to postsecondary education and careers Districts need to offer a variety of rigorous pathways to improve student achievement and transition
18
Preparing students for transitioning out of high school
There are a variety of options are available to Districts to assist with preparing students for transitioning (eg state minimum course requirements AP classes Dual enrollment and concurrent enrollment strategies International Baccalaureate Programs Gifted and Talented Education and Advanced Via Individual Determination ndash AVID)
19
Preparing students for transitioning out of high school The solution canrsquot be business as usual
Special Education students need to be offered a rigorous yet meaningful program to assist them in preparing for life after high school Gone are the days where the curriculum offered to Special Ed students is at a slower pace or modified simply because the setting is not general ed (unless specified in an IEP)
20
21
Preparing students for transitioning out of high school
For Special Education students Districts have the added responsibility (starting at age 16 or sooner if needed) of developing a transition plan and goals as part of the IEP
The purpose of the transition plan and goals is to further assist with transitioning planning and preparation
How effective has this process been
22
Preparing students for transitioning out of high school
As statistics reflect schools need to do better preparing Special Ed students in the area of college and career readiness
Are there legal ramifications for Districts who graduate Special Education students with a diploma when statistics reflect many of those students are not prepared for the transition
23
Preparing students for transitioning out of high school
Can a district be held legally responsible when a parent alleges their Special Education child graduated with a diploma unprepared
24
Preparing students for transitioning out of high school
Student vs LAUSD (OAH 2012) Parent challenged the Districtrsquos decision to
graduate her child with a diploma Parent alleged graduationdiploma was
inappropriate because student was not sufficiently prepared academically socially or functionally for graduation
25
Preparing students for transitioning out of high school
Ruling While the District committed some procedural
violations these violations did not result in a denial of FAPE Student fully earned his high school diploma substantiated by the successful passage of all of his courses
In addition even though the student was unable to pass the CAHSEE at the time state law did not require students with disabilities pass the CAHSEE in order to earn a high school diploma
26
Preparing students for transitioning out of high school
Ruling A school districtrsquos obligation is limited to
developing and providing an IEP reasonably calculated to provide education benefit up to the time of issuance of a high school diploma (or until a student ages out) IDEA does not make achievement of IEP goals a prerequisite for achieving a high school diploma
27
Buthellip 19-year-old male with severe autism
socialemotionalbehavioral issues ITPs were wholly inadequate and not implemented
student had developed no independent living or employment skills (see previous slide)
Graduated from high school with a diploma even though his curriculum was ldquoso thoroughly modified for him that it bore almost no resemblance to the curriculum of his classrdquo He could not read a short story write a sentence or
answer a simple math question ALJ invalidated the diploma entitling student to receive
special education until the end of the school year when he turned 22 years old
(Student v LAUSD (OAH 2013))
28
How to better prepare Special Education students for life after graduation
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
8
Preparing students for transitioning out of high school
In 2012 nearly 17 million students took the ACT exam according to a report released by ACT Inc
More than frac14 of the students fell short of college readiness benchmarks that ACT sets for the 4 core subjects (ELA math science and reading) and 60 of students tested missed the mark in at least two of the four subjects
Students deemed ready (according to ACT exam results) have a 75 chance of passing the 1st year of college
9
Preparing students for transitioning out of high school
The statistics are worse for Special Education students
In a report compiled by ARISE (advocates for better education) in 2011 they noted that more than frac14 of Special Education students they interviewed did not have a planning meeting to develop their transition plangoals and more than 50 did not know what kind of diploma they were receiving
As a result they felt unprepared for life beyond high school
10
Preparing students for transitioning out of high school
In 2012 The Institute on Disability through the University of New Hampshire released statistics on Special Education students and their success rate in terms of college and career readiness
11
Preparing students for transitioning out of high school
According to the nationwide study Of the 386015 students ages 14-21 who
exited out of Special Education in the 2011-2012 school year 64 graduated with a diploma 13 graduated with a certificate 20 dropped out and 3 diedaged out of service
12
Preparing students for transitioning out of high school
In California according to the US Department of Education 619 of Special Education students graduated with a diploma in the 2012-2013 school year
Nationwide the graduation rate for all students is 81
Only 76 of students with disabilities attended a 4-year college as a freshman compared with 29 of the general population
13
Preparing students for transitioning out of high school
According to The American Institutes for Research (which specializes in college and career readiness preparation) only 34 of students with disabilities working toward a 4-year college degree were able to graduate within 8 years (compared to over 50 of the general population)
14
What can Districts do to improve these statistics for Special Education students
15
Preparing students for transitioning out of high school
The California Department of Education Career amp College Transition Division identified 5 areas for districts to addressimprove to better prepare students when transitioning from high school
16
Preparing students for transitioning out of high school
The 5 areas identified are1) Secondary education (including
middle and high school)2) Adult education3) Career technical education4) Workforce development5) Distance Learning Programs
17
Preparing students for transitioning out of high school
According to CDE school districts need to improve student achievement and transition to postsecondary education and careers Districts need to offer a variety of rigorous pathways to improve student achievement and transition
18
Preparing students for transitioning out of high school
There are a variety of options are available to Districts to assist with preparing students for transitioning (eg state minimum course requirements AP classes Dual enrollment and concurrent enrollment strategies International Baccalaureate Programs Gifted and Talented Education and Advanced Via Individual Determination ndash AVID)
19
Preparing students for transitioning out of high school The solution canrsquot be business as usual
Special Education students need to be offered a rigorous yet meaningful program to assist them in preparing for life after high school Gone are the days where the curriculum offered to Special Ed students is at a slower pace or modified simply because the setting is not general ed (unless specified in an IEP)
20
21
Preparing students for transitioning out of high school
For Special Education students Districts have the added responsibility (starting at age 16 or sooner if needed) of developing a transition plan and goals as part of the IEP
The purpose of the transition plan and goals is to further assist with transitioning planning and preparation
How effective has this process been
22
Preparing students for transitioning out of high school
As statistics reflect schools need to do better preparing Special Ed students in the area of college and career readiness
Are there legal ramifications for Districts who graduate Special Education students with a diploma when statistics reflect many of those students are not prepared for the transition
23
Preparing students for transitioning out of high school
Can a district be held legally responsible when a parent alleges their Special Education child graduated with a diploma unprepared
24
Preparing students for transitioning out of high school
Student vs LAUSD (OAH 2012) Parent challenged the Districtrsquos decision to
graduate her child with a diploma Parent alleged graduationdiploma was
inappropriate because student was not sufficiently prepared academically socially or functionally for graduation
25
Preparing students for transitioning out of high school
Ruling While the District committed some procedural
violations these violations did not result in a denial of FAPE Student fully earned his high school diploma substantiated by the successful passage of all of his courses
In addition even though the student was unable to pass the CAHSEE at the time state law did not require students with disabilities pass the CAHSEE in order to earn a high school diploma
26
Preparing students for transitioning out of high school
Ruling A school districtrsquos obligation is limited to
developing and providing an IEP reasonably calculated to provide education benefit up to the time of issuance of a high school diploma (or until a student ages out) IDEA does not make achievement of IEP goals a prerequisite for achieving a high school diploma
27
Buthellip 19-year-old male with severe autism
socialemotionalbehavioral issues ITPs were wholly inadequate and not implemented
student had developed no independent living or employment skills (see previous slide)
Graduated from high school with a diploma even though his curriculum was ldquoso thoroughly modified for him that it bore almost no resemblance to the curriculum of his classrdquo He could not read a short story write a sentence or
answer a simple math question ALJ invalidated the diploma entitling student to receive
special education until the end of the school year when he turned 22 years old
(Student v LAUSD (OAH 2013))
28
How to better prepare Special Education students for life after graduation
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
9
Preparing students for transitioning out of high school
The statistics are worse for Special Education students
In a report compiled by ARISE (advocates for better education) in 2011 they noted that more than frac14 of Special Education students they interviewed did not have a planning meeting to develop their transition plangoals and more than 50 did not know what kind of diploma they were receiving
As a result they felt unprepared for life beyond high school
10
Preparing students for transitioning out of high school
In 2012 The Institute on Disability through the University of New Hampshire released statistics on Special Education students and their success rate in terms of college and career readiness
11
Preparing students for transitioning out of high school
According to the nationwide study Of the 386015 students ages 14-21 who
exited out of Special Education in the 2011-2012 school year 64 graduated with a diploma 13 graduated with a certificate 20 dropped out and 3 diedaged out of service
12
Preparing students for transitioning out of high school
In California according to the US Department of Education 619 of Special Education students graduated with a diploma in the 2012-2013 school year
Nationwide the graduation rate for all students is 81
Only 76 of students with disabilities attended a 4-year college as a freshman compared with 29 of the general population
13
Preparing students for transitioning out of high school
According to The American Institutes for Research (which specializes in college and career readiness preparation) only 34 of students with disabilities working toward a 4-year college degree were able to graduate within 8 years (compared to over 50 of the general population)
14
What can Districts do to improve these statistics for Special Education students
15
Preparing students for transitioning out of high school
The California Department of Education Career amp College Transition Division identified 5 areas for districts to addressimprove to better prepare students when transitioning from high school
16
Preparing students for transitioning out of high school
The 5 areas identified are1) Secondary education (including
middle and high school)2) Adult education3) Career technical education4) Workforce development5) Distance Learning Programs
17
Preparing students for transitioning out of high school
According to CDE school districts need to improve student achievement and transition to postsecondary education and careers Districts need to offer a variety of rigorous pathways to improve student achievement and transition
18
Preparing students for transitioning out of high school
There are a variety of options are available to Districts to assist with preparing students for transitioning (eg state minimum course requirements AP classes Dual enrollment and concurrent enrollment strategies International Baccalaureate Programs Gifted and Talented Education and Advanced Via Individual Determination ndash AVID)
19
Preparing students for transitioning out of high school The solution canrsquot be business as usual
Special Education students need to be offered a rigorous yet meaningful program to assist them in preparing for life after high school Gone are the days where the curriculum offered to Special Ed students is at a slower pace or modified simply because the setting is not general ed (unless specified in an IEP)
20
21
Preparing students for transitioning out of high school
For Special Education students Districts have the added responsibility (starting at age 16 or sooner if needed) of developing a transition plan and goals as part of the IEP
The purpose of the transition plan and goals is to further assist with transitioning planning and preparation
How effective has this process been
22
Preparing students for transitioning out of high school
As statistics reflect schools need to do better preparing Special Ed students in the area of college and career readiness
Are there legal ramifications for Districts who graduate Special Education students with a diploma when statistics reflect many of those students are not prepared for the transition
23
Preparing students for transitioning out of high school
Can a district be held legally responsible when a parent alleges their Special Education child graduated with a diploma unprepared
24
Preparing students for transitioning out of high school
Student vs LAUSD (OAH 2012) Parent challenged the Districtrsquos decision to
graduate her child with a diploma Parent alleged graduationdiploma was
inappropriate because student was not sufficiently prepared academically socially or functionally for graduation
25
Preparing students for transitioning out of high school
Ruling While the District committed some procedural
violations these violations did not result in a denial of FAPE Student fully earned his high school diploma substantiated by the successful passage of all of his courses
In addition even though the student was unable to pass the CAHSEE at the time state law did not require students with disabilities pass the CAHSEE in order to earn a high school diploma
26
Preparing students for transitioning out of high school
Ruling A school districtrsquos obligation is limited to
developing and providing an IEP reasonably calculated to provide education benefit up to the time of issuance of a high school diploma (or until a student ages out) IDEA does not make achievement of IEP goals a prerequisite for achieving a high school diploma
27
Buthellip 19-year-old male with severe autism
socialemotionalbehavioral issues ITPs were wholly inadequate and not implemented
student had developed no independent living or employment skills (see previous slide)
Graduated from high school with a diploma even though his curriculum was ldquoso thoroughly modified for him that it bore almost no resemblance to the curriculum of his classrdquo He could not read a short story write a sentence or
answer a simple math question ALJ invalidated the diploma entitling student to receive
special education until the end of the school year when he turned 22 years old
(Student v LAUSD (OAH 2013))
28
How to better prepare Special Education students for life after graduation
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
10
Preparing students for transitioning out of high school
In 2012 The Institute on Disability through the University of New Hampshire released statistics on Special Education students and their success rate in terms of college and career readiness
11
Preparing students for transitioning out of high school
According to the nationwide study Of the 386015 students ages 14-21 who
exited out of Special Education in the 2011-2012 school year 64 graduated with a diploma 13 graduated with a certificate 20 dropped out and 3 diedaged out of service
12
Preparing students for transitioning out of high school
In California according to the US Department of Education 619 of Special Education students graduated with a diploma in the 2012-2013 school year
Nationwide the graduation rate for all students is 81
Only 76 of students with disabilities attended a 4-year college as a freshman compared with 29 of the general population
13
Preparing students for transitioning out of high school
According to The American Institutes for Research (which specializes in college and career readiness preparation) only 34 of students with disabilities working toward a 4-year college degree were able to graduate within 8 years (compared to over 50 of the general population)
14
What can Districts do to improve these statistics for Special Education students
15
Preparing students for transitioning out of high school
The California Department of Education Career amp College Transition Division identified 5 areas for districts to addressimprove to better prepare students when transitioning from high school
16
Preparing students for transitioning out of high school
The 5 areas identified are1) Secondary education (including
middle and high school)2) Adult education3) Career technical education4) Workforce development5) Distance Learning Programs
17
Preparing students for transitioning out of high school
According to CDE school districts need to improve student achievement and transition to postsecondary education and careers Districts need to offer a variety of rigorous pathways to improve student achievement and transition
18
Preparing students for transitioning out of high school
There are a variety of options are available to Districts to assist with preparing students for transitioning (eg state minimum course requirements AP classes Dual enrollment and concurrent enrollment strategies International Baccalaureate Programs Gifted and Talented Education and Advanced Via Individual Determination ndash AVID)
19
Preparing students for transitioning out of high school The solution canrsquot be business as usual
Special Education students need to be offered a rigorous yet meaningful program to assist them in preparing for life after high school Gone are the days where the curriculum offered to Special Ed students is at a slower pace or modified simply because the setting is not general ed (unless specified in an IEP)
20
21
Preparing students for transitioning out of high school
For Special Education students Districts have the added responsibility (starting at age 16 or sooner if needed) of developing a transition plan and goals as part of the IEP
The purpose of the transition plan and goals is to further assist with transitioning planning and preparation
How effective has this process been
22
Preparing students for transitioning out of high school
As statistics reflect schools need to do better preparing Special Ed students in the area of college and career readiness
Are there legal ramifications for Districts who graduate Special Education students with a diploma when statistics reflect many of those students are not prepared for the transition
23
Preparing students for transitioning out of high school
Can a district be held legally responsible when a parent alleges their Special Education child graduated with a diploma unprepared
24
Preparing students for transitioning out of high school
Student vs LAUSD (OAH 2012) Parent challenged the Districtrsquos decision to
graduate her child with a diploma Parent alleged graduationdiploma was
inappropriate because student was not sufficiently prepared academically socially or functionally for graduation
25
Preparing students for transitioning out of high school
Ruling While the District committed some procedural
violations these violations did not result in a denial of FAPE Student fully earned his high school diploma substantiated by the successful passage of all of his courses
In addition even though the student was unable to pass the CAHSEE at the time state law did not require students with disabilities pass the CAHSEE in order to earn a high school diploma
26
Preparing students for transitioning out of high school
Ruling A school districtrsquos obligation is limited to
developing and providing an IEP reasonably calculated to provide education benefit up to the time of issuance of a high school diploma (or until a student ages out) IDEA does not make achievement of IEP goals a prerequisite for achieving a high school diploma
27
Buthellip 19-year-old male with severe autism
socialemotionalbehavioral issues ITPs were wholly inadequate and not implemented
student had developed no independent living or employment skills (see previous slide)
Graduated from high school with a diploma even though his curriculum was ldquoso thoroughly modified for him that it bore almost no resemblance to the curriculum of his classrdquo He could not read a short story write a sentence or
answer a simple math question ALJ invalidated the diploma entitling student to receive
special education until the end of the school year when he turned 22 years old
(Student v LAUSD (OAH 2013))
28
How to better prepare Special Education students for life after graduation
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
11
Preparing students for transitioning out of high school
According to the nationwide study Of the 386015 students ages 14-21 who
exited out of Special Education in the 2011-2012 school year 64 graduated with a diploma 13 graduated with a certificate 20 dropped out and 3 diedaged out of service
12
Preparing students for transitioning out of high school
In California according to the US Department of Education 619 of Special Education students graduated with a diploma in the 2012-2013 school year
Nationwide the graduation rate for all students is 81
Only 76 of students with disabilities attended a 4-year college as a freshman compared with 29 of the general population
13
Preparing students for transitioning out of high school
According to The American Institutes for Research (which specializes in college and career readiness preparation) only 34 of students with disabilities working toward a 4-year college degree were able to graduate within 8 years (compared to over 50 of the general population)
14
What can Districts do to improve these statistics for Special Education students
15
Preparing students for transitioning out of high school
The California Department of Education Career amp College Transition Division identified 5 areas for districts to addressimprove to better prepare students when transitioning from high school
16
Preparing students for transitioning out of high school
The 5 areas identified are1) Secondary education (including
middle and high school)2) Adult education3) Career technical education4) Workforce development5) Distance Learning Programs
17
Preparing students for transitioning out of high school
According to CDE school districts need to improve student achievement and transition to postsecondary education and careers Districts need to offer a variety of rigorous pathways to improve student achievement and transition
18
Preparing students for transitioning out of high school
There are a variety of options are available to Districts to assist with preparing students for transitioning (eg state minimum course requirements AP classes Dual enrollment and concurrent enrollment strategies International Baccalaureate Programs Gifted and Talented Education and Advanced Via Individual Determination ndash AVID)
19
Preparing students for transitioning out of high school The solution canrsquot be business as usual
Special Education students need to be offered a rigorous yet meaningful program to assist them in preparing for life after high school Gone are the days where the curriculum offered to Special Ed students is at a slower pace or modified simply because the setting is not general ed (unless specified in an IEP)
20
21
Preparing students for transitioning out of high school
For Special Education students Districts have the added responsibility (starting at age 16 or sooner if needed) of developing a transition plan and goals as part of the IEP
The purpose of the transition plan and goals is to further assist with transitioning planning and preparation
How effective has this process been
22
Preparing students for transitioning out of high school
As statistics reflect schools need to do better preparing Special Ed students in the area of college and career readiness
Are there legal ramifications for Districts who graduate Special Education students with a diploma when statistics reflect many of those students are not prepared for the transition
23
Preparing students for transitioning out of high school
Can a district be held legally responsible when a parent alleges their Special Education child graduated with a diploma unprepared
24
Preparing students for transitioning out of high school
Student vs LAUSD (OAH 2012) Parent challenged the Districtrsquos decision to
graduate her child with a diploma Parent alleged graduationdiploma was
inappropriate because student was not sufficiently prepared academically socially or functionally for graduation
25
Preparing students for transitioning out of high school
Ruling While the District committed some procedural
violations these violations did not result in a denial of FAPE Student fully earned his high school diploma substantiated by the successful passage of all of his courses
In addition even though the student was unable to pass the CAHSEE at the time state law did not require students with disabilities pass the CAHSEE in order to earn a high school diploma
26
Preparing students for transitioning out of high school
Ruling A school districtrsquos obligation is limited to
developing and providing an IEP reasonably calculated to provide education benefit up to the time of issuance of a high school diploma (or until a student ages out) IDEA does not make achievement of IEP goals a prerequisite for achieving a high school diploma
27
Buthellip 19-year-old male with severe autism
socialemotionalbehavioral issues ITPs were wholly inadequate and not implemented
student had developed no independent living or employment skills (see previous slide)
Graduated from high school with a diploma even though his curriculum was ldquoso thoroughly modified for him that it bore almost no resemblance to the curriculum of his classrdquo He could not read a short story write a sentence or
answer a simple math question ALJ invalidated the diploma entitling student to receive
special education until the end of the school year when he turned 22 years old
(Student v LAUSD (OAH 2013))
28
How to better prepare Special Education students for life after graduation
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
12
Preparing students for transitioning out of high school
In California according to the US Department of Education 619 of Special Education students graduated with a diploma in the 2012-2013 school year
Nationwide the graduation rate for all students is 81
Only 76 of students with disabilities attended a 4-year college as a freshman compared with 29 of the general population
13
Preparing students for transitioning out of high school
According to The American Institutes for Research (which specializes in college and career readiness preparation) only 34 of students with disabilities working toward a 4-year college degree were able to graduate within 8 years (compared to over 50 of the general population)
14
What can Districts do to improve these statistics for Special Education students
15
Preparing students for transitioning out of high school
The California Department of Education Career amp College Transition Division identified 5 areas for districts to addressimprove to better prepare students when transitioning from high school
16
Preparing students for transitioning out of high school
The 5 areas identified are1) Secondary education (including
middle and high school)2) Adult education3) Career technical education4) Workforce development5) Distance Learning Programs
17
Preparing students for transitioning out of high school
According to CDE school districts need to improve student achievement and transition to postsecondary education and careers Districts need to offer a variety of rigorous pathways to improve student achievement and transition
18
Preparing students for transitioning out of high school
There are a variety of options are available to Districts to assist with preparing students for transitioning (eg state minimum course requirements AP classes Dual enrollment and concurrent enrollment strategies International Baccalaureate Programs Gifted and Talented Education and Advanced Via Individual Determination ndash AVID)
19
Preparing students for transitioning out of high school The solution canrsquot be business as usual
Special Education students need to be offered a rigorous yet meaningful program to assist them in preparing for life after high school Gone are the days where the curriculum offered to Special Ed students is at a slower pace or modified simply because the setting is not general ed (unless specified in an IEP)
20
21
Preparing students for transitioning out of high school
For Special Education students Districts have the added responsibility (starting at age 16 or sooner if needed) of developing a transition plan and goals as part of the IEP
The purpose of the transition plan and goals is to further assist with transitioning planning and preparation
How effective has this process been
22
Preparing students for transitioning out of high school
As statistics reflect schools need to do better preparing Special Ed students in the area of college and career readiness
Are there legal ramifications for Districts who graduate Special Education students with a diploma when statistics reflect many of those students are not prepared for the transition
23
Preparing students for transitioning out of high school
Can a district be held legally responsible when a parent alleges their Special Education child graduated with a diploma unprepared
24
Preparing students for transitioning out of high school
Student vs LAUSD (OAH 2012) Parent challenged the Districtrsquos decision to
graduate her child with a diploma Parent alleged graduationdiploma was
inappropriate because student was not sufficiently prepared academically socially or functionally for graduation
25
Preparing students for transitioning out of high school
Ruling While the District committed some procedural
violations these violations did not result in a denial of FAPE Student fully earned his high school diploma substantiated by the successful passage of all of his courses
In addition even though the student was unable to pass the CAHSEE at the time state law did not require students with disabilities pass the CAHSEE in order to earn a high school diploma
26
Preparing students for transitioning out of high school
Ruling A school districtrsquos obligation is limited to
developing and providing an IEP reasonably calculated to provide education benefit up to the time of issuance of a high school diploma (or until a student ages out) IDEA does not make achievement of IEP goals a prerequisite for achieving a high school diploma
27
Buthellip 19-year-old male with severe autism
socialemotionalbehavioral issues ITPs were wholly inadequate and not implemented
student had developed no independent living or employment skills (see previous slide)
Graduated from high school with a diploma even though his curriculum was ldquoso thoroughly modified for him that it bore almost no resemblance to the curriculum of his classrdquo He could not read a short story write a sentence or
answer a simple math question ALJ invalidated the diploma entitling student to receive
special education until the end of the school year when he turned 22 years old
(Student v LAUSD (OAH 2013))
28
How to better prepare Special Education students for life after graduation
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
13
Preparing students for transitioning out of high school
According to The American Institutes for Research (which specializes in college and career readiness preparation) only 34 of students with disabilities working toward a 4-year college degree were able to graduate within 8 years (compared to over 50 of the general population)
14
What can Districts do to improve these statistics for Special Education students
15
Preparing students for transitioning out of high school
The California Department of Education Career amp College Transition Division identified 5 areas for districts to addressimprove to better prepare students when transitioning from high school
16
Preparing students for transitioning out of high school
The 5 areas identified are1) Secondary education (including
middle and high school)2) Adult education3) Career technical education4) Workforce development5) Distance Learning Programs
17
Preparing students for transitioning out of high school
According to CDE school districts need to improve student achievement and transition to postsecondary education and careers Districts need to offer a variety of rigorous pathways to improve student achievement and transition
18
Preparing students for transitioning out of high school
There are a variety of options are available to Districts to assist with preparing students for transitioning (eg state minimum course requirements AP classes Dual enrollment and concurrent enrollment strategies International Baccalaureate Programs Gifted and Talented Education and Advanced Via Individual Determination ndash AVID)
19
Preparing students for transitioning out of high school The solution canrsquot be business as usual
Special Education students need to be offered a rigorous yet meaningful program to assist them in preparing for life after high school Gone are the days where the curriculum offered to Special Ed students is at a slower pace or modified simply because the setting is not general ed (unless specified in an IEP)
20
21
Preparing students for transitioning out of high school
For Special Education students Districts have the added responsibility (starting at age 16 or sooner if needed) of developing a transition plan and goals as part of the IEP
The purpose of the transition plan and goals is to further assist with transitioning planning and preparation
How effective has this process been
22
Preparing students for transitioning out of high school
As statistics reflect schools need to do better preparing Special Ed students in the area of college and career readiness
Are there legal ramifications for Districts who graduate Special Education students with a diploma when statistics reflect many of those students are not prepared for the transition
23
Preparing students for transitioning out of high school
Can a district be held legally responsible when a parent alleges their Special Education child graduated with a diploma unprepared
24
Preparing students for transitioning out of high school
Student vs LAUSD (OAH 2012) Parent challenged the Districtrsquos decision to
graduate her child with a diploma Parent alleged graduationdiploma was
inappropriate because student was not sufficiently prepared academically socially or functionally for graduation
25
Preparing students for transitioning out of high school
Ruling While the District committed some procedural
violations these violations did not result in a denial of FAPE Student fully earned his high school diploma substantiated by the successful passage of all of his courses
In addition even though the student was unable to pass the CAHSEE at the time state law did not require students with disabilities pass the CAHSEE in order to earn a high school diploma
26
Preparing students for transitioning out of high school
Ruling A school districtrsquos obligation is limited to
developing and providing an IEP reasonably calculated to provide education benefit up to the time of issuance of a high school diploma (or until a student ages out) IDEA does not make achievement of IEP goals a prerequisite for achieving a high school diploma
27
Buthellip 19-year-old male with severe autism
socialemotionalbehavioral issues ITPs were wholly inadequate and not implemented
student had developed no independent living or employment skills (see previous slide)
Graduated from high school with a diploma even though his curriculum was ldquoso thoroughly modified for him that it bore almost no resemblance to the curriculum of his classrdquo He could not read a short story write a sentence or
answer a simple math question ALJ invalidated the diploma entitling student to receive
special education until the end of the school year when he turned 22 years old
(Student v LAUSD (OAH 2013))
28
How to better prepare Special Education students for life after graduation
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
14
What can Districts do to improve these statistics for Special Education students
15
Preparing students for transitioning out of high school
The California Department of Education Career amp College Transition Division identified 5 areas for districts to addressimprove to better prepare students when transitioning from high school
16
Preparing students for transitioning out of high school
The 5 areas identified are1) Secondary education (including
middle and high school)2) Adult education3) Career technical education4) Workforce development5) Distance Learning Programs
17
Preparing students for transitioning out of high school
According to CDE school districts need to improve student achievement and transition to postsecondary education and careers Districts need to offer a variety of rigorous pathways to improve student achievement and transition
18
Preparing students for transitioning out of high school
There are a variety of options are available to Districts to assist with preparing students for transitioning (eg state minimum course requirements AP classes Dual enrollment and concurrent enrollment strategies International Baccalaureate Programs Gifted and Talented Education and Advanced Via Individual Determination ndash AVID)
19
Preparing students for transitioning out of high school The solution canrsquot be business as usual
Special Education students need to be offered a rigorous yet meaningful program to assist them in preparing for life after high school Gone are the days where the curriculum offered to Special Ed students is at a slower pace or modified simply because the setting is not general ed (unless specified in an IEP)
20
21
Preparing students for transitioning out of high school
For Special Education students Districts have the added responsibility (starting at age 16 or sooner if needed) of developing a transition plan and goals as part of the IEP
The purpose of the transition plan and goals is to further assist with transitioning planning and preparation
How effective has this process been
22
Preparing students for transitioning out of high school
As statistics reflect schools need to do better preparing Special Ed students in the area of college and career readiness
Are there legal ramifications for Districts who graduate Special Education students with a diploma when statistics reflect many of those students are not prepared for the transition
23
Preparing students for transitioning out of high school
Can a district be held legally responsible when a parent alleges their Special Education child graduated with a diploma unprepared
24
Preparing students for transitioning out of high school
Student vs LAUSD (OAH 2012) Parent challenged the Districtrsquos decision to
graduate her child with a diploma Parent alleged graduationdiploma was
inappropriate because student was not sufficiently prepared academically socially or functionally for graduation
25
Preparing students for transitioning out of high school
Ruling While the District committed some procedural
violations these violations did not result in a denial of FAPE Student fully earned his high school diploma substantiated by the successful passage of all of his courses
In addition even though the student was unable to pass the CAHSEE at the time state law did not require students with disabilities pass the CAHSEE in order to earn a high school diploma
26
Preparing students for transitioning out of high school
Ruling A school districtrsquos obligation is limited to
developing and providing an IEP reasonably calculated to provide education benefit up to the time of issuance of a high school diploma (or until a student ages out) IDEA does not make achievement of IEP goals a prerequisite for achieving a high school diploma
27
Buthellip 19-year-old male with severe autism
socialemotionalbehavioral issues ITPs were wholly inadequate and not implemented
student had developed no independent living or employment skills (see previous slide)
Graduated from high school with a diploma even though his curriculum was ldquoso thoroughly modified for him that it bore almost no resemblance to the curriculum of his classrdquo He could not read a short story write a sentence or
answer a simple math question ALJ invalidated the diploma entitling student to receive
special education until the end of the school year when he turned 22 years old
(Student v LAUSD (OAH 2013))
28
How to better prepare Special Education students for life after graduation
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
15
Preparing students for transitioning out of high school
The California Department of Education Career amp College Transition Division identified 5 areas for districts to addressimprove to better prepare students when transitioning from high school
16
Preparing students for transitioning out of high school
The 5 areas identified are1) Secondary education (including
middle and high school)2) Adult education3) Career technical education4) Workforce development5) Distance Learning Programs
17
Preparing students for transitioning out of high school
According to CDE school districts need to improve student achievement and transition to postsecondary education and careers Districts need to offer a variety of rigorous pathways to improve student achievement and transition
18
Preparing students for transitioning out of high school
There are a variety of options are available to Districts to assist with preparing students for transitioning (eg state minimum course requirements AP classes Dual enrollment and concurrent enrollment strategies International Baccalaureate Programs Gifted and Talented Education and Advanced Via Individual Determination ndash AVID)
19
Preparing students for transitioning out of high school The solution canrsquot be business as usual
Special Education students need to be offered a rigorous yet meaningful program to assist them in preparing for life after high school Gone are the days where the curriculum offered to Special Ed students is at a slower pace or modified simply because the setting is not general ed (unless specified in an IEP)
20
21
Preparing students for transitioning out of high school
For Special Education students Districts have the added responsibility (starting at age 16 or sooner if needed) of developing a transition plan and goals as part of the IEP
The purpose of the transition plan and goals is to further assist with transitioning planning and preparation
How effective has this process been
22
Preparing students for transitioning out of high school
As statistics reflect schools need to do better preparing Special Ed students in the area of college and career readiness
Are there legal ramifications for Districts who graduate Special Education students with a diploma when statistics reflect many of those students are not prepared for the transition
23
Preparing students for transitioning out of high school
Can a district be held legally responsible when a parent alleges their Special Education child graduated with a diploma unprepared
24
Preparing students for transitioning out of high school
Student vs LAUSD (OAH 2012) Parent challenged the Districtrsquos decision to
graduate her child with a diploma Parent alleged graduationdiploma was
inappropriate because student was not sufficiently prepared academically socially or functionally for graduation
25
Preparing students for transitioning out of high school
Ruling While the District committed some procedural
violations these violations did not result in a denial of FAPE Student fully earned his high school diploma substantiated by the successful passage of all of his courses
In addition even though the student was unable to pass the CAHSEE at the time state law did not require students with disabilities pass the CAHSEE in order to earn a high school diploma
26
Preparing students for transitioning out of high school
Ruling A school districtrsquos obligation is limited to
developing and providing an IEP reasonably calculated to provide education benefit up to the time of issuance of a high school diploma (or until a student ages out) IDEA does not make achievement of IEP goals a prerequisite for achieving a high school diploma
27
Buthellip 19-year-old male with severe autism
socialemotionalbehavioral issues ITPs were wholly inadequate and not implemented
student had developed no independent living or employment skills (see previous slide)
Graduated from high school with a diploma even though his curriculum was ldquoso thoroughly modified for him that it bore almost no resemblance to the curriculum of his classrdquo He could not read a short story write a sentence or
answer a simple math question ALJ invalidated the diploma entitling student to receive
special education until the end of the school year when he turned 22 years old
(Student v LAUSD (OAH 2013))
28
How to better prepare Special Education students for life after graduation
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
16
Preparing students for transitioning out of high school
The 5 areas identified are1) Secondary education (including
middle and high school)2) Adult education3) Career technical education4) Workforce development5) Distance Learning Programs
17
Preparing students for transitioning out of high school
According to CDE school districts need to improve student achievement and transition to postsecondary education and careers Districts need to offer a variety of rigorous pathways to improve student achievement and transition
18
Preparing students for transitioning out of high school
There are a variety of options are available to Districts to assist with preparing students for transitioning (eg state minimum course requirements AP classes Dual enrollment and concurrent enrollment strategies International Baccalaureate Programs Gifted and Talented Education and Advanced Via Individual Determination ndash AVID)
19
Preparing students for transitioning out of high school The solution canrsquot be business as usual
Special Education students need to be offered a rigorous yet meaningful program to assist them in preparing for life after high school Gone are the days where the curriculum offered to Special Ed students is at a slower pace or modified simply because the setting is not general ed (unless specified in an IEP)
20
21
Preparing students for transitioning out of high school
For Special Education students Districts have the added responsibility (starting at age 16 or sooner if needed) of developing a transition plan and goals as part of the IEP
The purpose of the transition plan and goals is to further assist with transitioning planning and preparation
How effective has this process been
22
Preparing students for transitioning out of high school
As statistics reflect schools need to do better preparing Special Ed students in the area of college and career readiness
Are there legal ramifications for Districts who graduate Special Education students with a diploma when statistics reflect many of those students are not prepared for the transition
23
Preparing students for transitioning out of high school
Can a district be held legally responsible when a parent alleges their Special Education child graduated with a diploma unprepared
24
Preparing students for transitioning out of high school
Student vs LAUSD (OAH 2012) Parent challenged the Districtrsquos decision to
graduate her child with a diploma Parent alleged graduationdiploma was
inappropriate because student was not sufficiently prepared academically socially or functionally for graduation
25
Preparing students for transitioning out of high school
Ruling While the District committed some procedural
violations these violations did not result in a denial of FAPE Student fully earned his high school diploma substantiated by the successful passage of all of his courses
In addition even though the student was unable to pass the CAHSEE at the time state law did not require students with disabilities pass the CAHSEE in order to earn a high school diploma
26
Preparing students for transitioning out of high school
Ruling A school districtrsquos obligation is limited to
developing and providing an IEP reasonably calculated to provide education benefit up to the time of issuance of a high school diploma (or until a student ages out) IDEA does not make achievement of IEP goals a prerequisite for achieving a high school diploma
27
Buthellip 19-year-old male with severe autism
socialemotionalbehavioral issues ITPs were wholly inadequate and not implemented
student had developed no independent living or employment skills (see previous slide)
Graduated from high school with a diploma even though his curriculum was ldquoso thoroughly modified for him that it bore almost no resemblance to the curriculum of his classrdquo He could not read a short story write a sentence or
answer a simple math question ALJ invalidated the diploma entitling student to receive
special education until the end of the school year when he turned 22 years old
(Student v LAUSD (OAH 2013))
28
How to better prepare Special Education students for life after graduation
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
17
Preparing students for transitioning out of high school
According to CDE school districts need to improve student achievement and transition to postsecondary education and careers Districts need to offer a variety of rigorous pathways to improve student achievement and transition
18
Preparing students for transitioning out of high school
There are a variety of options are available to Districts to assist with preparing students for transitioning (eg state minimum course requirements AP classes Dual enrollment and concurrent enrollment strategies International Baccalaureate Programs Gifted and Talented Education and Advanced Via Individual Determination ndash AVID)
19
Preparing students for transitioning out of high school The solution canrsquot be business as usual
Special Education students need to be offered a rigorous yet meaningful program to assist them in preparing for life after high school Gone are the days where the curriculum offered to Special Ed students is at a slower pace or modified simply because the setting is not general ed (unless specified in an IEP)
20
21
Preparing students for transitioning out of high school
For Special Education students Districts have the added responsibility (starting at age 16 or sooner if needed) of developing a transition plan and goals as part of the IEP
The purpose of the transition plan and goals is to further assist with transitioning planning and preparation
How effective has this process been
22
Preparing students for transitioning out of high school
As statistics reflect schools need to do better preparing Special Ed students in the area of college and career readiness
Are there legal ramifications for Districts who graduate Special Education students with a diploma when statistics reflect many of those students are not prepared for the transition
23
Preparing students for transitioning out of high school
Can a district be held legally responsible when a parent alleges their Special Education child graduated with a diploma unprepared
24
Preparing students for transitioning out of high school
Student vs LAUSD (OAH 2012) Parent challenged the Districtrsquos decision to
graduate her child with a diploma Parent alleged graduationdiploma was
inappropriate because student was not sufficiently prepared academically socially or functionally for graduation
25
Preparing students for transitioning out of high school
Ruling While the District committed some procedural
violations these violations did not result in a denial of FAPE Student fully earned his high school diploma substantiated by the successful passage of all of his courses
In addition even though the student was unable to pass the CAHSEE at the time state law did not require students with disabilities pass the CAHSEE in order to earn a high school diploma
26
Preparing students for transitioning out of high school
Ruling A school districtrsquos obligation is limited to
developing and providing an IEP reasonably calculated to provide education benefit up to the time of issuance of a high school diploma (or until a student ages out) IDEA does not make achievement of IEP goals a prerequisite for achieving a high school diploma
27
Buthellip 19-year-old male with severe autism
socialemotionalbehavioral issues ITPs were wholly inadequate and not implemented
student had developed no independent living or employment skills (see previous slide)
Graduated from high school with a diploma even though his curriculum was ldquoso thoroughly modified for him that it bore almost no resemblance to the curriculum of his classrdquo He could not read a short story write a sentence or
answer a simple math question ALJ invalidated the diploma entitling student to receive
special education until the end of the school year when he turned 22 years old
(Student v LAUSD (OAH 2013))
28
How to better prepare Special Education students for life after graduation
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
18
Preparing students for transitioning out of high school
There are a variety of options are available to Districts to assist with preparing students for transitioning (eg state minimum course requirements AP classes Dual enrollment and concurrent enrollment strategies International Baccalaureate Programs Gifted and Talented Education and Advanced Via Individual Determination ndash AVID)
19
Preparing students for transitioning out of high school The solution canrsquot be business as usual
Special Education students need to be offered a rigorous yet meaningful program to assist them in preparing for life after high school Gone are the days where the curriculum offered to Special Ed students is at a slower pace or modified simply because the setting is not general ed (unless specified in an IEP)
20
21
Preparing students for transitioning out of high school
For Special Education students Districts have the added responsibility (starting at age 16 or sooner if needed) of developing a transition plan and goals as part of the IEP
The purpose of the transition plan and goals is to further assist with transitioning planning and preparation
How effective has this process been
22
Preparing students for transitioning out of high school
As statistics reflect schools need to do better preparing Special Ed students in the area of college and career readiness
Are there legal ramifications for Districts who graduate Special Education students with a diploma when statistics reflect many of those students are not prepared for the transition
23
Preparing students for transitioning out of high school
Can a district be held legally responsible when a parent alleges their Special Education child graduated with a diploma unprepared
24
Preparing students for transitioning out of high school
Student vs LAUSD (OAH 2012) Parent challenged the Districtrsquos decision to
graduate her child with a diploma Parent alleged graduationdiploma was
inappropriate because student was not sufficiently prepared academically socially or functionally for graduation
25
Preparing students for transitioning out of high school
Ruling While the District committed some procedural
violations these violations did not result in a denial of FAPE Student fully earned his high school diploma substantiated by the successful passage of all of his courses
In addition even though the student was unable to pass the CAHSEE at the time state law did not require students with disabilities pass the CAHSEE in order to earn a high school diploma
26
Preparing students for transitioning out of high school
Ruling A school districtrsquos obligation is limited to
developing and providing an IEP reasonably calculated to provide education benefit up to the time of issuance of a high school diploma (or until a student ages out) IDEA does not make achievement of IEP goals a prerequisite for achieving a high school diploma
27
Buthellip 19-year-old male with severe autism
socialemotionalbehavioral issues ITPs were wholly inadequate and not implemented
student had developed no independent living or employment skills (see previous slide)
Graduated from high school with a diploma even though his curriculum was ldquoso thoroughly modified for him that it bore almost no resemblance to the curriculum of his classrdquo He could not read a short story write a sentence or
answer a simple math question ALJ invalidated the diploma entitling student to receive
special education until the end of the school year when he turned 22 years old
(Student v LAUSD (OAH 2013))
28
How to better prepare Special Education students for life after graduation
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
19
Preparing students for transitioning out of high school The solution canrsquot be business as usual
Special Education students need to be offered a rigorous yet meaningful program to assist them in preparing for life after high school Gone are the days where the curriculum offered to Special Ed students is at a slower pace or modified simply because the setting is not general ed (unless specified in an IEP)
20
21
Preparing students for transitioning out of high school
For Special Education students Districts have the added responsibility (starting at age 16 or sooner if needed) of developing a transition plan and goals as part of the IEP
The purpose of the transition plan and goals is to further assist with transitioning planning and preparation
How effective has this process been
22
Preparing students for transitioning out of high school
As statistics reflect schools need to do better preparing Special Ed students in the area of college and career readiness
Are there legal ramifications for Districts who graduate Special Education students with a diploma when statistics reflect many of those students are not prepared for the transition
23
Preparing students for transitioning out of high school
Can a district be held legally responsible when a parent alleges their Special Education child graduated with a diploma unprepared
24
Preparing students for transitioning out of high school
Student vs LAUSD (OAH 2012) Parent challenged the Districtrsquos decision to
graduate her child with a diploma Parent alleged graduationdiploma was
inappropriate because student was not sufficiently prepared academically socially or functionally for graduation
25
Preparing students for transitioning out of high school
Ruling While the District committed some procedural
violations these violations did not result in a denial of FAPE Student fully earned his high school diploma substantiated by the successful passage of all of his courses
In addition even though the student was unable to pass the CAHSEE at the time state law did not require students with disabilities pass the CAHSEE in order to earn a high school diploma
26
Preparing students for transitioning out of high school
Ruling A school districtrsquos obligation is limited to
developing and providing an IEP reasonably calculated to provide education benefit up to the time of issuance of a high school diploma (or until a student ages out) IDEA does not make achievement of IEP goals a prerequisite for achieving a high school diploma
27
Buthellip 19-year-old male with severe autism
socialemotionalbehavioral issues ITPs were wholly inadequate and not implemented
student had developed no independent living or employment skills (see previous slide)
Graduated from high school with a diploma even though his curriculum was ldquoso thoroughly modified for him that it bore almost no resemblance to the curriculum of his classrdquo He could not read a short story write a sentence or
answer a simple math question ALJ invalidated the diploma entitling student to receive
special education until the end of the school year when he turned 22 years old
(Student v LAUSD (OAH 2013))
28
How to better prepare Special Education students for life after graduation
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
20
21
Preparing students for transitioning out of high school
For Special Education students Districts have the added responsibility (starting at age 16 or sooner if needed) of developing a transition plan and goals as part of the IEP
The purpose of the transition plan and goals is to further assist with transitioning planning and preparation
How effective has this process been
22
Preparing students for transitioning out of high school
As statistics reflect schools need to do better preparing Special Ed students in the area of college and career readiness
Are there legal ramifications for Districts who graduate Special Education students with a diploma when statistics reflect many of those students are not prepared for the transition
23
Preparing students for transitioning out of high school
Can a district be held legally responsible when a parent alleges their Special Education child graduated with a diploma unprepared
24
Preparing students for transitioning out of high school
Student vs LAUSD (OAH 2012) Parent challenged the Districtrsquos decision to
graduate her child with a diploma Parent alleged graduationdiploma was
inappropriate because student was not sufficiently prepared academically socially or functionally for graduation
25
Preparing students for transitioning out of high school
Ruling While the District committed some procedural
violations these violations did not result in a denial of FAPE Student fully earned his high school diploma substantiated by the successful passage of all of his courses
In addition even though the student was unable to pass the CAHSEE at the time state law did not require students with disabilities pass the CAHSEE in order to earn a high school diploma
26
Preparing students for transitioning out of high school
Ruling A school districtrsquos obligation is limited to
developing and providing an IEP reasonably calculated to provide education benefit up to the time of issuance of a high school diploma (or until a student ages out) IDEA does not make achievement of IEP goals a prerequisite for achieving a high school diploma
27
Buthellip 19-year-old male with severe autism
socialemotionalbehavioral issues ITPs were wholly inadequate and not implemented
student had developed no independent living or employment skills (see previous slide)
Graduated from high school with a diploma even though his curriculum was ldquoso thoroughly modified for him that it bore almost no resemblance to the curriculum of his classrdquo He could not read a short story write a sentence or
answer a simple math question ALJ invalidated the diploma entitling student to receive
special education until the end of the school year when he turned 22 years old
(Student v LAUSD (OAH 2013))
28
How to better prepare Special Education students for life after graduation
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
21
Preparing students for transitioning out of high school
For Special Education students Districts have the added responsibility (starting at age 16 or sooner if needed) of developing a transition plan and goals as part of the IEP
The purpose of the transition plan and goals is to further assist with transitioning planning and preparation
How effective has this process been
22
Preparing students for transitioning out of high school
As statistics reflect schools need to do better preparing Special Ed students in the area of college and career readiness
Are there legal ramifications for Districts who graduate Special Education students with a diploma when statistics reflect many of those students are not prepared for the transition
23
Preparing students for transitioning out of high school
Can a district be held legally responsible when a parent alleges their Special Education child graduated with a diploma unprepared
24
Preparing students for transitioning out of high school
Student vs LAUSD (OAH 2012) Parent challenged the Districtrsquos decision to
graduate her child with a diploma Parent alleged graduationdiploma was
inappropriate because student was not sufficiently prepared academically socially or functionally for graduation
25
Preparing students for transitioning out of high school
Ruling While the District committed some procedural
violations these violations did not result in a denial of FAPE Student fully earned his high school diploma substantiated by the successful passage of all of his courses
In addition even though the student was unable to pass the CAHSEE at the time state law did not require students with disabilities pass the CAHSEE in order to earn a high school diploma
26
Preparing students for transitioning out of high school
Ruling A school districtrsquos obligation is limited to
developing and providing an IEP reasonably calculated to provide education benefit up to the time of issuance of a high school diploma (or until a student ages out) IDEA does not make achievement of IEP goals a prerequisite for achieving a high school diploma
27
Buthellip 19-year-old male with severe autism
socialemotionalbehavioral issues ITPs were wholly inadequate and not implemented
student had developed no independent living or employment skills (see previous slide)
Graduated from high school with a diploma even though his curriculum was ldquoso thoroughly modified for him that it bore almost no resemblance to the curriculum of his classrdquo He could not read a short story write a sentence or
answer a simple math question ALJ invalidated the diploma entitling student to receive
special education until the end of the school year when he turned 22 years old
(Student v LAUSD (OAH 2013))
28
How to better prepare Special Education students for life after graduation
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
22
Preparing students for transitioning out of high school
As statistics reflect schools need to do better preparing Special Ed students in the area of college and career readiness
Are there legal ramifications for Districts who graduate Special Education students with a diploma when statistics reflect many of those students are not prepared for the transition
23
Preparing students for transitioning out of high school
Can a district be held legally responsible when a parent alleges their Special Education child graduated with a diploma unprepared
24
Preparing students for transitioning out of high school
Student vs LAUSD (OAH 2012) Parent challenged the Districtrsquos decision to
graduate her child with a diploma Parent alleged graduationdiploma was
inappropriate because student was not sufficiently prepared academically socially or functionally for graduation
25
Preparing students for transitioning out of high school
Ruling While the District committed some procedural
violations these violations did not result in a denial of FAPE Student fully earned his high school diploma substantiated by the successful passage of all of his courses
In addition even though the student was unable to pass the CAHSEE at the time state law did not require students with disabilities pass the CAHSEE in order to earn a high school diploma
26
Preparing students for transitioning out of high school
Ruling A school districtrsquos obligation is limited to
developing and providing an IEP reasonably calculated to provide education benefit up to the time of issuance of a high school diploma (or until a student ages out) IDEA does not make achievement of IEP goals a prerequisite for achieving a high school diploma
27
Buthellip 19-year-old male with severe autism
socialemotionalbehavioral issues ITPs were wholly inadequate and not implemented
student had developed no independent living or employment skills (see previous slide)
Graduated from high school with a diploma even though his curriculum was ldquoso thoroughly modified for him that it bore almost no resemblance to the curriculum of his classrdquo He could not read a short story write a sentence or
answer a simple math question ALJ invalidated the diploma entitling student to receive
special education until the end of the school year when he turned 22 years old
(Student v LAUSD (OAH 2013))
28
How to better prepare Special Education students for life after graduation
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
23
Preparing students for transitioning out of high school
Can a district be held legally responsible when a parent alleges their Special Education child graduated with a diploma unprepared
24
Preparing students for transitioning out of high school
Student vs LAUSD (OAH 2012) Parent challenged the Districtrsquos decision to
graduate her child with a diploma Parent alleged graduationdiploma was
inappropriate because student was not sufficiently prepared academically socially or functionally for graduation
25
Preparing students for transitioning out of high school
Ruling While the District committed some procedural
violations these violations did not result in a denial of FAPE Student fully earned his high school diploma substantiated by the successful passage of all of his courses
In addition even though the student was unable to pass the CAHSEE at the time state law did not require students with disabilities pass the CAHSEE in order to earn a high school diploma
26
Preparing students for transitioning out of high school
Ruling A school districtrsquos obligation is limited to
developing and providing an IEP reasonably calculated to provide education benefit up to the time of issuance of a high school diploma (or until a student ages out) IDEA does not make achievement of IEP goals a prerequisite for achieving a high school diploma
27
Buthellip 19-year-old male with severe autism
socialemotionalbehavioral issues ITPs were wholly inadequate and not implemented
student had developed no independent living or employment skills (see previous slide)
Graduated from high school with a diploma even though his curriculum was ldquoso thoroughly modified for him that it bore almost no resemblance to the curriculum of his classrdquo He could not read a short story write a sentence or
answer a simple math question ALJ invalidated the diploma entitling student to receive
special education until the end of the school year when he turned 22 years old
(Student v LAUSD (OAH 2013))
28
How to better prepare Special Education students for life after graduation
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
24
Preparing students for transitioning out of high school
Student vs LAUSD (OAH 2012) Parent challenged the Districtrsquos decision to
graduate her child with a diploma Parent alleged graduationdiploma was
inappropriate because student was not sufficiently prepared academically socially or functionally for graduation
25
Preparing students for transitioning out of high school
Ruling While the District committed some procedural
violations these violations did not result in a denial of FAPE Student fully earned his high school diploma substantiated by the successful passage of all of his courses
In addition even though the student was unable to pass the CAHSEE at the time state law did not require students with disabilities pass the CAHSEE in order to earn a high school diploma
26
Preparing students for transitioning out of high school
Ruling A school districtrsquos obligation is limited to
developing and providing an IEP reasonably calculated to provide education benefit up to the time of issuance of a high school diploma (or until a student ages out) IDEA does not make achievement of IEP goals a prerequisite for achieving a high school diploma
27
Buthellip 19-year-old male with severe autism
socialemotionalbehavioral issues ITPs were wholly inadequate and not implemented
student had developed no independent living or employment skills (see previous slide)
Graduated from high school with a diploma even though his curriculum was ldquoso thoroughly modified for him that it bore almost no resemblance to the curriculum of his classrdquo He could not read a short story write a sentence or
answer a simple math question ALJ invalidated the diploma entitling student to receive
special education until the end of the school year when he turned 22 years old
(Student v LAUSD (OAH 2013))
28
How to better prepare Special Education students for life after graduation
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
25
Preparing students for transitioning out of high school
Ruling While the District committed some procedural
violations these violations did not result in a denial of FAPE Student fully earned his high school diploma substantiated by the successful passage of all of his courses
In addition even though the student was unable to pass the CAHSEE at the time state law did not require students with disabilities pass the CAHSEE in order to earn a high school diploma
26
Preparing students for transitioning out of high school
Ruling A school districtrsquos obligation is limited to
developing and providing an IEP reasonably calculated to provide education benefit up to the time of issuance of a high school diploma (or until a student ages out) IDEA does not make achievement of IEP goals a prerequisite for achieving a high school diploma
27
Buthellip 19-year-old male with severe autism
socialemotionalbehavioral issues ITPs were wholly inadequate and not implemented
student had developed no independent living or employment skills (see previous slide)
Graduated from high school with a diploma even though his curriculum was ldquoso thoroughly modified for him that it bore almost no resemblance to the curriculum of his classrdquo He could not read a short story write a sentence or
answer a simple math question ALJ invalidated the diploma entitling student to receive
special education until the end of the school year when he turned 22 years old
(Student v LAUSD (OAH 2013))
28
How to better prepare Special Education students for life after graduation
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
26
Preparing students for transitioning out of high school
Ruling A school districtrsquos obligation is limited to
developing and providing an IEP reasonably calculated to provide education benefit up to the time of issuance of a high school diploma (or until a student ages out) IDEA does not make achievement of IEP goals a prerequisite for achieving a high school diploma
27
Buthellip 19-year-old male with severe autism
socialemotionalbehavioral issues ITPs were wholly inadequate and not implemented
student had developed no independent living or employment skills (see previous slide)
Graduated from high school with a diploma even though his curriculum was ldquoso thoroughly modified for him that it bore almost no resemblance to the curriculum of his classrdquo He could not read a short story write a sentence or
answer a simple math question ALJ invalidated the diploma entitling student to receive
special education until the end of the school year when he turned 22 years old
(Student v LAUSD (OAH 2013))
28
How to better prepare Special Education students for life after graduation
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
27
Buthellip 19-year-old male with severe autism
socialemotionalbehavioral issues ITPs were wholly inadequate and not implemented
student had developed no independent living or employment skills (see previous slide)
Graduated from high school with a diploma even though his curriculum was ldquoso thoroughly modified for him that it bore almost no resemblance to the curriculum of his classrdquo He could not read a short story write a sentence or
answer a simple math question ALJ invalidated the diploma entitling student to receive
special education until the end of the school year when he turned 22 years old
(Student v LAUSD (OAH 2013))
28
How to better prepare Special Education students for life after graduation
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
28
How to better prepare Special Education students for life after graduation
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
29
When to start
Currently most school districts formally address transition related goals and services when a student turns 16 Is that early enough based on the statistics
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
30
When to start
In order to answer this question it is important to know the skills employers are looking for in applicants
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
31
When to start
In 2013 Forbes magazine published an article entitled ldquoThe 10 skills employers most want in 20-something employeesrdquo
The information was gathered from The National Association of Colleges and Employers a nonprofit group that links college career placement offices with employers
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
32
When to start
The 10 areas identified were1) Ability to work in a team2) Ability to make decisions and problem solve3) Ability to plan organize and prioritize work4) Ability to communicate verbally with people
inside and outside an organization5) Ability to obtain and process information
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
33
When to start
6) Ability to analyze quantitative data7) Technical knowledge related to the job8) Proficiency with computer software
programs9) Ability to create andor edit written
reports10)Ability to sell and influence others
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
34
When to start
7 of the 10 identified areas were not related to academic content or rigor
This should impact the scope of what IEP teams discuss regarding deficit areas
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
35
When to start
Preschool elementary and middle school Special Education IEP teams need to consider these skills when developing IEPs
Many of these skills are embedded in the new state standards and often prevent Special Education students from being successful in the classroom
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
36
When to start
How are these skills addressed in the preschool elementary middle and high school levels
Letrsquos take a closer look at the California Standards and how schools can address these skills within the context of a classroom
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
37
Ability to work in a teamPreschoolCalifornia Preschool Learning Foundations31 Participate in group activities and are beginning to understand and cooperate with social expectations group rules and roles (48 month expectation)31 Participate positively and cooperatively as group members (60 month expectation)
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
38
Ability to work in a team Elementary
According to the California Speaking and Listening Standards as early as kindergarten students are expected to participate in ldquocollaborative conversations with diverse partners about kindergarten topics with peers and adultsrdquo
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
39
Ability to work in a teamElementary By 5th grade students are expected to be
able to ldquoengage effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 5 topics and texts building on othersrsquo ideas and expressing their own clearlyrdquo
Embedded in this standard is the expectation that students follow agreed-upon rules for discussion
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
40
Ability to work in a teamMiddle School
The 8th grade Speaking and Listening standards include a student being able to ldquopose questions that connect the ideas of several speakers and respond to othersrsquo questions and comments with relevant evidence observations and ideasrdquo
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
41
Ability to work in a team High School
By 12th grade students are expected to ldquowork with peers to promote civil democratic discussions and decision-making set clear goals and deadlines and establish individual roles as needed
In addition to ldquoparticipating effectivelyrdquo like in the lower grade standards by high school students are also expected to ldquoinitiaterdquo discussions
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
42
Deficits preventing attainment of standards
Deficits which can prevent Special Education students from being good group members (school and job)1) Inflexibility2) Lack of organizationplanning3) Poor communication skills4) Poor perspective taking skills5) Deficits with task initiation
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
43
Deficits preventing attainment of standards6) Sustaining attention7) Difficulty transitioning from activities8) Lack of impulse control9) Inconsistent attendance10)Difficulty completing tasks in a
specified time frame11)Disagreeing appropriately12)Self-regulation skills
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
44
Deficits preventing attainment of standards13)Frustration tolerance14)Reading and giving nonverbal cues15)Staying on topic16)Being able to consider multiple
options17)Asking questions18)Letting go of control19)Compromisingnegotiating
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
45
Deficits preventing attainment of standards20)Being a good listener21)Establishing and maintaining eye
contact22)Able to use technologymedia
appropriately23)Motivation24)Able to work independently within the
context of a group25)Seeking help from others
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
46
Ability to make decisions and problem solve
How can these skills be embedded in content areas Group projectsworking collaboratively
This is often where Special Education students have difficulty The solution should not be to allow Special Education students to work alone
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
47
Ability to problem solve and make decisions Case study 3rd grade science project Assignment as a group select a disease
from a teacher provided list As a group determine what project you are going to complete (eg PowerPoint oral presentation poster) Assign roles to each member of the group Plan due dates of the individual tasks As a group put together the presentation Present as a group
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
48
Ability to problem solve and make decisions Once an IEP team determines the
skill(s) deficit that would prevent a student from being able to participate in projects like this a goal(s) must be developed to addressed the deficit area(s)
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
49
Ability to problem solve and make decisions Sample goal (disagreeing
appropriately) When working in a small group (no more than 5)
when STUDENT disagrees with what a peer is saying or the peerrsquos opinion he will remain calm (eg take a deep breath and not say anything) and will follow up with a clarifying question about the peerrsquos opinion without displaying inappropriate behaviors (eg yelling leaving the area or crying)hellip
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
50
Ability to problem solve and make decisions Sample goal (reading social cues)
When working in a small group (no more than 5) STUDENT will change his behavior based on the verbal cues (eg ldquostop talkingrdquo ldquowe donrsquot agreerdquo ldquotime to do something differentrdquo) and nonverbal cues (eg peer turning back to student bored or frustrated expression on peerrsquos face) of the group without arguing or ldquogetting stuckrdquo hellip
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
51
Deficits preventing attainment of standards
What skills are the people in the following video lacking
How would these skills prevent them from being viable students and employees
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
52
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
53
Impact of deficits on a childrsquos education
How do expectations change as students move through grade levels
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
54
Impact of deficits on a childrsquos education
Elementary to Middle to High School
Expectations changePlayground to PE to Varsity sportsPE classCircle time to group projects to
collaborativecross-curricular projectsBook reports to class presentations to
presentations that present diverse perspectives
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
55
Impact of deficits on a childrsquos education Playground to PE to Varsity Sports
Skills needed communication skills team playergroup member task initiation flexibility
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
56
Impact of deficits on a childrsquos education Circle time to group projects to
collaborativecross curricular projects
Skills needed communication skills problem solving skills task initiation turn taking skills research skills
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
57
Impact of deficits on a childrsquos education Book reports to class presentations to
presentations that present diverse perspectives
Skills needed research skills public speaking skills perspective taking skills problem solving skills
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
58
How to identify these deficits
If an IEP team suspects a skills deficit will prevent a student from being able to access their education (and ultimately be able to be employed) an assessment should be completed
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
59
The assessment processCalifornia Education Code 56320bull (f) The pupil is assessed in all areas related to the
suspectedbull disability including if appropriate health and
development visionbull including low vision hearing motor abilities
language functionbull general intelligence academic performance
communicative statusbull self-help orientation and mobility skills career and
vocationalbull abilities and interests and social and emotional
status
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
60
The assessment process Student v Montebello USD (OAH 2009)
Parents alleged that a school district failed to appropriately assess the studentrsquos needs regarding postsecondary transition The ALJ noted that the district had ldquoassessed studentrsquos psychoeducational academic speech and language behavioral assistive technology and functional performance levelsrdquo
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
61
The assessment process
Parentrsquos expert opined that he did not believe any of the districtrsquos assessments qualified as transition assessments Noting that the districtrsquos assessments ldquolooked at Studentrsquos unique needs regarding things like staying on task or following directions but only in a classroom environmentrdquo the ALJ found that the parentrsquos expert was persuasive that studentrsquos prevocational skillsneeds should have been assessed by a functional vocational assessment
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
62
The assessment process
What tests are available for Districts to use to determine a skill deficit
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
63
The assessment process
Some standardized norm-referenced tests that can be used (pre-and post transition age)1) Behavior Rating Index of Executive
Functioning (BRIEF)2) Child Behavior Checklist (CBCL)
Preschool-school age3) NEPSY 2 (series of developmental
neuropsychological assessments)
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
64
The assessment processStandardized norm-referenced tests specifically addressing transition issues1) Brigance Transition Skills Inventory2) Career Decision Scales3) Myers-Briggs Type Indicator4) Career Orientation Placement and Evaluation Survey
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
65
The assessment process
In addition informal assessmentschecklists and observations are needed to better assess a childrsquos ability to generalize these skills
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
66
The assessment process
Informal assessments
1) SCANS2) Transferable Skills What do you do
well3) Interests How do you spend your
time4) Naviance5) Picture Interest Career Survey
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
67
Transition AssessmentsBeginning at age 16 (and before when
appropriate) an IEP must contain transition goals and services to address the individual needs of the student
The assessment process
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
68
The assessment process
Results of all standardized transition assessments are included in the Districtrsquos multi-disciplinary report Assessment report must meet all of the Ed Code requirements
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
69
Transition plans
Districts have to develop transition plans for all students by the age of 16 or earlier if needed Standardized norm-referenced testing is not required but student input is
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
70
Transition Assessment to Transition Plan to Goals A transition plan is the section of the
Individualized Education Program (IEP) that outlines transition goals and services for the student
The transition plan is based on a high school students individual needs strengths skills and interests
Transition planning is used to identify and develop goals which are addressed during the current school year to assist the student in meeting hisher post-high school goals
Goals must be developed within the IEP to address needs identified on the Transition Plan
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
71
Transition Plans and Transition Goals The challenge when developing transition
plans and goals is how to bridge the gap between what is expected in the school environment and what is going to be expected in a work andor independent living setting
Transition assessments and observations will help identify those areas needed to bridge the gap
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
72
Transition goals Transition plan Transition services Once an IEP team determines areas of
need for a student these must be included in the transition plan transition goals and transition services (must include at least two areas - training education employment and independent living)
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
73
Transition plan Transition goals and Transition services Transition services are defined as a
coordinated set of coordinated set of activities are designed to be within a results-oriented process that facilitates movement from school to post-school activities
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
74
Transition plans Transition goals Transition services
Examples of transition services Instruction take specific classes
leading toward a career pathway learn and practice social skills learn and practice self-advocacy enroll in SAT prep courses demonstrate time management skills driverrsquos ed course learn and practice computer skills
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
75
Transition plans Transition goals Transition services Parents should be involved in the
transition planning Positive correlation was established between student and parent involvement and the outcomes of the transition plan including ITP goals realizing fruition (Cameto 2005 Newman 2004)
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
76
Transition plan Transition goals Transition services Way to facilitate parent involvement
In LVUSD parents are asked to complete a survey to assist the IEP team in developing transition goals and services unique to that student
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
77
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
78
Transition plan Transition goals Transition services The information from the family is included
in a grid Information is also gleaned from other professionals working with the student
If possible the student is asked to provide information
This grid allows the Special Ed teacher to prioritize activities in domainsareas that would be most crucial for the student to learn
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
79
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
80
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
81
Preparing for life after high school Once the transition goals have been
established instructionprogramming must be implemented
These goals must be directly linked to the studentrsquos goals for life after high school (eg college job vocational school living away from home budgeting money)
For some students that means continuing their education through a Postsecondary Program
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
82
Preparing for life after high school Postsecondary ProgramInstruction The curriculum delivered in the
Postsecondary Program must be functional and continually monitored in terms of its effectiveness
The focus must be on preparing the more severely disabled students for work and independent living
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
83
Preparing for life after high school Postsecondary Program To prepare Postsecondary students for work
and independent living and to meet the requirement of transition services the Las Virgenes Unified School District has adopted the Ventura County SELPArsquos curricular domains which focuses on 7 curricular domains
This framework is the basis for our Postsecondary Program
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
84
Preparing for life after high school Postsecondary ProgramThe 7 curricular domains arebull 1) Self-careindependent livingbull 2) Recreationleisurebull 3) Vocationalbull 4) Community AccessMotor Skillsbull 5) Communicationbull 6) Socialemotionalbull 7) Functional academics
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
85
Preparing for life after high schoolPostsecondary Program Since the focus of the Postsecondary
program is to bridge the gap between school and life after school it is important that students have an opportunity to practice skills outside of the school environment
This is the school districtrsquos last opportunity to work on these needed skills
86
86
87
Preparing for life after high schoolPostsecondary Program In Las Virgenes all of our Postsecondary
students are paid interns through Workability or the Department of Rehabilitation
Students get paid for 170 hours of work experience per school year
Work sites include Sharkyrsquos Mexican Grill TJ Maxx grounds keeping Dannyrsquos Automotive District preschool and elementary schools and the public library
88
Preparing for life after high schoolPostsecondary Program Although we send adult support to
assist students the expectation is that the employers assist in evaluating the students
This assists District staff in evaluating the effectiveness of transition services
How accurate would Special Education personnel be in evaluating students on a job site
89
Preparing for life after high schoolPostsecondary Program Helping students with significant
disabilities make the transition from high school to some degree of self-sufficiency and employment has proved a challenge for schools
90
Preparing for life after high schoolPostsecondary Program In 2007 Advocates for Children of New York
analyzed individuals education plans for Special Education students and found that more than 25 contained no transition planning and 31 had not included the student or family in the planning process
The report recommended that all personnel be better trained and supported in the transition process
91
Why is transition planning important According to a 2014 Government
Accountability Office report students with disabilities face massive challenges using federal services that are supposed to help them transition from high school and into college or the workforce
92
Why is transition planning important Problems stem from having four
uncoordinated federal agencies -- the departments of Education Health and Human Services and Labor as well as the Social Security Administration -- handling related initiatives with little communication
93
Postsecondary Programs
Postsecondary programs do not have to follow the traditional comprehensive school schedule
Districts have flexibility in designing a program tailored more to the individual needs of the student
94
Some key components of an effective Postsecondary Program Students should not have to attend
daily For example some students may take
a community college course 2 days a week and attend a Postsecondary Program 3 days a week
95
Some key components of an effective Postsecondary Program Students may choose after graduating with
their Certificate of Completion to try and obtain a high school diploma to work or attend community college or attend a Districtrsquos Postsecondary Program
In California students have until they reach the age of 22 to work with a district on pursuing these or other options
96
Some key components of an effective Postsecondary Program Postsecondary students can also
continue to be enrolled in high school classes if the IEP team determines this is an appropriate placement to further the studentrsquos transition goals and services
97
Some key components of an effective Postsecondary Program1) Individualized to address studentrsquos
transition goals 2) On-going analysis of a studentrsquos transition
goals and program changes made to reflect any changes
3) Provides transition services to assist student in meeting those goals
4) Includes on-going access to the community5) Addresses education employment and
independent living needs
98
Some key components of an effective Postsecondary Program6) Assists families in accessing agencies
that might assist the student in their adult years
7) Include agencies in the IEP process if possible
8) The program should be tailored to the student Supports should be in place to ensure this occurs
99
Cases
Although some cases address procedural issues of transition planning and services (eg failure to invite student to IEP team meeting) most focus on the substantive adequacy of the ITP
Some examples
100
Failure to Meet Needs of Student with Autism
19 year old male with severe autism socialemotionalbehavioral issues
Unlawfully placed on diploma track and graduated with a diploma (see previous slide)
ALJ District failures ldquoextended to every aspect of Studentrsquos transition planrdquo
Failure to administer comprehensive assessment thus ITP was inadequate and incongruent with studentrsquos unique needs
Sole goal communication of personal preference--vague and unmeasurable
Community experience obtain a driverrsquos license or ID card not realistic
Vocational and postsecondary goals and activities were not individualized to student whose abilities were below what was required to complete them
None of ITP goals and activities had been worked on or completed
Remedy assessment by independent assessor and compensatory ITP
(Student v Los Angeles Unified School Dist (OAH 2013) 62 IDELR 68)
101
Job in Teacherrsquos Office ne Real-World Work 17 year old male with autism
ITP did not address needs for independent living skills or community employment experiences
Vocational goals vague and obsolete Employment training confined to on-campus simulations that
included ldquomock jobrdquo in teacherrsquos office Work was unrelated to studentrsquos interests or aspirations and
did not substitute for ldquoreal-world experiencesrdquo Although student wrote simulated checks and job
applications he could not generalize to the real world He could not shop in a grocery store or use an ATM
Remedy assessment by independent assessor training on bus system job coach (to extend beyond graduation for the period of time equal to the time school did not address vocational needs)
(Student v Horizons Instructional Systems Charter School (OAH 2012) 58 IDELR 145)
102
ITP Was Appropriate 18 year old male with SLD Given studentrsquos intelligence demeanor at hearing and ability to hold
down jobs he was properly given responsibilities in the ITP Student was adequately assessed the ITP accurately reflected his
stated interests and goals and it contained educational community and job experiences and activities related to them which student pursued
The fact that ITP did not emphasize independent living skills such as balancing a checkbook or possessing a driverrsquos license was inconsequential given studentrsquos ability to hold down jobs that he had math skills far beyond those needed to balance a checkbook and that he had sufficient intelligence and reading ability to obtain a driverrsquos license on his own
Need for remedial work in college did not mean his ITP was inappropriate
(Student v Torrance Unified Sch Dist (OAH 2007) 107 LRP 53504)
103
Inadequate Transition Plan = Compensatory Services
17-year-old parochial school student with ADD Transition plan found inadequate in some respects
Only assessment was student interview ITP did not describe any activities to assist student to
attend college in light of his inability to focus organize Remedy assessment and provision of 20 hours of
one-on-one transition services
(Poway Unified Sch Dist (OAH 2007) 107 LRP 45554)
104
Takeaways
Districts should not wait until high school to begin addressing transition needs
District assessments need to include all areas of suspected disability (eg executive functioning skills learning to learn skills pragmatics)
District IEP team members need to deconstruct the Common Core Standards to better determine needed skills
105
Takeaways
Even the more severely impacted students can be better prepared for employment with an effective Postsecondary Program
106
QuestionsComments
107
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
108
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
109
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
110
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
- Transition A Life-Long Process
- Presentation Highlights
- Slide 3
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (6)
- Preparing students for transitioning out of high school (7)
- Preparing students for transitioning out of high school (8)
- Slide 14
- Preparing students for transitioning out of high school (9)
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Slide 20
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (10)
- Preparing students for transitioning out of high school (11)
- Preparing students for transitioning out of high school (12)
- Preparing students for transitioning out of high school (13)
- Preparing students for transitioning out of high school (14)
- Buthellip
- How to better prepare Special Education students for life after
- When to start
- When to start (2)
- When to start (3)
- When to start (4)
- When to start (5)
- When to start (6)
- When to start (7)
- When to start (8)
- Ability to work in a team Preschool
- Ability to work in a team Elementary
- Ability to work in a team Elementary
- Ability to work in a team Middle School
- Ability to work in a team High School
- Deficits preventing attainment of standards
- Deficits preventing attainment of standards (2)
- Deficits preventing attainment of standards (3)
- Deficits preventing attainment of standards (4)
- Ability to make decisions and problem solve
- Ability to problem solve and make decisions
- Ability to problem solve and make decisions (2)
- Ability to problem solve and make decisions (3)
- Ability to problem solve and make decisions (4)
- Deficits preventing attainment of standards (5)
- Slide 52
- Impact of deficits on a childrsquos education
- Impact of deficits on a childrsquos education (2)
- Impact of deficits on a childrsquos education (3)
- Impact of deficits on a childrsquos education (4)
- Impact of deficits on a childrsquos education (5)
- How to identify these deficits
- The assessment process
- The assessment process (2)
- The assessment process
- The assessment process (3)
- The assessment process (4)
- The assessment process (5)
- The assessment process (6)
- The assessment process (7)
- The assessment process (8)
- The assessment process (9)
- Transition plans
- Transition Assessment to Transition Plan to Goals
- Transition Plans and Transition Goals
- Transition goals Transition plan Transition services
- Transition plan Transition goals and Transition services
- Transition plans Transition goals Transition services
- Transition plans Transition goals Transition services (2)
- Transition plan Transition goals Transition services
- Slide 77
- Transition plan Transition goals Transition services (2)
- Slide 79
- Slide 80
- Preparing for life after high school
- Preparing for life after high school Postsecondary Program
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program
- Slide 86
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program (4)
- Preparing for life after high school Postsecondary Program (5)
- Why is transition planning important
- Why is transition planning important (2)
- Postsecondary Programs
- Some key components of an effective Postsecondary Program
- Some key components of an effective Postsecondary Program (2)
- Some key components of an effective Postsecondary Program (3)
- Some key components of an effective Postsecondary Program (4)
- Some key components of an effective Postsecondary Program (5)
- Cases
- Failure to Meet Needs of Student with Autism
- Job in Teacherrsquos Office ne Real-World Work
- ITP Was Appropriate
- Inadequate Transition Plan = Compensatory Services
- Takeaways
- Takeaways (2)
- QuestionsComments
- Slide 107
- Slide 108
- Slide 109
- Slide 110
-
88
Preparing for life after high schoolPostsecondary Program Although we send adult support to
assist students the expectation is that the employers assist in evaluating the students
This assists District staff in evaluating the effectiveness of transition services
How accurate would Special Education personnel be in evaluating students on a job site
89
Preparing for life after high schoolPostsecondary Program Helping students with significant
disabilities make the transition from high school to some degree of self-sufficiency and employment has proved a challenge for schools
90
Preparing for life after high schoolPostsecondary Program In 2007 Advocates for Children of New York
analyzed individuals education plans for Special Education students and found that more than 25 contained no transition planning and 31 had not included the student or family in the planning process
The report recommended that all personnel be better trained and supported in the transition process
91
Why is transition planning important According to a 2014 Government
Accountability Office report students with disabilities face massive challenges using federal services that are supposed to help them transition from high school and into college or the workforce
92
Why is transition planning important Problems stem from having four
uncoordinated federal agencies -- the departments of Education Health and Human Services and Labor as well as the Social Security Administration -- handling related initiatives with little communication
93
Postsecondary Programs
Postsecondary programs do not have to follow the traditional comprehensive school schedule
Districts have flexibility in designing a program tailored more to the individual needs of the student
94
Some key components of an effective Postsecondary Program Students should not have to attend
daily For example some students may take
a community college course 2 days a week and attend a Postsecondary Program 3 days a week
95
Some key components of an effective Postsecondary Program Students may choose after graduating with
their Certificate of Completion to try and obtain a high school diploma to work or attend community college or attend a Districtrsquos Postsecondary Program
In California students have until they reach the age of 22 to work with a district on pursuing these or other options
96
Some key components of an effective Postsecondary Program Postsecondary students can also
continue to be enrolled in high school classes if the IEP team determines this is an appropriate placement to further the studentrsquos transition goals and services
97
Some key components of an effective Postsecondary Program1) Individualized to address studentrsquos
transition goals 2) On-going analysis of a studentrsquos transition
goals and program changes made to reflect any changes
3) Provides transition services to assist student in meeting those goals
4) Includes on-going access to the community5) Addresses education employment and
independent living needs
98
Some key components of an effective Postsecondary Program6) Assists families in accessing agencies
that might assist the student in their adult years
7) Include agencies in the IEP process if possible
8) The program should be tailored to the student Supports should be in place to ensure this occurs
99
Cases
Although some cases address procedural issues of transition planning and services (eg failure to invite student to IEP team meeting) most focus on the substantive adequacy of the ITP
Some examples
100
Failure to Meet Needs of Student with Autism
19 year old male with severe autism socialemotionalbehavioral issues
Unlawfully placed on diploma track and graduated with a diploma (see previous slide)
ALJ District failures ldquoextended to every aspect of Studentrsquos transition planrdquo
Failure to administer comprehensive assessment thus ITP was inadequate and incongruent with studentrsquos unique needs
Sole goal communication of personal preference--vague and unmeasurable
Community experience obtain a driverrsquos license or ID card not realistic
Vocational and postsecondary goals and activities were not individualized to student whose abilities were below what was required to complete them
None of ITP goals and activities had been worked on or completed
Remedy assessment by independent assessor and compensatory ITP
(Student v Los Angeles Unified School Dist (OAH 2013) 62 IDELR 68)
101
Job in Teacherrsquos Office ne Real-World Work 17 year old male with autism
ITP did not address needs for independent living skills or community employment experiences
Vocational goals vague and obsolete Employment training confined to on-campus simulations that
included ldquomock jobrdquo in teacherrsquos office Work was unrelated to studentrsquos interests or aspirations and
did not substitute for ldquoreal-world experiencesrdquo Although student wrote simulated checks and job
applications he could not generalize to the real world He could not shop in a grocery store or use an ATM
Remedy assessment by independent assessor training on bus system job coach (to extend beyond graduation for the period of time equal to the time school did not address vocational needs)
(Student v Horizons Instructional Systems Charter School (OAH 2012) 58 IDELR 145)
102
ITP Was Appropriate 18 year old male with SLD Given studentrsquos intelligence demeanor at hearing and ability to hold
down jobs he was properly given responsibilities in the ITP Student was adequately assessed the ITP accurately reflected his
stated interests and goals and it contained educational community and job experiences and activities related to them which student pursued
The fact that ITP did not emphasize independent living skills such as balancing a checkbook or possessing a driverrsquos license was inconsequential given studentrsquos ability to hold down jobs that he had math skills far beyond those needed to balance a checkbook and that he had sufficient intelligence and reading ability to obtain a driverrsquos license on his own
Need for remedial work in college did not mean his ITP was inappropriate
(Student v Torrance Unified Sch Dist (OAH 2007) 107 LRP 53504)
103
Inadequate Transition Plan = Compensatory Services
17-year-old parochial school student with ADD Transition plan found inadequate in some respects
Only assessment was student interview ITP did not describe any activities to assist student to
attend college in light of his inability to focus organize Remedy assessment and provision of 20 hours of
one-on-one transition services
(Poway Unified Sch Dist (OAH 2007) 107 LRP 45554)
104
Takeaways
Districts should not wait until high school to begin addressing transition needs
District assessments need to include all areas of suspected disability (eg executive functioning skills learning to learn skills pragmatics)
District IEP team members need to deconstruct the Common Core Standards to better determine needed skills
105
Takeaways
Even the more severely impacted students can be better prepared for employment with an effective Postsecondary Program
106
QuestionsComments
107
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
108
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
109
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
110
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
- Transition A Life-Long Process
- Presentation Highlights
- Slide 3
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (6)
- Preparing students for transitioning out of high school (7)
- Preparing students for transitioning out of high school (8)
- Slide 14
- Preparing students for transitioning out of high school (9)
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Slide 20
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (10)
- Preparing students for transitioning out of high school (11)
- Preparing students for transitioning out of high school (12)
- Preparing students for transitioning out of high school (13)
- Preparing students for transitioning out of high school (14)
- Buthellip
- How to better prepare Special Education students for life after
- When to start
- When to start (2)
- When to start (3)
- When to start (4)
- When to start (5)
- When to start (6)
- When to start (7)
- When to start (8)
- Ability to work in a team Preschool
- Ability to work in a team Elementary
- Ability to work in a team Elementary
- Ability to work in a team Middle School
- Ability to work in a team High School
- Deficits preventing attainment of standards
- Deficits preventing attainment of standards (2)
- Deficits preventing attainment of standards (3)
- Deficits preventing attainment of standards (4)
- Ability to make decisions and problem solve
- Ability to problem solve and make decisions
- Ability to problem solve and make decisions (2)
- Ability to problem solve and make decisions (3)
- Ability to problem solve and make decisions (4)
- Deficits preventing attainment of standards (5)
- Slide 52
- Impact of deficits on a childrsquos education
- Impact of deficits on a childrsquos education (2)
- Impact of deficits on a childrsquos education (3)
- Impact of deficits on a childrsquos education (4)
- Impact of deficits on a childrsquos education (5)
- How to identify these deficits
- The assessment process
- The assessment process (2)
- The assessment process
- The assessment process (3)
- The assessment process (4)
- The assessment process (5)
- The assessment process (6)
- The assessment process (7)
- The assessment process (8)
- The assessment process (9)
- Transition plans
- Transition Assessment to Transition Plan to Goals
- Transition Plans and Transition Goals
- Transition goals Transition plan Transition services
- Transition plan Transition goals and Transition services
- Transition plans Transition goals Transition services
- Transition plans Transition goals Transition services (2)
- Transition plan Transition goals Transition services
- Slide 77
- Transition plan Transition goals Transition services (2)
- Slide 79
- Slide 80
- Preparing for life after high school
- Preparing for life after high school Postsecondary Program
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program
- Slide 86
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program (4)
- Preparing for life after high school Postsecondary Program (5)
- Why is transition planning important
- Why is transition planning important (2)
- Postsecondary Programs
- Some key components of an effective Postsecondary Program
- Some key components of an effective Postsecondary Program (2)
- Some key components of an effective Postsecondary Program (3)
- Some key components of an effective Postsecondary Program (4)
- Some key components of an effective Postsecondary Program (5)
- Cases
- Failure to Meet Needs of Student with Autism
- Job in Teacherrsquos Office ne Real-World Work
- ITP Was Appropriate
- Inadequate Transition Plan = Compensatory Services
- Takeaways
- Takeaways (2)
- QuestionsComments
- Slide 107
- Slide 108
- Slide 109
- Slide 110
-
89
Preparing for life after high schoolPostsecondary Program Helping students with significant
disabilities make the transition from high school to some degree of self-sufficiency and employment has proved a challenge for schools
90
Preparing for life after high schoolPostsecondary Program In 2007 Advocates for Children of New York
analyzed individuals education plans for Special Education students and found that more than 25 contained no transition planning and 31 had not included the student or family in the planning process
The report recommended that all personnel be better trained and supported in the transition process
91
Why is transition planning important According to a 2014 Government
Accountability Office report students with disabilities face massive challenges using federal services that are supposed to help them transition from high school and into college or the workforce
92
Why is transition planning important Problems stem from having four
uncoordinated federal agencies -- the departments of Education Health and Human Services and Labor as well as the Social Security Administration -- handling related initiatives with little communication
93
Postsecondary Programs
Postsecondary programs do not have to follow the traditional comprehensive school schedule
Districts have flexibility in designing a program tailored more to the individual needs of the student
94
Some key components of an effective Postsecondary Program Students should not have to attend
daily For example some students may take
a community college course 2 days a week and attend a Postsecondary Program 3 days a week
95
Some key components of an effective Postsecondary Program Students may choose after graduating with
their Certificate of Completion to try and obtain a high school diploma to work or attend community college or attend a Districtrsquos Postsecondary Program
In California students have until they reach the age of 22 to work with a district on pursuing these or other options
96
Some key components of an effective Postsecondary Program Postsecondary students can also
continue to be enrolled in high school classes if the IEP team determines this is an appropriate placement to further the studentrsquos transition goals and services
97
Some key components of an effective Postsecondary Program1) Individualized to address studentrsquos
transition goals 2) On-going analysis of a studentrsquos transition
goals and program changes made to reflect any changes
3) Provides transition services to assist student in meeting those goals
4) Includes on-going access to the community5) Addresses education employment and
independent living needs
98
Some key components of an effective Postsecondary Program6) Assists families in accessing agencies
that might assist the student in their adult years
7) Include agencies in the IEP process if possible
8) The program should be tailored to the student Supports should be in place to ensure this occurs
99
Cases
Although some cases address procedural issues of transition planning and services (eg failure to invite student to IEP team meeting) most focus on the substantive adequacy of the ITP
Some examples
100
Failure to Meet Needs of Student with Autism
19 year old male with severe autism socialemotionalbehavioral issues
Unlawfully placed on diploma track and graduated with a diploma (see previous slide)
ALJ District failures ldquoextended to every aspect of Studentrsquos transition planrdquo
Failure to administer comprehensive assessment thus ITP was inadequate and incongruent with studentrsquos unique needs
Sole goal communication of personal preference--vague and unmeasurable
Community experience obtain a driverrsquos license or ID card not realistic
Vocational and postsecondary goals and activities were not individualized to student whose abilities were below what was required to complete them
None of ITP goals and activities had been worked on or completed
Remedy assessment by independent assessor and compensatory ITP
(Student v Los Angeles Unified School Dist (OAH 2013) 62 IDELR 68)
101
Job in Teacherrsquos Office ne Real-World Work 17 year old male with autism
ITP did not address needs for independent living skills or community employment experiences
Vocational goals vague and obsolete Employment training confined to on-campus simulations that
included ldquomock jobrdquo in teacherrsquos office Work was unrelated to studentrsquos interests or aspirations and
did not substitute for ldquoreal-world experiencesrdquo Although student wrote simulated checks and job
applications he could not generalize to the real world He could not shop in a grocery store or use an ATM
Remedy assessment by independent assessor training on bus system job coach (to extend beyond graduation for the period of time equal to the time school did not address vocational needs)
(Student v Horizons Instructional Systems Charter School (OAH 2012) 58 IDELR 145)
102
ITP Was Appropriate 18 year old male with SLD Given studentrsquos intelligence demeanor at hearing and ability to hold
down jobs he was properly given responsibilities in the ITP Student was adequately assessed the ITP accurately reflected his
stated interests and goals and it contained educational community and job experiences and activities related to them which student pursued
The fact that ITP did not emphasize independent living skills such as balancing a checkbook or possessing a driverrsquos license was inconsequential given studentrsquos ability to hold down jobs that he had math skills far beyond those needed to balance a checkbook and that he had sufficient intelligence and reading ability to obtain a driverrsquos license on his own
Need for remedial work in college did not mean his ITP was inappropriate
(Student v Torrance Unified Sch Dist (OAH 2007) 107 LRP 53504)
103
Inadequate Transition Plan = Compensatory Services
17-year-old parochial school student with ADD Transition plan found inadequate in some respects
Only assessment was student interview ITP did not describe any activities to assist student to
attend college in light of his inability to focus organize Remedy assessment and provision of 20 hours of
one-on-one transition services
(Poway Unified Sch Dist (OAH 2007) 107 LRP 45554)
104
Takeaways
Districts should not wait until high school to begin addressing transition needs
District assessments need to include all areas of suspected disability (eg executive functioning skills learning to learn skills pragmatics)
District IEP team members need to deconstruct the Common Core Standards to better determine needed skills
105
Takeaways
Even the more severely impacted students can be better prepared for employment with an effective Postsecondary Program
106
QuestionsComments
107
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
108
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
109
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
110
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
- Transition A Life-Long Process
- Presentation Highlights
- Slide 3
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (6)
- Preparing students for transitioning out of high school (7)
- Preparing students for transitioning out of high school (8)
- Slide 14
- Preparing students for transitioning out of high school (9)
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Slide 20
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (10)
- Preparing students for transitioning out of high school (11)
- Preparing students for transitioning out of high school (12)
- Preparing students for transitioning out of high school (13)
- Preparing students for transitioning out of high school (14)
- Buthellip
- How to better prepare Special Education students for life after
- When to start
- When to start (2)
- When to start (3)
- When to start (4)
- When to start (5)
- When to start (6)
- When to start (7)
- When to start (8)
- Ability to work in a team Preschool
- Ability to work in a team Elementary
- Ability to work in a team Elementary
- Ability to work in a team Middle School
- Ability to work in a team High School
- Deficits preventing attainment of standards
- Deficits preventing attainment of standards (2)
- Deficits preventing attainment of standards (3)
- Deficits preventing attainment of standards (4)
- Ability to make decisions and problem solve
- Ability to problem solve and make decisions
- Ability to problem solve and make decisions (2)
- Ability to problem solve and make decisions (3)
- Ability to problem solve and make decisions (4)
- Deficits preventing attainment of standards (5)
- Slide 52
- Impact of deficits on a childrsquos education
- Impact of deficits on a childrsquos education (2)
- Impact of deficits on a childrsquos education (3)
- Impact of deficits on a childrsquos education (4)
- Impact of deficits on a childrsquos education (5)
- How to identify these deficits
- The assessment process
- The assessment process (2)
- The assessment process
- The assessment process (3)
- The assessment process (4)
- The assessment process (5)
- The assessment process (6)
- The assessment process (7)
- The assessment process (8)
- The assessment process (9)
- Transition plans
- Transition Assessment to Transition Plan to Goals
- Transition Plans and Transition Goals
- Transition goals Transition plan Transition services
- Transition plan Transition goals and Transition services
- Transition plans Transition goals Transition services
- Transition plans Transition goals Transition services (2)
- Transition plan Transition goals Transition services
- Slide 77
- Transition plan Transition goals Transition services (2)
- Slide 79
- Slide 80
- Preparing for life after high school
- Preparing for life after high school Postsecondary Program
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program
- Slide 86
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program (4)
- Preparing for life after high school Postsecondary Program (5)
- Why is transition planning important
- Why is transition planning important (2)
- Postsecondary Programs
- Some key components of an effective Postsecondary Program
- Some key components of an effective Postsecondary Program (2)
- Some key components of an effective Postsecondary Program (3)
- Some key components of an effective Postsecondary Program (4)
- Some key components of an effective Postsecondary Program (5)
- Cases
- Failure to Meet Needs of Student with Autism
- Job in Teacherrsquos Office ne Real-World Work
- ITP Was Appropriate
- Inadequate Transition Plan = Compensatory Services
- Takeaways
- Takeaways (2)
- QuestionsComments
- Slide 107
- Slide 108
- Slide 109
- Slide 110
-
90
Preparing for life after high schoolPostsecondary Program In 2007 Advocates for Children of New York
analyzed individuals education plans for Special Education students and found that more than 25 contained no transition planning and 31 had not included the student or family in the planning process
The report recommended that all personnel be better trained and supported in the transition process
91
Why is transition planning important According to a 2014 Government
Accountability Office report students with disabilities face massive challenges using federal services that are supposed to help them transition from high school and into college or the workforce
92
Why is transition planning important Problems stem from having four
uncoordinated federal agencies -- the departments of Education Health and Human Services and Labor as well as the Social Security Administration -- handling related initiatives with little communication
93
Postsecondary Programs
Postsecondary programs do not have to follow the traditional comprehensive school schedule
Districts have flexibility in designing a program tailored more to the individual needs of the student
94
Some key components of an effective Postsecondary Program Students should not have to attend
daily For example some students may take
a community college course 2 days a week and attend a Postsecondary Program 3 days a week
95
Some key components of an effective Postsecondary Program Students may choose after graduating with
their Certificate of Completion to try and obtain a high school diploma to work or attend community college or attend a Districtrsquos Postsecondary Program
In California students have until they reach the age of 22 to work with a district on pursuing these or other options
96
Some key components of an effective Postsecondary Program Postsecondary students can also
continue to be enrolled in high school classes if the IEP team determines this is an appropriate placement to further the studentrsquos transition goals and services
97
Some key components of an effective Postsecondary Program1) Individualized to address studentrsquos
transition goals 2) On-going analysis of a studentrsquos transition
goals and program changes made to reflect any changes
3) Provides transition services to assist student in meeting those goals
4) Includes on-going access to the community5) Addresses education employment and
independent living needs
98
Some key components of an effective Postsecondary Program6) Assists families in accessing agencies
that might assist the student in their adult years
7) Include agencies in the IEP process if possible
8) The program should be tailored to the student Supports should be in place to ensure this occurs
99
Cases
Although some cases address procedural issues of transition planning and services (eg failure to invite student to IEP team meeting) most focus on the substantive adequacy of the ITP
Some examples
100
Failure to Meet Needs of Student with Autism
19 year old male with severe autism socialemotionalbehavioral issues
Unlawfully placed on diploma track and graduated with a diploma (see previous slide)
ALJ District failures ldquoextended to every aspect of Studentrsquos transition planrdquo
Failure to administer comprehensive assessment thus ITP was inadequate and incongruent with studentrsquos unique needs
Sole goal communication of personal preference--vague and unmeasurable
Community experience obtain a driverrsquos license or ID card not realistic
Vocational and postsecondary goals and activities were not individualized to student whose abilities were below what was required to complete them
None of ITP goals and activities had been worked on or completed
Remedy assessment by independent assessor and compensatory ITP
(Student v Los Angeles Unified School Dist (OAH 2013) 62 IDELR 68)
101
Job in Teacherrsquos Office ne Real-World Work 17 year old male with autism
ITP did not address needs for independent living skills or community employment experiences
Vocational goals vague and obsolete Employment training confined to on-campus simulations that
included ldquomock jobrdquo in teacherrsquos office Work was unrelated to studentrsquos interests or aspirations and
did not substitute for ldquoreal-world experiencesrdquo Although student wrote simulated checks and job
applications he could not generalize to the real world He could not shop in a grocery store or use an ATM
Remedy assessment by independent assessor training on bus system job coach (to extend beyond graduation for the period of time equal to the time school did not address vocational needs)
(Student v Horizons Instructional Systems Charter School (OAH 2012) 58 IDELR 145)
102
ITP Was Appropriate 18 year old male with SLD Given studentrsquos intelligence demeanor at hearing and ability to hold
down jobs he was properly given responsibilities in the ITP Student was adequately assessed the ITP accurately reflected his
stated interests and goals and it contained educational community and job experiences and activities related to them which student pursued
The fact that ITP did not emphasize independent living skills such as balancing a checkbook or possessing a driverrsquos license was inconsequential given studentrsquos ability to hold down jobs that he had math skills far beyond those needed to balance a checkbook and that he had sufficient intelligence and reading ability to obtain a driverrsquos license on his own
Need for remedial work in college did not mean his ITP was inappropriate
(Student v Torrance Unified Sch Dist (OAH 2007) 107 LRP 53504)
103
Inadequate Transition Plan = Compensatory Services
17-year-old parochial school student with ADD Transition plan found inadequate in some respects
Only assessment was student interview ITP did not describe any activities to assist student to
attend college in light of his inability to focus organize Remedy assessment and provision of 20 hours of
one-on-one transition services
(Poway Unified Sch Dist (OAH 2007) 107 LRP 45554)
104
Takeaways
Districts should not wait until high school to begin addressing transition needs
District assessments need to include all areas of suspected disability (eg executive functioning skills learning to learn skills pragmatics)
District IEP team members need to deconstruct the Common Core Standards to better determine needed skills
105
Takeaways
Even the more severely impacted students can be better prepared for employment with an effective Postsecondary Program
106
QuestionsComments
107
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
108
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
109
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
110
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
- Transition A Life-Long Process
- Presentation Highlights
- Slide 3
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (6)
- Preparing students for transitioning out of high school (7)
- Preparing students for transitioning out of high school (8)
- Slide 14
- Preparing students for transitioning out of high school (9)
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Slide 20
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (10)
- Preparing students for transitioning out of high school (11)
- Preparing students for transitioning out of high school (12)
- Preparing students for transitioning out of high school (13)
- Preparing students for transitioning out of high school (14)
- Buthellip
- How to better prepare Special Education students for life after
- When to start
- When to start (2)
- When to start (3)
- When to start (4)
- When to start (5)
- When to start (6)
- When to start (7)
- When to start (8)
- Ability to work in a team Preschool
- Ability to work in a team Elementary
- Ability to work in a team Elementary
- Ability to work in a team Middle School
- Ability to work in a team High School
- Deficits preventing attainment of standards
- Deficits preventing attainment of standards (2)
- Deficits preventing attainment of standards (3)
- Deficits preventing attainment of standards (4)
- Ability to make decisions and problem solve
- Ability to problem solve and make decisions
- Ability to problem solve and make decisions (2)
- Ability to problem solve and make decisions (3)
- Ability to problem solve and make decisions (4)
- Deficits preventing attainment of standards (5)
- Slide 52
- Impact of deficits on a childrsquos education
- Impact of deficits on a childrsquos education (2)
- Impact of deficits on a childrsquos education (3)
- Impact of deficits on a childrsquos education (4)
- Impact of deficits on a childrsquos education (5)
- How to identify these deficits
- The assessment process
- The assessment process (2)
- The assessment process
- The assessment process (3)
- The assessment process (4)
- The assessment process (5)
- The assessment process (6)
- The assessment process (7)
- The assessment process (8)
- The assessment process (9)
- Transition plans
- Transition Assessment to Transition Plan to Goals
- Transition Plans and Transition Goals
- Transition goals Transition plan Transition services
- Transition plan Transition goals and Transition services
- Transition plans Transition goals Transition services
- Transition plans Transition goals Transition services (2)
- Transition plan Transition goals Transition services
- Slide 77
- Transition plan Transition goals Transition services (2)
- Slide 79
- Slide 80
- Preparing for life after high school
- Preparing for life after high school Postsecondary Program
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program
- Slide 86
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program (4)
- Preparing for life after high school Postsecondary Program (5)
- Why is transition planning important
- Why is transition planning important (2)
- Postsecondary Programs
- Some key components of an effective Postsecondary Program
- Some key components of an effective Postsecondary Program (2)
- Some key components of an effective Postsecondary Program (3)
- Some key components of an effective Postsecondary Program (4)
- Some key components of an effective Postsecondary Program (5)
- Cases
- Failure to Meet Needs of Student with Autism
- Job in Teacherrsquos Office ne Real-World Work
- ITP Was Appropriate
- Inadequate Transition Plan = Compensatory Services
- Takeaways
- Takeaways (2)
- QuestionsComments
- Slide 107
- Slide 108
- Slide 109
- Slide 110
-
91
Why is transition planning important According to a 2014 Government
Accountability Office report students with disabilities face massive challenges using federal services that are supposed to help them transition from high school and into college or the workforce
92
Why is transition planning important Problems stem from having four
uncoordinated federal agencies -- the departments of Education Health and Human Services and Labor as well as the Social Security Administration -- handling related initiatives with little communication
93
Postsecondary Programs
Postsecondary programs do not have to follow the traditional comprehensive school schedule
Districts have flexibility in designing a program tailored more to the individual needs of the student
94
Some key components of an effective Postsecondary Program Students should not have to attend
daily For example some students may take
a community college course 2 days a week and attend a Postsecondary Program 3 days a week
95
Some key components of an effective Postsecondary Program Students may choose after graduating with
their Certificate of Completion to try and obtain a high school diploma to work or attend community college or attend a Districtrsquos Postsecondary Program
In California students have until they reach the age of 22 to work with a district on pursuing these or other options
96
Some key components of an effective Postsecondary Program Postsecondary students can also
continue to be enrolled in high school classes if the IEP team determines this is an appropriate placement to further the studentrsquos transition goals and services
97
Some key components of an effective Postsecondary Program1) Individualized to address studentrsquos
transition goals 2) On-going analysis of a studentrsquos transition
goals and program changes made to reflect any changes
3) Provides transition services to assist student in meeting those goals
4) Includes on-going access to the community5) Addresses education employment and
independent living needs
98
Some key components of an effective Postsecondary Program6) Assists families in accessing agencies
that might assist the student in their adult years
7) Include agencies in the IEP process if possible
8) The program should be tailored to the student Supports should be in place to ensure this occurs
99
Cases
Although some cases address procedural issues of transition planning and services (eg failure to invite student to IEP team meeting) most focus on the substantive adequacy of the ITP
Some examples
100
Failure to Meet Needs of Student with Autism
19 year old male with severe autism socialemotionalbehavioral issues
Unlawfully placed on diploma track and graduated with a diploma (see previous slide)
ALJ District failures ldquoextended to every aspect of Studentrsquos transition planrdquo
Failure to administer comprehensive assessment thus ITP was inadequate and incongruent with studentrsquos unique needs
Sole goal communication of personal preference--vague and unmeasurable
Community experience obtain a driverrsquos license or ID card not realistic
Vocational and postsecondary goals and activities were not individualized to student whose abilities were below what was required to complete them
None of ITP goals and activities had been worked on or completed
Remedy assessment by independent assessor and compensatory ITP
(Student v Los Angeles Unified School Dist (OAH 2013) 62 IDELR 68)
101
Job in Teacherrsquos Office ne Real-World Work 17 year old male with autism
ITP did not address needs for independent living skills or community employment experiences
Vocational goals vague and obsolete Employment training confined to on-campus simulations that
included ldquomock jobrdquo in teacherrsquos office Work was unrelated to studentrsquos interests or aspirations and
did not substitute for ldquoreal-world experiencesrdquo Although student wrote simulated checks and job
applications he could not generalize to the real world He could not shop in a grocery store or use an ATM
Remedy assessment by independent assessor training on bus system job coach (to extend beyond graduation for the period of time equal to the time school did not address vocational needs)
(Student v Horizons Instructional Systems Charter School (OAH 2012) 58 IDELR 145)
102
ITP Was Appropriate 18 year old male with SLD Given studentrsquos intelligence demeanor at hearing and ability to hold
down jobs he was properly given responsibilities in the ITP Student was adequately assessed the ITP accurately reflected his
stated interests and goals and it contained educational community and job experiences and activities related to them which student pursued
The fact that ITP did not emphasize independent living skills such as balancing a checkbook or possessing a driverrsquos license was inconsequential given studentrsquos ability to hold down jobs that he had math skills far beyond those needed to balance a checkbook and that he had sufficient intelligence and reading ability to obtain a driverrsquos license on his own
Need for remedial work in college did not mean his ITP was inappropriate
(Student v Torrance Unified Sch Dist (OAH 2007) 107 LRP 53504)
103
Inadequate Transition Plan = Compensatory Services
17-year-old parochial school student with ADD Transition plan found inadequate in some respects
Only assessment was student interview ITP did not describe any activities to assist student to
attend college in light of his inability to focus organize Remedy assessment and provision of 20 hours of
one-on-one transition services
(Poway Unified Sch Dist (OAH 2007) 107 LRP 45554)
104
Takeaways
Districts should not wait until high school to begin addressing transition needs
District assessments need to include all areas of suspected disability (eg executive functioning skills learning to learn skills pragmatics)
District IEP team members need to deconstruct the Common Core Standards to better determine needed skills
105
Takeaways
Even the more severely impacted students can be better prepared for employment with an effective Postsecondary Program
106
QuestionsComments
107
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
108
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
109
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
110
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
- Transition A Life-Long Process
- Presentation Highlights
- Slide 3
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (6)
- Preparing students for transitioning out of high school (7)
- Preparing students for transitioning out of high school (8)
- Slide 14
- Preparing students for transitioning out of high school (9)
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Slide 20
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (10)
- Preparing students for transitioning out of high school (11)
- Preparing students for transitioning out of high school (12)
- Preparing students for transitioning out of high school (13)
- Preparing students for transitioning out of high school (14)
- Buthellip
- How to better prepare Special Education students for life after
- When to start
- When to start (2)
- When to start (3)
- When to start (4)
- When to start (5)
- When to start (6)
- When to start (7)
- When to start (8)
- Ability to work in a team Preschool
- Ability to work in a team Elementary
- Ability to work in a team Elementary
- Ability to work in a team Middle School
- Ability to work in a team High School
- Deficits preventing attainment of standards
- Deficits preventing attainment of standards (2)
- Deficits preventing attainment of standards (3)
- Deficits preventing attainment of standards (4)
- Ability to make decisions and problem solve
- Ability to problem solve and make decisions
- Ability to problem solve and make decisions (2)
- Ability to problem solve and make decisions (3)
- Ability to problem solve and make decisions (4)
- Deficits preventing attainment of standards (5)
- Slide 52
- Impact of deficits on a childrsquos education
- Impact of deficits on a childrsquos education (2)
- Impact of deficits on a childrsquos education (3)
- Impact of deficits on a childrsquos education (4)
- Impact of deficits on a childrsquos education (5)
- How to identify these deficits
- The assessment process
- The assessment process (2)
- The assessment process
- The assessment process (3)
- The assessment process (4)
- The assessment process (5)
- The assessment process (6)
- The assessment process (7)
- The assessment process (8)
- The assessment process (9)
- Transition plans
- Transition Assessment to Transition Plan to Goals
- Transition Plans and Transition Goals
- Transition goals Transition plan Transition services
- Transition plan Transition goals and Transition services
- Transition plans Transition goals Transition services
- Transition plans Transition goals Transition services (2)
- Transition plan Transition goals Transition services
- Slide 77
- Transition plan Transition goals Transition services (2)
- Slide 79
- Slide 80
- Preparing for life after high school
- Preparing for life after high school Postsecondary Program
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program
- Slide 86
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program (4)
- Preparing for life after high school Postsecondary Program (5)
- Why is transition planning important
- Why is transition planning important (2)
- Postsecondary Programs
- Some key components of an effective Postsecondary Program
- Some key components of an effective Postsecondary Program (2)
- Some key components of an effective Postsecondary Program (3)
- Some key components of an effective Postsecondary Program (4)
- Some key components of an effective Postsecondary Program (5)
- Cases
- Failure to Meet Needs of Student with Autism
- Job in Teacherrsquos Office ne Real-World Work
- ITP Was Appropriate
- Inadequate Transition Plan = Compensatory Services
- Takeaways
- Takeaways (2)
- QuestionsComments
- Slide 107
- Slide 108
- Slide 109
- Slide 110
-
92
Why is transition planning important Problems stem from having four
uncoordinated federal agencies -- the departments of Education Health and Human Services and Labor as well as the Social Security Administration -- handling related initiatives with little communication
93
Postsecondary Programs
Postsecondary programs do not have to follow the traditional comprehensive school schedule
Districts have flexibility in designing a program tailored more to the individual needs of the student
94
Some key components of an effective Postsecondary Program Students should not have to attend
daily For example some students may take
a community college course 2 days a week and attend a Postsecondary Program 3 days a week
95
Some key components of an effective Postsecondary Program Students may choose after graduating with
their Certificate of Completion to try and obtain a high school diploma to work or attend community college or attend a Districtrsquos Postsecondary Program
In California students have until they reach the age of 22 to work with a district on pursuing these or other options
96
Some key components of an effective Postsecondary Program Postsecondary students can also
continue to be enrolled in high school classes if the IEP team determines this is an appropriate placement to further the studentrsquos transition goals and services
97
Some key components of an effective Postsecondary Program1) Individualized to address studentrsquos
transition goals 2) On-going analysis of a studentrsquos transition
goals and program changes made to reflect any changes
3) Provides transition services to assist student in meeting those goals
4) Includes on-going access to the community5) Addresses education employment and
independent living needs
98
Some key components of an effective Postsecondary Program6) Assists families in accessing agencies
that might assist the student in their adult years
7) Include agencies in the IEP process if possible
8) The program should be tailored to the student Supports should be in place to ensure this occurs
99
Cases
Although some cases address procedural issues of transition planning and services (eg failure to invite student to IEP team meeting) most focus on the substantive adequacy of the ITP
Some examples
100
Failure to Meet Needs of Student with Autism
19 year old male with severe autism socialemotionalbehavioral issues
Unlawfully placed on diploma track and graduated with a diploma (see previous slide)
ALJ District failures ldquoextended to every aspect of Studentrsquos transition planrdquo
Failure to administer comprehensive assessment thus ITP was inadequate and incongruent with studentrsquos unique needs
Sole goal communication of personal preference--vague and unmeasurable
Community experience obtain a driverrsquos license or ID card not realistic
Vocational and postsecondary goals and activities were not individualized to student whose abilities were below what was required to complete them
None of ITP goals and activities had been worked on or completed
Remedy assessment by independent assessor and compensatory ITP
(Student v Los Angeles Unified School Dist (OAH 2013) 62 IDELR 68)
101
Job in Teacherrsquos Office ne Real-World Work 17 year old male with autism
ITP did not address needs for independent living skills or community employment experiences
Vocational goals vague and obsolete Employment training confined to on-campus simulations that
included ldquomock jobrdquo in teacherrsquos office Work was unrelated to studentrsquos interests or aspirations and
did not substitute for ldquoreal-world experiencesrdquo Although student wrote simulated checks and job
applications he could not generalize to the real world He could not shop in a grocery store or use an ATM
Remedy assessment by independent assessor training on bus system job coach (to extend beyond graduation for the period of time equal to the time school did not address vocational needs)
(Student v Horizons Instructional Systems Charter School (OAH 2012) 58 IDELR 145)
102
ITP Was Appropriate 18 year old male with SLD Given studentrsquos intelligence demeanor at hearing and ability to hold
down jobs he was properly given responsibilities in the ITP Student was adequately assessed the ITP accurately reflected his
stated interests and goals and it contained educational community and job experiences and activities related to them which student pursued
The fact that ITP did not emphasize independent living skills such as balancing a checkbook or possessing a driverrsquos license was inconsequential given studentrsquos ability to hold down jobs that he had math skills far beyond those needed to balance a checkbook and that he had sufficient intelligence and reading ability to obtain a driverrsquos license on his own
Need for remedial work in college did not mean his ITP was inappropriate
(Student v Torrance Unified Sch Dist (OAH 2007) 107 LRP 53504)
103
Inadequate Transition Plan = Compensatory Services
17-year-old parochial school student with ADD Transition plan found inadequate in some respects
Only assessment was student interview ITP did not describe any activities to assist student to
attend college in light of his inability to focus organize Remedy assessment and provision of 20 hours of
one-on-one transition services
(Poway Unified Sch Dist (OAH 2007) 107 LRP 45554)
104
Takeaways
Districts should not wait until high school to begin addressing transition needs
District assessments need to include all areas of suspected disability (eg executive functioning skills learning to learn skills pragmatics)
District IEP team members need to deconstruct the Common Core Standards to better determine needed skills
105
Takeaways
Even the more severely impacted students can be better prepared for employment with an effective Postsecondary Program
106
QuestionsComments
107
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
108
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
109
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
110
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
- Transition A Life-Long Process
- Presentation Highlights
- Slide 3
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (6)
- Preparing students for transitioning out of high school (7)
- Preparing students for transitioning out of high school (8)
- Slide 14
- Preparing students for transitioning out of high school (9)
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Slide 20
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (10)
- Preparing students for transitioning out of high school (11)
- Preparing students for transitioning out of high school (12)
- Preparing students for transitioning out of high school (13)
- Preparing students for transitioning out of high school (14)
- Buthellip
- How to better prepare Special Education students for life after
- When to start
- When to start (2)
- When to start (3)
- When to start (4)
- When to start (5)
- When to start (6)
- When to start (7)
- When to start (8)
- Ability to work in a team Preschool
- Ability to work in a team Elementary
- Ability to work in a team Elementary
- Ability to work in a team Middle School
- Ability to work in a team High School
- Deficits preventing attainment of standards
- Deficits preventing attainment of standards (2)
- Deficits preventing attainment of standards (3)
- Deficits preventing attainment of standards (4)
- Ability to make decisions and problem solve
- Ability to problem solve and make decisions
- Ability to problem solve and make decisions (2)
- Ability to problem solve and make decisions (3)
- Ability to problem solve and make decisions (4)
- Deficits preventing attainment of standards (5)
- Slide 52
- Impact of deficits on a childrsquos education
- Impact of deficits on a childrsquos education (2)
- Impact of deficits on a childrsquos education (3)
- Impact of deficits on a childrsquos education (4)
- Impact of deficits on a childrsquos education (5)
- How to identify these deficits
- The assessment process
- The assessment process (2)
- The assessment process
- The assessment process (3)
- The assessment process (4)
- The assessment process (5)
- The assessment process (6)
- The assessment process (7)
- The assessment process (8)
- The assessment process (9)
- Transition plans
- Transition Assessment to Transition Plan to Goals
- Transition Plans and Transition Goals
- Transition goals Transition plan Transition services
- Transition plan Transition goals and Transition services
- Transition plans Transition goals Transition services
- Transition plans Transition goals Transition services (2)
- Transition plan Transition goals Transition services
- Slide 77
- Transition plan Transition goals Transition services (2)
- Slide 79
- Slide 80
- Preparing for life after high school
- Preparing for life after high school Postsecondary Program
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program
- Slide 86
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program (4)
- Preparing for life after high school Postsecondary Program (5)
- Why is transition planning important
- Why is transition planning important (2)
- Postsecondary Programs
- Some key components of an effective Postsecondary Program
- Some key components of an effective Postsecondary Program (2)
- Some key components of an effective Postsecondary Program (3)
- Some key components of an effective Postsecondary Program (4)
- Some key components of an effective Postsecondary Program (5)
- Cases
- Failure to Meet Needs of Student with Autism
- Job in Teacherrsquos Office ne Real-World Work
- ITP Was Appropriate
- Inadequate Transition Plan = Compensatory Services
- Takeaways
- Takeaways (2)
- QuestionsComments
- Slide 107
- Slide 108
- Slide 109
- Slide 110
-
93
Postsecondary Programs
Postsecondary programs do not have to follow the traditional comprehensive school schedule
Districts have flexibility in designing a program tailored more to the individual needs of the student
94
Some key components of an effective Postsecondary Program Students should not have to attend
daily For example some students may take
a community college course 2 days a week and attend a Postsecondary Program 3 days a week
95
Some key components of an effective Postsecondary Program Students may choose after graduating with
their Certificate of Completion to try and obtain a high school diploma to work or attend community college or attend a Districtrsquos Postsecondary Program
In California students have until they reach the age of 22 to work with a district on pursuing these or other options
96
Some key components of an effective Postsecondary Program Postsecondary students can also
continue to be enrolled in high school classes if the IEP team determines this is an appropriate placement to further the studentrsquos transition goals and services
97
Some key components of an effective Postsecondary Program1) Individualized to address studentrsquos
transition goals 2) On-going analysis of a studentrsquos transition
goals and program changes made to reflect any changes
3) Provides transition services to assist student in meeting those goals
4) Includes on-going access to the community5) Addresses education employment and
independent living needs
98
Some key components of an effective Postsecondary Program6) Assists families in accessing agencies
that might assist the student in their adult years
7) Include agencies in the IEP process if possible
8) The program should be tailored to the student Supports should be in place to ensure this occurs
99
Cases
Although some cases address procedural issues of transition planning and services (eg failure to invite student to IEP team meeting) most focus on the substantive adequacy of the ITP
Some examples
100
Failure to Meet Needs of Student with Autism
19 year old male with severe autism socialemotionalbehavioral issues
Unlawfully placed on diploma track and graduated with a diploma (see previous slide)
ALJ District failures ldquoextended to every aspect of Studentrsquos transition planrdquo
Failure to administer comprehensive assessment thus ITP was inadequate and incongruent with studentrsquos unique needs
Sole goal communication of personal preference--vague and unmeasurable
Community experience obtain a driverrsquos license or ID card not realistic
Vocational and postsecondary goals and activities were not individualized to student whose abilities were below what was required to complete them
None of ITP goals and activities had been worked on or completed
Remedy assessment by independent assessor and compensatory ITP
(Student v Los Angeles Unified School Dist (OAH 2013) 62 IDELR 68)
101
Job in Teacherrsquos Office ne Real-World Work 17 year old male with autism
ITP did not address needs for independent living skills or community employment experiences
Vocational goals vague and obsolete Employment training confined to on-campus simulations that
included ldquomock jobrdquo in teacherrsquos office Work was unrelated to studentrsquos interests or aspirations and
did not substitute for ldquoreal-world experiencesrdquo Although student wrote simulated checks and job
applications he could not generalize to the real world He could not shop in a grocery store or use an ATM
Remedy assessment by independent assessor training on bus system job coach (to extend beyond graduation for the period of time equal to the time school did not address vocational needs)
(Student v Horizons Instructional Systems Charter School (OAH 2012) 58 IDELR 145)
102
ITP Was Appropriate 18 year old male with SLD Given studentrsquos intelligence demeanor at hearing and ability to hold
down jobs he was properly given responsibilities in the ITP Student was adequately assessed the ITP accurately reflected his
stated interests and goals and it contained educational community and job experiences and activities related to them which student pursued
The fact that ITP did not emphasize independent living skills such as balancing a checkbook or possessing a driverrsquos license was inconsequential given studentrsquos ability to hold down jobs that he had math skills far beyond those needed to balance a checkbook and that he had sufficient intelligence and reading ability to obtain a driverrsquos license on his own
Need for remedial work in college did not mean his ITP was inappropriate
(Student v Torrance Unified Sch Dist (OAH 2007) 107 LRP 53504)
103
Inadequate Transition Plan = Compensatory Services
17-year-old parochial school student with ADD Transition plan found inadequate in some respects
Only assessment was student interview ITP did not describe any activities to assist student to
attend college in light of his inability to focus organize Remedy assessment and provision of 20 hours of
one-on-one transition services
(Poway Unified Sch Dist (OAH 2007) 107 LRP 45554)
104
Takeaways
Districts should not wait until high school to begin addressing transition needs
District assessments need to include all areas of suspected disability (eg executive functioning skills learning to learn skills pragmatics)
District IEP team members need to deconstruct the Common Core Standards to better determine needed skills
105
Takeaways
Even the more severely impacted students can be better prepared for employment with an effective Postsecondary Program
106
QuestionsComments
107
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
108
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
109
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
110
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
- Transition A Life-Long Process
- Presentation Highlights
- Slide 3
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (6)
- Preparing students for transitioning out of high school (7)
- Preparing students for transitioning out of high school (8)
- Slide 14
- Preparing students for transitioning out of high school (9)
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Slide 20
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (10)
- Preparing students for transitioning out of high school (11)
- Preparing students for transitioning out of high school (12)
- Preparing students for transitioning out of high school (13)
- Preparing students for transitioning out of high school (14)
- Buthellip
- How to better prepare Special Education students for life after
- When to start
- When to start (2)
- When to start (3)
- When to start (4)
- When to start (5)
- When to start (6)
- When to start (7)
- When to start (8)
- Ability to work in a team Preschool
- Ability to work in a team Elementary
- Ability to work in a team Elementary
- Ability to work in a team Middle School
- Ability to work in a team High School
- Deficits preventing attainment of standards
- Deficits preventing attainment of standards (2)
- Deficits preventing attainment of standards (3)
- Deficits preventing attainment of standards (4)
- Ability to make decisions and problem solve
- Ability to problem solve and make decisions
- Ability to problem solve and make decisions (2)
- Ability to problem solve and make decisions (3)
- Ability to problem solve and make decisions (4)
- Deficits preventing attainment of standards (5)
- Slide 52
- Impact of deficits on a childrsquos education
- Impact of deficits on a childrsquos education (2)
- Impact of deficits on a childrsquos education (3)
- Impact of deficits on a childrsquos education (4)
- Impact of deficits on a childrsquos education (5)
- How to identify these deficits
- The assessment process
- The assessment process (2)
- The assessment process
- The assessment process (3)
- The assessment process (4)
- The assessment process (5)
- The assessment process (6)
- The assessment process (7)
- The assessment process (8)
- The assessment process (9)
- Transition plans
- Transition Assessment to Transition Plan to Goals
- Transition Plans and Transition Goals
- Transition goals Transition plan Transition services
- Transition plan Transition goals and Transition services
- Transition plans Transition goals Transition services
- Transition plans Transition goals Transition services (2)
- Transition plan Transition goals Transition services
- Slide 77
- Transition plan Transition goals Transition services (2)
- Slide 79
- Slide 80
- Preparing for life after high school
- Preparing for life after high school Postsecondary Program
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program
- Slide 86
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program (4)
- Preparing for life after high school Postsecondary Program (5)
- Why is transition planning important
- Why is transition planning important (2)
- Postsecondary Programs
- Some key components of an effective Postsecondary Program
- Some key components of an effective Postsecondary Program (2)
- Some key components of an effective Postsecondary Program (3)
- Some key components of an effective Postsecondary Program (4)
- Some key components of an effective Postsecondary Program (5)
- Cases
- Failure to Meet Needs of Student with Autism
- Job in Teacherrsquos Office ne Real-World Work
- ITP Was Appropriate
- Inadequate Transition Plan = Compensatory Services
- Takeaways
- Takeaways (2)
- QuestionsComments
- Slide 107
- Slide 108
- Slide 109
- Slide 110
-
94
Some key components of an effective Postsecondary Program Students should not have to attend
daily For example some students may take
a community college course 2 days a week and attend a Postsecondary Program 3 days a week
95
Some key components of an effective Postsecondary Program Students may choose after graduating with
their Certificate of Completion to try and obtain a high school diploma to work or attend community college or attend a Districtrsquos Postsecondary Program
In California students have until they reach the age of 22 to work with a district on pursuing these or other options
96
Some key components of an effective Postsecondary Program Postsecondary students can also
continue to be enrolled in high school classes if the IEP team determines this is an appropriate placement to further the studentrsquos transition goals and services
97
Some key components of an effective Postsecondary Program1) Individualized to address studentrsquos
transition goals 2) On-going analysis of a studentrsquos transition
goals and program changes made to reflect any changes
3) Provides transition services to assist student in meeting those goals
4) Includes on-going access to the community5) Addresses education employment and
independent living needs
98
Some key components of an effective Postsecondary Program6) Assists families in accessing agencies
that might assist the student in their adult years
7) Include agencies in the IEP process if possible
8) The program should be tailored to the student Supports should be in place to ensure this occurs
99
Cases
Although some cases address procedural issues of transition planning and services (eg failure to invite student to IEP team meeting) most focus on the substantive adequacy of the ITP
Some examples
100
Failure to Meet Needs of Student with Autism
19 year old male with severe autism socialemotionalbehavioral issues
Unlawfully placed on diploma track and graduated with a diploma (see previous slide)
ALJ District failures ldquoextended to every aspect of Studentrsquos transition planrdquo
Failure to administer comprehensive assessment thus ITP was inadequate and incongruent with studentrsquos unique needs
Sole goal communication of personal preference--vague and unmeasurable
Community experience obtain a driverrsquos license or ID card not realistic
Vocational and postsecondary goals and activities were not individualized to student whose abilities were below what was required to complete them
None of ITP goals and activities had been worked on or completed
Remedy assessment by independent assessor and compensatory ITP
(Student v Los Angeles Unified School Dist (OAH 2013) 62 IDELR 68)
101
Job in Teacherrsquos Office ne Real-World Work 17 year old male with autism
ITP did not address needs for independent living skills or community employment experiences
Vocational goals vague and obsolete Employment training confined to on-campus simulations that
included ldquomock jobrdquo in teacherrsquos office Work was unrelated to studentrsquos interests or aspirations and
did not substitute for ldquoreal-world experiencesrdquo Although student wrote simulated checks and job
applications he could not generalize to the real world He could not shop in a grocery store or use an ATM
Remedy assessment by independent assessor training on bus system job coach (to extend beyond graduation for the period of time equal to the time school did not address vocational needs)
(Student v Horizons Instructional Systems Charter School (OAH 2012) 58 IDELR 145)
102
ITP Was Appropriate 18 year old male with SLD Given studentrsquos intelligence demeanor at hearing and ability to hold
down jobs he was properly given responsibilities in the ITP Student was adequately assessed the ITP accurately reflected his
stated interests and goals and it contained educational community and job experiences and activities related to them which student pursued
The fact that ITP did not emphasize independent living skills such as balancing a checkbook or possessing a driverrsquos license was inconsequential given studentrsquos ability to hold down jobs that he had math skills far beyond those needed to balance a checkbook and that he had sufficient intelligence and reading ability to obtain a driverrsquos license on his own
Need for remedial work in college did not mean his ITP was inappropriate
(Student v Torrance Unified Sch Dist (OAH 2007) 107 LRP 53504)
103
Inadequate Transition Plan = Compensatory Services
17-year-old parochial school student with ADD Transition plan found inadequate in some respects
Only assessment was student interview ITP did not describe any activities to assist student to
attend college in light of his inability to focus organize Remedy assessment and provision of 20 hours of
one-on-one transition services
(Poway Unified Sch Dist (OAH 2007) 107 LRP 45554)
104
Takeaways
Districts should not wait until high school to begin addressing transition needs
District assessments need to include all areas of suspected disability (eg executive functioning skills learning to learn skills pragmatics)
District IEP team members need to deconstruct the Common Core Standards to better determine needed skills
105
Takeaways
Even the more severely impacted students can be better prepared for employment with an effective Postsecondary Program
106
QuestionsComments
107
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
108
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
109
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
110
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
- Transition A Life-Long Process
- Presentation Highlights
- Slide 3
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (6)
- Preparing students for transitioning out of high school (7)
- Preparing students for transitioning out of high school (8)
- Slide 14
- Preparing students for transitioning out of high school (9)
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Slide 20
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (10)
- Preparing students for transitioning out of high school (11)
- Preparing students for transitioning out of high school (12)
- Preparing students for transitioning out of high school (13)
- Preparing students for transitioning out of high school (14)
- Buthellip
- How to better prepare Special Education students for life after
- When to start
- When to start (2)
- When to start (3)
- When to start (4)
- When to start (5)
- When to start (6)
- When to start (7)
- When to start (8)
- Ability to work in a team Preschool
- Ability to work in a team Elementary
- Ability to work in a team Elementary
- Ability to work in a team Middle School
- Ability to work in a team High School
- Deficits preventing attainment of standards
- Deficits preventing attainment of standards (2)
- Deficits preventing attainment of standards (3)
- Deficits preventing attainment of standards (4)
- Ability to make decisions and problem solve
- Ability to problem solve and make decisions
- Ability to problem solve and make decisions (2)
- Ability to problem solve and make decisions (3)
- Ability to problem solve and make decisions (4)
- Deficits preventing attainment of standards (5)
- Slide 52
- Impact of deficits on a childrsquos education
- Impact of deficits on a childrsquos education (2)
- Impact of deficits on a childrsquos education (3)
- Impact of deficits on a childrsquos education (4)
- Impact of deficits on a childrsquos education (5)
- How to identify these deficits
- The assessment process
- The assessment process (2)
- The assessment process
- The assessment process (3)
- The assessment process (4)
- The assessment process (5)
- The assessment process (6)
- The assessment process (7)
- The assessment process (8)
- The assessment process (9)
- Transition plans
- Transition Assessment to Transition Plan to Goals
- Transition Plans and Transition Goals
- Transition goals Transition plan Transition services
- Transition plan Transition goals and Transition services
- Transition plans Transition goals Transition services
- Transition plans Transition goals Transition services (2)
- Transition plan Transition goals Transition services
- Slide 77
- Transition plan Transition goals Transition services (2)
- Slide 79
- Slide 80
- Preparing for life after high school
- Preparing for life after high school Postsecondary Program
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program
- Slide 86
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program (4)
- Preparing for life after high school Postsecondary Program (5)
- Why is transition planning important
- Why is transition planning important (2)
- Postsecondary Programs
- Some key components of an effective Postsecondary Program
- Some key components of an effective Postsecondary Program (2)
- Some key components of an effective Postsecondary Program (3)
- Some key components of an effective Postsecondary Program (4)
- Some key components of an effective Postsecondary Program (5)
- Cases
- Failure to Meet Needs of Student with Autism
- Job in Teacherrsquos Office ne Real-World Work
- ITP Was Appropriate
- Inadequate Transition Plan = Compensatory Services
- Takeaways
- Takeaways (2)
- QuestionsComments
- Slide 107
- Slide 108
- Slide 109
- Slide 110
-
95
Some key components of an effective Postsecondary Program Students may choose after graduating with
their Certificate of Completion to try and obtain a high school diploma to work or attend community college or attend a Districtrsquos Postsecondary Program
In California students have until they reach the age of 22 to work with a district on pursuing these or other options
96
Some key components of an effective Postsecondary Program Postsecondary students can also
continue to be enrolled in high school classes if the IEP team determines this is an appropriate placement to further the studentrsquos transition goals and services
97
Some key components of an effective Postsecondary Program1) Individualized to address studentrsquos
transition goals 2) On-going analysis of a studentrsquos transition
goals and program changes made to reflect any changes
3) Provides transition services to assist student in meeting those goals
4) Includes on-going access to the community5) Addresses education employment and
independent living needs
98
Some key components of an effective Postsecondary Program6) Assists families in accessing agencies
that might assist the student in their adult years
7) Include agencies in the IEP process if possible
8) The program should be tailored to the student Supports should be in place to ensure this occurs
99
Cases
Although some cases address procedural issues of transition planning and services (eg failure to invite student to IEP team meeting) most focus on the substantive adequacy of the ITP
Some examples
100
Failure to Meet Needs of Student with Autism
19 year old male with severe autism socialemotionalbehavioral issues
Unlawfully placed on diploma track and graduated with a diploma (see previous slide)
ALJ District failures ldquoextended to every aspect of Studentrsquos transition planrdquo
Failure to administer comprehensive assessment thus ITP was inadequate and incongruent with studentrsquos unique needs
Sole goal communication of personal preference--vague and unmeasurable
Community experience obtain a driverrsquos license or ID card not realistic
Vocational and postsecondary goals and activities were not individualized to student whose abilities were below what was required to complete them
None of ITP goals and activities had been worked on or completed
Remedy assessment by independent assessor and compensatory ITP
(Student v Los Angeles Unified School Dist (OAH 2013) 62 IDELR 68)
101
Job in Teacherrsquos Office ne Real-World Work 17 year old male with autism
ITP did not address needs for independent living skills or community employment experiences
Vocational goals vague and obsolete Employment training confined to on-campus simulations that
included ldquomock jobrdquo in teacherrsquos office Work was unrelated to studentrsquos interests or aspirations and
did not substitute for ldquoreal-world experiencesrdquo Although student wrote simulated checks and job
applications he could not generalize to the real world He could not shop in a grocery store or use an ATM
Remedy assessment by independent assessor training on bus system job coach (to extend beyond graduation for the period of time equal to the time school did not address vocational needs)
(Student v Horizons Instructional Systems Charter School (OAH 2012) 58 IDELR 145)
102
ITP Was Appropriate 18 year old male with SLD Given studentrsquos intelligence demeanor at hearing and ability to hold
down jobs he was properly given responsibilities in the ITP Student was adequately assessed the ITP accurately reflected his
stated interests and goals and it contained educational community and job experiences and activities related to them which student pursued
The fact that ITP did not emphasize independent living skills such as balancing a checkbook or possessing a driverrsquos license was inconsequential given studentrsquos ability to hold down jobs that he had math skills far beyond those needed to balance a checkbook and that he had sufficient intelligence and reading ability to obtain a driverrsquos license on his own
Need for remedial work in college did not mean his ITP was inappropriate
(Student v Torrance Unified Sch Dist (OAH 2007) 107 LRP 53504)
103
Inadequate Transition Plan = Compensatory Services
17-year-old parochial school student with ADD Transition plan found inadequate in some respects
Only assessment was student interview ITP did not describe any activities to assist student to
attend college in light of his inability to focus organize Remedy assessment and provision of 20 hours of
one-on-one transition services
(Poway Unified Sch Dist (OAH 2007) 107 LRP 45554)
104
Takeaways
Districts should not wait until high school to begin addressing transition needs
District assessments need to include all areas of suspected disability (eg executive functioning skills learning to learn skills pragmatics)
District IEP team members need to deconstruct the Common Core Standards to better determine needed skills
105
Takeaways
Even the more severely impacted students can be better prepared for employment with an effective Postsecondary Program
106
QuestionsComments
107
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
108
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
109
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
110
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
- Transition A Life-Long Process
- Presentation Highlights
- Slide 3
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (6)
- Preparing students for transitioning out of high school (7)
- Preparing students for transitioning out of high school (8)
- Slide 14
- Preparing students for transitioning out of high school (9)
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Slide 20
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (10)
- Preparing students for transitioning out of high school (11)
- Preparing students for transitioning out of high school (12)
- Preparing students for transitioning out of high school (13)
- Preparing students for transitioning out of high school (14)
- Buthellip
- How to better prepare Special Education students for life after
- When to start
- When to start (2)
- When to start (3)
- When to start (4)
- When to start (5)
- When to start (6)
- When to start (7)
- When to start (8)
- Ability to work in a team Preschool
- Ability to work in a team Elementary
- Ability to work in a team Elementary
- Ability to work in a team Middle School
- Ability to work in a team High School
- Deficits preventing attainment of standards
- Deficits preventing attainment of standards (2)
- Deficits preventing attainment of standards (3)
- Deficits preventing attainment of standards (4)
- Ability to make decisions and problem solve
- Ability to problem solve and make decisions
- Ability to problem solve and make decisions (2)
- Ability to problem solve and make decisions (3)
- Ability to problem solve and make decisions (4)
- Deficits preventing attainment of standards (5)
- Slide 52
- Impact of deficits on a childrsquos education
- Impact of deficits on a childrsquos education (2)
- Impact of deficits on a childrsquos education (3)
- Impact of deficits on a childrsquos education (4)
- Impact of deficits on a childrsquos education (5)
- How to identify these deficits
- The assessment process
- The assessment process (2)
- The assessment process
- The assessment process (3)
- The assessment process (4)
- The assessment process (5)
- The assessment process (6)
- The assessment process (7)
- The assessment process (8)
- The assessment process (9)
- Transition plans
- Transition Assessment to Transition Plan to Goals
- Transition Plans and Transition Goals
- Transition goals Transition plan Transition services
- Transition plan Transition goals and Transition services
- Transition plans Transition goals Transition services
- Transition plans Transition goals Transition services (2)
- Transition plan Transition goals Transition services
- Slide 77
- Transition plan Transition goals Transition services (2)
- Slide 79
- Slide 80
- Preparing for life after high school
- Preparing for life after high school Postsecondary Program
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program
- Slide 86
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program (4)
- Preparing for life after high school Postsecondary Program (5)
- Why is transition planning important
- Why is transition planning important (2)
- Postsecondary Programs
- Some key components of an effective Postsecondary Program
- Some key components of an effective Postsecondary Program (2)
- Some key components of an effective Postsecondary Program (3)
- Some key components of an effective Postsecondary Program (4)
- Some key components of an effective Postsecondary Program (5)
- Cases
- Failure to Meet Needs of Student with Autism
- Job in Teacherrsquos Office ne Real-World Work
- ITP Was Appropriate
- Inadequate Transition Plan = Compensatory Services
- Takeaways
- Takeaways (2)
- QuestionsComments
- Slide 107
- Slide 108
- Slide 109
- Slide 110
-
96
Some key components of an effective Postsecondary Program Postsecondary students can also
continue to be enrolled in high school classes if the IEP team determines this is an appropriate placement to further the studentrsquos transition goals and services
97
Some key components of an effective Postsecondary Program1) Individualized to address studentrsquos
transition goals 2) On-going analysis of a studentrsquos transition
goals and program changes made to reflect any changes
3) Provides transition services to assist student in meeting those goals
4) Includes on-going access to the community5) Addresses education employment and
independent living needs
98
Some key components of an effective Postsecondary Program6) Assists families in accessing agencies
that might assist the student in their adult years
7) Include agencies in the IEP process if possible
8) The program should be tailored to the student Supports should be in place to ensure this occurs
99
Cases
Although some cases address procedural issues of transition planning and services (eg failure to invite student to IEP team meeting) most focus on the substantive adequacy of the ITP
Some examples
100
Failure to Meet Needs of Student with Autism
19 year old male with severe autism socialemotionalbehavioral issues
Unlawfully placed on diploma track and graduated with a diploma (see previous slide)
ALJ District failures ldquoextended to every aspect of Studentrsquos transition planrdquo
Failure to administer comprehensive assessment thus ITP was inadequate and incongruent with studentrsquos unique needs
Sole goal communication of personal preference--vague and unmeasurable
Community experience obtain a driverrsquos license or ID card not realistic
Vocational and postsecondary goals and activities were not individualized to student whose abilities were below what was required to complete them
None of ITP goals and activities had been worked on or completed
Remedy assessment by independent assessor and compensatory ITP
(Student v Los Angeles Unified School Dist (OAH 2013) 62 IDELR 68)
101
Job in Teacherrsquos Office ne Real-World Work 17 year old male with autism
ITP did not address needs for independent living skills or community employment experiences
Vocational goals vague and obsolete Employment training confined to on-campus simulations that
included ldquomock jobrdquo in teacherrsquos office Work was unrelated to studentrsquos interests or aspirations and
did not substitute for ldquoreal-world experiencesrdquo Although student wrote simulated checks and job
applications he could not generalize to the real world He could not shop in a grocery store or use an ATM
Remedy assessment by independent assessor training on bus system job coach (to extend beyond graduation for the period of time equal to the time school did not address vocational needs)
(Student v Horizons Instructional Systems Charter School (OAH 2012) 58 IDELR 145)
102
ITP Was Appropriate 18 year old male with SLD Given studentrsquos intelligence demeanor at hearing and ability to hold
down jobs he was properly given responsibilities in the ITP Student was adequately assessed the ITP accurately reflected his
stated interests and goals and it contained educational community and job experiences and activities related to them which student pursued
The fact that ITP did not emphasize independent living skills such as balancing a checkbook or possessing a driverrsquos license was inconsequential given studentrsquos ability to hold down jobs that he had math skills far beyond those needed to balance a checkbook and that he had sufficient intelligence and reading ability to obtain a driverrsquos license on his own
Need for remedial work in college did not mean his ITP was inappropriate
(Student v Torrance Unified Sch Dist (OAH 2007) 107 LRP 53504)
103
Inadequate Transition Plan = Compensatory Services
17-year-old parochial school student with ADD Transition plan found inadequate in some respects
Only assessment was student interview ITP did not describe any activities to assist student to
attend college in light of his inability to focus organize Remedy assessment and provision of 20 hours of
one-on-one transition services
(Poway Unified Sch Dist (OAH 2007) 107 LRP 45554)
104
Takeaways
Districts should not wait until high school to begin addressing transition needs
District assessments need to include all areas of suspected disability (eg executive functioning skills learning to learn skills pragmatics)
District IEP team members need to deconstruct the Common Core Standards to better determine needed skills
105
Takeaways
Even the more severely impacted students can be better prepared for employment with an effective Postsecondary Program
106
QuestionsComments
107
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
108
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
109
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
110
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
- Transition A Life-Long Process
- Presentation Highlights
- Slide 3
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (6)
- Preparing students for transitioning out of high school (7)
- Preparing students for transitioning out of high school (8)
- Slide 14
- Preparing students for transitioning out of high school (9)
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Slide 20
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (10)
- Preparing students for transitioning out of high school (11)
- Preparing students for transitioning out of high school (12)
- Preparing students for transitioning out of high school (13)
- Preparing students for transitioning out of high school (14)
- Buthellip
- How to better prepare Special Education students for life after
- When to start
- When to start (2)
- When to start (3)
- When to start (4)
- When to start (5)
- When to start (6)
- When to start (7)
- When to start (8)
- Ability to work in a team Preschool
- Ability to work in a team Elementary
- Ability to work in a team Elementary
- Ability to work in a team Middle School
- Ability to work in a team High School
- Deficits preventing attainment of standards
- Deficits preventing attainment of standards (2)
- Deficits preventing attainment of standards (3)
- Deficits preventing attainment of standards (4)
- Ability to make decisions and problem solve
- Ability to problem solve and make decisions
- Ability to problem solve and make decisions (2)
- Ability to problem solve and make decisions (3)
- Ability to problem solve and make decisions (4)
- Deficits preventing attainment of standards (5)
- Slide 52
- Impact of deficits on a childrsquos education
- Impact of deficits on a childrsquos education (2)
- Impact of deficits on a childrsquos education (3)
- Impact of deficits on a childrsquos education (4)
- Impact of deficits on a childrsquos education (5)
- How to identify these deficits
- The assessment process
- The assessment process (2)
- The assessment process
- The assessment process (3)
- The assessment process (4)
- The assessment process (5)
- The assessment process (6)
- The assessment process (7)
- The assessment process (8)
- The assessment process (9)
- Transition plans
- Transition Assessment to Transition Plan to Goals
- Transition Plans and Transition Goals
- Transition goals Transition plan Transition services
- Transition plan Transition goals and Transition services
- Transition plans Transition goals Transition services
- Transition plans Transition goals Transition services (2)
- Transition plan Transition goals Transition services
- Slide 77
- Transition plan Transition goals Transition services (2)
- Slide 79
- Slide 80
- Preparing for life after high school
- Preparing for life after high school Postsecondary Program
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program
- Slide 86
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program (4)
- Preparing for life after high school Postsecondary Program (5)
- Why is transition planning important
- Why is transition planning important (2)
- Postsecondary Programs
- Some key components of an effective Postsecondary Program
- Some key components of an effective Postsecondary Program (2)
- Some key components of an effective Postsecondary Program (3)
- Some key components of an effective Postsecondary Program (4)
- Some key components of an effective Postsecondary Program (5)
- Cases
- Failure to Meet Needs of Student with Autism
- Job in Teacherrsquos Office ne Real-World Work
- ITP Was Appropriate
- Inadequate Transition Plan = Compensatory Services
- Takeaways
- Takeaways (2)
- QuestionsComments
- Slide 107
- Slide 108
- Slide 109
- Slide 110
-
97
Some key components of an effective Postsecondary Program1) Individualized to address studentrsquos
transition goals 2) On-going analysis of a studentrsquos transition
goals and program changes made to reflect any changes
3) Provides transition services to assist student in meeting those goals
4) Includes on-going access to the community5) Addresses education employment and
independent living needs
98
Some key components of an effective Postsecondary Program6) Assists families in accessing agencies
that might assist the student in their adult years
7) Include agencies in the IEP process if possible
8) The program should be tailored to the student Supports should be in place to ensure this occurs
99
Cases
Although some cases address procedural issues of transition planning and services (eg failure to invite student to IEP team meeting) most focus on the substantive adequacy of the ITP
Some examples
100
Failure to Meet Needs of Student with Autism
19 year old male with severe autism socialemotionalbehavioral issues
Unlawfully placed on diploma track and graduated with a diploma (see previous slide)
ALJ District failures ldquoextended to every aspect of Studentrsquos transition planrdquo
Failure to administer comprehensive assessment thus ITP was inadequate and incongruent with studentrsquos unique needs
Sole goal communication of personal preference--vague and unmeasurable
Community experience obtain a driverrsquos license or ID card not realistic
Vocational and postsecondary goals and activities were not individualized to student whose abilities were below what was required to complete them
None of ITP goals and activities had been worked on or completed
Remedy assessment by independent assessor and compensatory ITP
(Student v Los Angeles Unified School Dist (OAH 2013) 62 IDELR 68)
101
Job in Teacherrsquos Office ne Real-World Work 17 year old male with autism
ITP did not address needs for independent living skills or community employment experiences
Vocational goals vague and obsolete Employment training confined to on-campus simulations that
included ldquomock jobrdquo in teacherrsquos office Work was unrelated to studentrsquos interests or aspirations and
did not substitute for ldquoreal-world experiencesrdquo Although student wrote simulated checks and job
applications he could not generalize to the real world He could not shop in a grocery store or use an ATM
Remedy assessment by independent assessor training on bus system job coach (to extend beyond graduation for the period of time equal to the time school did not address vocational needs)
(Student v Horizons Instructional Systems Charter School (OAH 2012) 58 IDELR 145)
102
ITP Was Appropriate 18 year old male with SLD Given studentrsquos intelligence demeanor at hearing and ability to hold
down jobs he was properly given responsibilities in the ITP Student was adequately assessed the ITP accurately reflected his
stated interests and goals and it contained educational community and job experiences and activities related to them which student pursued
The fact that ITP did not emphasize independent living skills such as balancing a checkbook or possessing a driverrsquos license was inconsequential given studentrsquos ability to hold down jobs that he had math skills far beyond those needed to balance a checkbook and that he had sufficient intelligence and reading ability to obtain a driverrsquos license on his own
Need for remedial work in college did not mean his ITP was inappropriate
(Student v Torrance Unified Sch Dist (OAH 2007) 107 LRP 53504)
103
Inadequate Transition Plan = Compensatory Services
17-year-old parochial school student with ADD Transition plan found inadequate in some respects
Only assessment was student interview ITP did not describe any activities to assist student to
attend college in light of his inability to focus organize Remedy assessment and provision of 20 hours of
one-on-one transition services
(Poway Unified Sch Dist (OAH 2007) 107 LRP 45554)
104
Takeaways
Districts should not wait until high school to begin addressing transition needs
District assessments need to include all areas of suspected disability (eg executive functioning skills learning to learn skills pragmatics)
District IEP team members need to deconstruct the Common Core Standards to better determine needed skills
105
Takeaways
Even the more severely impacted students can be better prepared for employment with an effective Postsecondary Program
106
QuestionsComments
107
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
108
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
109
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
110
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
- Transition A Life-Long Process
- Presentation Highlights
- Slide 3
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (6)
- Preparing students for transitioning out of high school (7)
- Preparing students for transitioning out of high school (8)
- Slide 14
- Preparing students for transitioning out of high school (9)
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Slide 20
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (10)
- Preparing students for transitioning out of high school (11)
- Preparing students for transitioning out of high school (12)
- Preparing students for transitioning out of high school (13)
- Preparing students for transitioning out of high school (14)
- Buthellip
- How to better prepare Special Education students for life after
- When to start
- When to start (2)
- When to start (3)
- When to start (4)
- When to start (5)
- When to start (6)
- When to start (7)
- When to start (8)
- Ability to work in a team Preschool
- Ability to work in a team Elementary
- Ability to work in a team Elementary
- Ability to work in a team Middle School
- Ability to work in a team High School
- Deficits preventing attainment of standards
- Deficits preventing attainment of standards (2)
- Deficits preventing attainment of standards (3)
- Deficits preventing attainment of standards (4)
- Ability to make decisions and problem solve
- Ability to problem solve and make decisions
- Ability to problem solve and make decisions (2)
- Ability to problem solve and make decisions (3)
- Ability to problem solve and make decisions (4)
- Deficits preventing attainment of standards (5)
- Slide 52
- Impact of deficits on a childrsquos education
- Impact of deficits on a childrsquos education (2)
- Impact of deficits on a childrsquos education (3)
- Impact of deficits on a childrsquos education (4)
- Impact of deficits on a childrsquos education (5)
- How to identify these deficits
- The assessment process
- The assessment process (2)
- The assessment process
- The assessment process (3)
- The assessment process (4)
- The assessment process (5)
- The assessment process (6)
- The assessment process (7)
- The assessment process (8)
- The assessment process (9)
- Transition plans
- Transition Assessment to Transition Plan to Goals
- Transition Plans and Transition Goals
- Transition goals Transition plan Transition services
- Transition plan Transition goals and Transition services
- Transition plans Transition goals Transition services
- Transition plans Transition goals Transition services (2)
- Transition plan Transition goals Transition services
- Slide 77
- Transition plan Transition goals Transition services (2)
- Slide 79
- Slide 80
- Preparing for life after high school
- Preparing for life after high school Postsecondary Program
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program
- Slide 86
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program (4)
- Preparing for life after high school Postsecondary Program (5)
- Why is transition planning important
- Why is transition planning important (2)
- Postsecondary Programs
- Some key components of an effective Postsecondary Program
- Some key components of an effective Postsecondary Program (2)
- Some key components of an effective Postsecondary Program (3)
- Some key components of an effective Postsecondary Program (4)
- Some key components of an effective Postsecondary Program (5)
- Cases
- Failure to Meet Needs of Student with Autism
- Job in Teacherrsquos Office ne Real-World Work
- ITP Was Appropriate
- Inadequate Transition Plan = Compensatory Services
- Takeaways
- Takeaways (2)
- QuestionsComments
- Slide 107
- Slide 108
- Slide 109
- Slide 110
-
98
Some key components of an effective Postsecondary Program6) Assists families in accessing agencies
that might assist the student in their adult years
7) Include agencies in the IEP process if possible
8) The program should be tailored to the student Supports should be in place to ensure this occurs
99
Cases
Although some cases address procedural issues of transition planning and services (eg failure to invite student to IEP team meeting) most focus on the substantive adequacy of the ITP
Some examples
100
Failure to Meet Needs of Student with Autism
19 year old male with severe autism socialemotionalbehavioral issues
Unlawfully placed on diploma track and graduated with a diploma (see previous slide)
ALJ District failures ldquoextended to every aspect of Studentrsquos transition planrdquo
Failure to administer comprehensive assessment thus ITP was inadequate and incongruent with studentrsquos unique needs
Sole goal communication of personal preference--vague and unmeasurable
Community experience obtain a driverrsquos license or ID card not realistic
Vocational and postsecondary goals and activities were not individualized to student whose abilities were below what was required to complete them
None of ITP goals and activities had been worked on or completed
Remedy assessment by independent assessor and compensatory ITP
(Student v Los Angeles Unified School Dist (OAH 2013) 62 IDELR 68)
101
Job in Teacherrsquos Office ne Real-World Work 17 year old male with autism
ITP did not address needs for independent living skills or community employment experiences
Vocational goals vague and obsolete Employment training confined to on-campus simulations that
included ldquomock jobrdquo in teacherrsquos office Work was unrelated to studentrsquos interests or aspirations and
did not substitute for ldquoreal-world experiencesrdquo Although student wrote simulated checks and job
applications he could not generalize to the real world He could not shop in a grocery store or use an ATM
Remedy assessment by independent assessor training on bus system job coach (to extend beyond graduation for the period of time equal to the time school did not address vocational needs)
(Student v Horizons Instructional Systems Charter School (OAH 2012) 58 IDELR 145)
102
ITP Was Appropriate 18 year old male with SLD Given studentrsquos intelligence demeanor at hearing and ability to hold
down jobs he was properly given responsibilities in the ITP Student was adequately assessed the ITP accurately reflected his
stated interests and goals and it contained educational community and job experiences and activities related to them which student pursued
The fact that ITP did not emphasize independent living skills such as balancing a checkbook or possessing a driverrsquos license was inconsequential given studentrsquos ability to hold down jobs that he had math skills far beyond those needed to balance a checkbook and that he had sufficient intelligence and reading ability to obtain a driverrsquos license on his own
Need for remedial work in college did not mean his ITP was inappropriate
(Student v Torrance Unified Sch Dist (OAH 2007) 107 LRP 53504)
103
Inadequate Transition Plan = Compensatory Services
17-year-old parochial school student with ADD Transition plan found inadequate in some respects
Only assessment was student interview ITP did not describe any activities to assist student to
attend college in light of his inability to focus organize Remedy assessment and provision of 20 hours of
one-on-one transition services
(Poway Unified Sch Dist (OAH 2007) 107 LRP 45554)
104
Takeaways
Districts should not wait until high school to begin addressing transition needs
District assessments need to include all areas of suspected disability (eg executive functioning skills learning to learn skills pragmatics)
District IEP team members need to deconstruct the Common Core Standards to better determine needed skills
105
Takeaways
Even the more severely impacted students can be better prepared for employment with an effective Postsecondary Program
106
QuestionsComments
107
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
108
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
109
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
110
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
- Transition A Life-Long Process
- Presentation Highlights
- Slide 3
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (6)
- Preparing students for transitioning out of high school (7)
- Preparing students for transitioning out of high school (8)
- Slide 14
- Preparing students for transitioning out of high school (9)
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Slide 20
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (10)
- Preparing students for transitioning out of high school (11)
- Preparing students for transitioning out of high school (12)
- Preparing students for transitioning out of high school (13)
- Preparing students for transitioning out of high school (14)
- Buthellip
- How to better prepare Special Education students for life after
- When to start
- When to start (2)
- When to start (3)
- When to start (4)
- When to start (5)
- When to start (6)
- When to start (7)
- When to start (8)
- Ability to work in a team Preschool
- Ability to work in a team Elementary
- Ability to work in a team Elementary
- Ability to work in a team Middle School
- Ability to work in a team High School
- Deficits preventing attainment of standards
- Deficits preventing attainment of standards (2)
- Deficits preventing attainment of standards (3)
- Deficits preventing attainment of standards (4)
- Ability to make decisions and problem solve
- Ability to problem solve and make decisions
- Ability to problem solve and make decisions (2)
- Ability to problem solve and make decisions (3)
- Ability to problem solve and make decisions (4)
- Deficits preventing attainment of standards (5)
- Slide 52
- Impact of deficits on a childrsquos education
- Impact of deficits on a childrsquos education (2)
- Impact of deficits on a childrsquos education (3)
- Impact of deficits on a childrsquos education (4)
- Impact of deficits on a childrsquos education (5)
- How to identify these deficits
- The assessment process
- The assessment process (2)
- The assessment process
- The assessment process (3)
- The assessment process (4)
- The assessment process (5)
- The assessment process (6)
- The assessment process (7)
- The assessment process (8)
- The assessment process (9)
- Transition plans
- Transition Assessment to Transition Plan to Goals
- Transition Plans and Transition Goals
- Transition goals Transition plan Transition services
- Transition plan Transition goals and Transition services
- Transition plans Transition goals Transition services
- Transition plans Transition goals Transition services (2)
- Transition plan Transition goals Transition services
- Slide 77
- Transition plan Transition goals Transition services (2)
- Slide 79
- Slide 80
- Preparing for life after high school
- Preparing for life after high school Postsecondary Program
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program
- Slide 86
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program (4)
- Preparing for life after high school Postsecondary Program (5)
- Why is transition planning important
- Why is transition planning important (2)
- Postsecondary Programs
- Some key components of an effective Postsecondary Program
- Some key components of an effective Postsecondary Program (2)
- Some key components of an effective Postsecondary Program (3)
- Some key components of an effective Postsecondary Program (4)
- Some key components of an effective Postsecondary Program (5)
- Cases
- Failure to Meet Needs of Student with Autism
- Job in Teacherrsquos Office ne Real-World Work
- ITP Was Appropriate
- Inadequate Transition Plan = Compensatory Services
- Takeaways
- Takeaways (2)
- QuestionsComments
- Slide 107
- Slide 108
- Slide 109
- Slide 110
-
99
Cases
Although some cases address procedural issues of transition planning and services (eg failure to invite student to IEP team meeting) most focus on the substantive adequacy of the ITP
Some examples
100
Failure to Meet Needs of Student with Autism
19 year old male with severe autism socialemotionalbehavioral issues
Unlawfully placed on diploma track and graduated with a diploma (see previous slide)
ALJ District failures ldquoextended to every aspect of Studentrsquos transition planrdquo
Failure to administer comprehensive assessment thus ITP was inadequate and incongruent with studentrsquos unique needs
Sole goal communication of personal preference--vague and unmeasurable
Community experience obtain a driverrsquos license or ID card not realistic
Vocational and postsecondary goals and activities were not individualized to student whose abilities were below what was required to complete them
None of ITP goals and activities had been worked on or completed
Remedy assessment by independent assessor and compensatory ITP
(Student v Los Angeles Unified School Dist (OAH 2013) 62 IDELR 68)
101
Job in Teacherrsquos Office ne Real-World Work 17 year old male with autism
ITP did not address needs for independent living skills or community employment experiences
Vocational goals vague and obsolete Employment training confined to on-campus simulations that
included ldquomock jobrdquo in teacherrsquos office Work was unrelated to studentrsquos interests or aspirations and
did not substitute for ldquoreal-world experiencesrdquo Although student wrote simulated checks and job
applications he could not generalize to the real world He could not shop in a grocery store or use an ATM
Remedy assessment by independent assessor training on bus system job coach (to extend beyond graduation for the period of time equal to the time school did not address vocational needs)
(Student v Horizons Instructional Systems Charter School (OAH 2012) 58 IDELR 145)
102
ITP Was Appropriate 18 year old male with SLD Given studentrsquos intelligence demeanor at hearing and ability to hold
down jobs he was properly given responsibilities in the ITP Student was adequately assessed the ITP accurately reflected his
stated interests and goals and it contained educational community and job experiences and activities related to them which student pursued
The fact that ITP did not emphasize independent living skills such as balancing a checkbook or possessing a driverrsquos license was inconsequential given studentrsquos ability to hold down jobs that he had math skills far beyond those needed to balance a checkbook and that he had sufficient intelligence and reading ability to obtain a driverrsquos license on his own
Need for remedial work in college did not mean his ITP was inappropriate
(Student v Torrance Unified Sch Dist (OAH 2007) 107 LRP 53504)
103
Inadequate Transition Plan = Compensatory Services
17-year-old parochial school student with ADD Transition plan found inadequate in some respects
Only assessment was student interview ITP did not describe any activities to assist student to
attend college in light of his inability to focus organize Remedy assessment and provision of 20 hours of
one-on-one transition services
(Poway Unified Sch Dist (OAH 2007) 107 LRP 45554)
104
Takeaways
Districts should not wait until high school to begin addressing transition needs
District assessments need to include all areas of suspected disability (eg executive functioning skills learning to learn skills pragmatics)
District IEP team members need to deconstruct the Common Core Standards to better determine needed skills
105
Takeaways
Even the more severely impacted students can be better prepared for employment with an effective Postsecondary Program
106
QuestionsComments
107
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
108
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
109
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
110
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
- Transition A Life-Long Process
- Presentation Highlights
- Slide 3
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (6)
- Preparing students for transitioning out of high school (7)
- Preparing students for transitioning out of high school (8)
- Slide 14
- Preparing students for transitioning out of high school (9)
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Slide 20
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (10)
- Preparing students for transitioning out of high school (11)
- Preparing students for transitioning out of high school (12)
- Preparing students for transitioning out of high school (13)
- Preparing students for transitioning out of high school (14)
- Buthellip
- How to better prepare Special Education students for life after
- When to start
- When to start (2)
- When to start (3)
- When to start (4)
- When to start (5)
- When to start (6)
- When to start (7)
- When to start (8)
- Ability to work in a team Preschool
- Ability to work in a team Elementary
- Ability to work in a team Elementary
- Ability to work in a team Middle School
- Ability to work in a team High School
- Deficits preventing attainment of standards
- Deficits preventing attainment of standards (2)
- Deficits preventing attainment of standards (3)
- Deficits preventing attainment of standards (4)
- Ability to make decisions and problem solve
- Ability to problem solve and make decisions
- Ability to problem solve and make decisions (2)
- Ability to problem solve and make decisions (3)
- Ability to problem solve and make decisions (4)
- Deficits preventing attainment of standards (5)
- Slide 52
- Impact of deficits on a childrsquos education
- Impact of deficits on a childrsquos education (2)
- Impact of deficits on a childrsquos education (3)
- Impact of deficits on a childrsquos education (4)
- Impact of deficits on a childrsquos education (5)
- How to identify these deficits
- The assessment process
- The assessment process (2)
- The assessment process
- The assessment process (3)
- The assessment process (4)
- The assessment process (5)
- The assessment process (6)
- The assessment process (7)
- The assessment process (8)
- The assessment process (9)
- Transition plans
- Transition Assessment to Transition Plan to Goals
- Transition Plans and Transition Goals
- Transition goals Transition plan Transition services
- Transition plan Transition goals and Transition services
- Transition plans Transition goals Transition services
- Transition plans Transition goals Transition services (2)
- Transition plan Transition goals Transition services
- Slide 77
- Transition plan Transition goals Transition services (2)
- Slide 79
- Slide 80
- Preparing for life after high school
- Preparing for life after high school Postsecondary Program
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program
- Slide 86
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program (4)
- Preparing for life after high school Postsecondary Program (5)
- Why is transition planning important
- Why is transition planning important (2)
- Postsecondary Programs
- Some key components of an effective Postsecondary Program
- Some key components of an effective Postsecondary Program (2)
- Some key components of an effective Postsecondary Program (3)
- Some key components of an effective Postsecondary Program (4)
- Some key components of an effective Postsecondary Program (5)
- Cases
- Failure to Meet Needs of Student with Autism
- Job in Teacherrsquos Office ne Real-World Work
- ITP Was Appropriate
- Inadequate Transition Plan = Compensatory Services
- Takeaways
- Takeaways (2)
- QuestionsComments
- Slide 107
- Slide 108
- Slide 109
- Slide 110
-
100
Failure to Meet Needs of Student with Autism
19 year old male with severe autism socialemotionalbehavioral issues
Unlawfully placed on diploma track and graduated with a diploma (see previous slide)
ALJ District failures ldquoextended to every aspect of Studentrsquos transition planrdquo
Failure to administer comprehensive assessment thus ITP was inadequate and incongruent with studentrsquos unique needs
Sole goal communication of personal preference--vague and unmeasurable
Community experience obtain a driverrsquos license or ID card not realistic
Vocational and postsecondary goals and activities were not individualized to student whose abilities were below what was required to complete them
None of ITP goals and activities had been worked on or completed
Remedy assessment by independent assessor and compensatory ITP
(Student v Los Angeles Unified School Dist (OAH 2013) 62 IDELR 68)
101
Job in Teacherrsquos Office ne Real-World Work 17 year old male with autism
ITP did not address needs for independent living skills or community employment experiences
Vocational goals vague and obsolete Employment training confined to on-campus simulations that
included ldquomock jobrdquo in teacherrsquos office Work was unrelated to studentrsquos interests or aspirations and
did not substitute for ldquoreal-world experiencesrdquo Although student wrote simulated checks and job
applications he could not generalize to the real world He could not shop in a grocery store or use an ATM
Remedy assessment by independent assessor training on bus system job coach (to extend beyond graduation for the period of time equal to the time school did not address vocational needs)
(Student v Horizons Instructional Systems Charter School (OAH 2012) 58 IDELR 145)
102
ITP Was Appropriate 18 year old male with SLD Given studentrsquos intelligence demeanor at hearing and ability to hold
down jobs he was properly given responsibilities in the ITP Student was adequately assessed the ITP accurately reflected his
stated interests and goals and it contained educational community and job experiences and activities related to them which student pursued
The fact that ITP did not emphasize independent living skills such as balancing a checkbook or possessing a driverrsquos license was inconsequential given studentrsquos ability to hold down jobs that he had math skills far beyond those needed to balance a checkbook and that he had sufficient intelligence and reading ability to obtain a driverrsquos license on his own
Need for remedial work in college did not mean his ITP was inappropriate
(Student v Torrance Unified Sch Dist (OAH 2007) 107 LRP 53504)
103
Inadequate Transition Plan = Compensatory Services
17-year-old parochial school student with ADD Transition plan found inadequate in some respects
Only assessment was student interview ITP did not describe any activities to assist student to
attend college in light of his inability to focus organize Remedy assessment and provision of 20 hours of
one-on-one transition services
(Poway Unified Sch Dist (OAH 2007) 107 LRP 45554)
104
Takeaways
Districts should not wait until high school to begin addressing transition needs
District assessments need to include all areas of suspected disability (eg executive functioning skills learning to learn skills pragmatics)
District IEP team members need to deconstruct the Common Core Standards to better determine needed skills
105
Takeaways
Even the more severely impacted students can be better prepared for employment with an effective Postsecondary Program
106
QuestionsComments
107
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
108
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
109
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
110
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
- Transition A Life-Long Process
- Presentation Highlights
- Slide 3
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (6)
- Preparing students for transitioning out of high school (7)
- Preparing students for transitioning out of high school (8)
- Slide 14
- Preparing students for transitioning out of high school (9)
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Slide 20
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (10)
- Preparing students for transitioning out of high school (11)
- Preparing students for transitioning out of high school (12)
- Preparing students for transitioning out of high school (13)
- Preparing students for transitioning out of high school (14)
- Buthellip
- How to better prepare Special Education students for life after
- When to start
- When to start (2)
- When to start (3)
- When to start (4)
- When to start (5)
- When to start (6)
- When to start (7)
- When to start (8)
- Ability to work in a team Preschool
- Ability to work in a team Elementary
- Ability to work in a team Elementary
- Ability to work in a team Middle School
- Ability to work in a team High School
- Deficits preventing attainment of standards
- Deficits preventing attainment of standards (2)
- Deficits preventing attainment of standards (3)
- Deficits preventing attainment of standards (4)
- Ability to make decisions and problem solve
- Ability to problem solve and make decisions
- Ability to problem solve and make decisions (2)
- Ability to problem solve and make decisions (3)
- Ability to problem solve and make decisions (4)
- Deficits preventing attainment of standards (5)
- Slide 52
- Impact of deficits on a childrsquos education
- Impact of deficits on a childrsquos education (2)
- Impact of deficits on a childrsquos education (3)
- Impact of deficits on a childrsquos education (4)
- Impact of deficits on a childrsquos education (5)
- How to identify these deficits
- The assessment process
- The assessment process (2)
- The assessment process
- The assessment process (3)
- The assessment process (4)
- The assessment process (5)
- The assessment process (6)
- The assessment process (7)
- The assessment process (8)
- The assessment process (9)
- Transition plans
- Transition Assessment to Transition Plan to Goals
- Transition Plans and Transition Goals
- Transition goals Transition plan Transition services
- Transition plan Transition goals and Transition services
- Transition plans Transition goals Transition services
- Transition plans Transition goals Transition services (2)
- Transition plan Transition goals Transition services
- Slide 77
- Transition plan Transition goals Transition services (2)
- Slide 79
- Slide 80
- Preparing for life after high school
- Preparing for life after high school Postsecondary Program
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program
- Slide 86
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program (4)
- Preparing for life after high school Postsecondary Program (5)
- Why is transition planning important
- Why is transition planning important (2)
- Postsecondary Programs
- Some key components of an effective Postsecondary Program
- Some key components of an effective Postsecondary Program (2)
- Some key components of an effective Postsecondary Program (3)
- Some key components of an effective Postsecondary Program (4)
- Some key components of an effective Postsecondary Program (5)
- Cases
- Failure to Meet Needs of Student with Autism
- Job in Teacherrsquos Office ne Real-World Work
- ITP Was Appropriate
- Inadequate Transition Plan = Compensatory Services
- Takeaways
- Takeaways (2)
- QuestionsComments
- Slide 107
- Slide 108
- Slide 109
- Slide 110
-
101
Job in Teacherrsquos Office ne Real-World Work 17 year old male with autism
ITP did not address needs for independent living skills or community employment experiences
Vocational goals vague and obsolete Employment training confined to on-campus simulations that
included ldquomock jobrdquo in teacherrsquos office Work was unrelated to studentrsquos interests or aspirations and
did not substitute for ldquoreal-world experiencesrdquo Although student wrote simulated checks and job
applications he could not generalize to the real world He could not shop in a grocery store or use an ATM
Remedy assessment by independent assessor training on bus system job coach (to extend beyond graduation for the period of time equal to the time school did not address vocational needs)
(Student v Horizons Instructional Systems Charter School (OAH 2012) 58 IDELR 145)
102
ITP Was Appropriate 18 year old male with SLD Given studentrsquos intelligence demeanor at hearing and ability to hold
down jobs he was properly given responsibilities in the ITP Student was adequately assessed the ITP accurately reflected his
stated interests and goals and it contained educational community and job experiences and activities related to them which student pursued
The fact that ITP did not emphasize independent living skills such as balancing a checkbook or possessing a driverrsquos license was inconsequential given studentrsquos ability to hold down jobs that he had math skills far beyond those needed to balance a checkbook and that he had sufficient intelligence and reading ability to obtain a driverrsquos license on his own
Need for remedial work in college did not mean his ITP was inappropriate
(Student v Torrance Unified Sch Dist (OAH 2007) 107 LRP 53504)
103
Inadequate Transition Plan = Compensatory Services
17-year-old parochial school student with ADD Transition plan found inadequate in some respects
Only assessment was student interview ITP did not describe any activities to assist student to
attend college in light of his inability to focus organize Remedy assessment and provision of 20 hours of
one-on-one transition services
(Poway Unified Sch Dist (OAH 2007) 107 LRP 45554)
104
Takeaways
Districts should not wait until high school to begin addressing transition needs
District assessments need to include all areas of suspected disability (eg executive functioning skills learning to learn skills pragmatics)
District IEP team members need to deconstruct the Common Core Standards to better determine needed skills
105
Takeaways
Even the more severely impacted students can be better prepared for employment with an effective Postsecondary Program
106
QuestionsComments
107
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
108
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
109
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
110
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
- Transition A Life-Long Process
- Presentation Highlights
- Slide 3
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (6)
- Preparing students for transitioning out of high school (7)
- Preparing students for transitioning out of high school (8)
- Slide 14
- Preparing students for transitioning out of high school (9)
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Slide 20
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (10)
- Preparing students for transitioning out of high school (11)
- Preparing students for transitioning out of high school (12)
- Preparing students for transitioning out of high school (13)
- Preparing students for transitioning out of high school (14)
- Buthellip
- How to better prepare Special Education students for life after
- When to start
- When to start (2)
- When to start (3)
- When to start (4)
- When to start (5)
- When to start (6)
- When to start (7)
- When to start (8)
- Ability to work in a team Preschool
- Ability to work in a team Elementary
- Ability to work in a team Elementary
- Ability to work in a team Middle School
- Ability to work in a team High School
- Deficits preventing attainment of standards
- Deficits preventing attainment of standards (2)
- Deficits preventing attainment of standards (3)
- Deficits preventing attainment of standards (4)
- Ability to make decisions and problem solve
- Ability to problem solve and make decisions
- Ability to problem solve and make decisions (2)
- Ability to problem solve and make decisions (3)
- Ability to problem solve and make decisions (4)
- Deficits preventing attainment of standards (5)
- Slide 52
- Impact of deficits on a childrsquos education
- Impact of deficits on a childrsquos education (2)
- Impact of deficits on a childrsquos education (3)
- Impact of deficits on a childrsquos education (4)
- Impact of deficits on a childrsquos education (5)
- How to identify these deficits
- The assessment process
- The assessment process (2)
- The assessment process
- The assessment process (3)
- The assessment process (4)
- The assessment process (5)
- The assessment process (6)
- The assessment process (7)
- The assessment process (8)
- The assessment process (9)
- Transition plans
- Transition Assessment to Transition Plan to Goals
- Transition Plans and Transition Goals
- Transition goals Transition plan Transition services
- Transition plan Transition goals and Transition services
- Transition plans Transition goals Transition services
- Transition plans Transition goals Transition services (2)
- Transition plan Transition goals Transition services
- Slide 77
- Transition plan Transition goals Transition services (2)
- Slide 79
- Slide 80
- Preparing for life after high school
- Preparing for life after high school Postsecondary Program
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program
- Slide 86
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program (4)
- Preparing for life after high school Postsecondary Program (5)
- Why is transition planning important
- Why is transition planning important (2)
- Postsecondary Programs
- Some key components of an effective Postsecondary Program
- Some key components of an effective Postsecondary Program (2)
- Some key components of an effective Postsecondary Program (3)
- Some key components of an effective Postsecondary Program (4)
- Some key components of an effective Postsecondary Program (5)
- Cases
- Failure to Meet Needs of Student with Autism
- Job in Teacherrsquos Office ne Real-World Work
- ITP Was Appropriate
- Inadequate Transition Plan = Compensatory Services
- Takeaways
- Takeaways (2)
- QuestionsComments
- Slide 107
- Slide 108
- Slide 109
- Slide 110
-
102
ITP Was Appropriate 18 year old male with SLD Given studentrsquos intelligence demeanor at hearing and ability to hold
down jobs he was properly given responsibilities in the ITP Student was adequately assessed the ITP accurately reflected his
stated interests and goals and it contained educational community and job experiences and activities related to them which student pursued
The fact that ITP did not emphasize independent living skills such as balancing a checkbook or possessing a driverrsquos license was inconsequential given studentrsquos ability to hold down jobs that he had math skills far beyond those needed to balance a checkbook and that he had sufficient intelligence and reading ability to obtain a driverrsquos license on his own
Need for remedial work in college did not mean his ITP was inappropriate
(Student v Torrance Unified Sch Dist (OAH 2007) 107 LRP 53504)
103
Inadequate Transition Plan = Compensatory Services
17-year-old parochial school student with ADD Transition plan found inadequate in some respects
Only assessment was student interview ITP did not describe any activities to assist student to
attend college in light of his inability to focus organize Remedy assessment and provision of 20 hours of
one-on-one transition services
(Poway Unified Sch Dist (OAH 2007) 107 LRP 45554)
104
Takeaways
Districts should not wait until high school to begin addressing transition needs
District assessments need to include all areas of suspected disability (eg executive functioning skills learning to learn skills pragmatics)
District IEP team members need to deconstruct the Common Core Standards to better determine needed skills
105
Takeaways
Even the more severely impacted students can be better prepared for employment with an effective Postsecondary Program
106
QuestionsComments
107
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
108
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
109
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
110
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
- Transition A Life-Long Process
- Presentation Highlights
- Slide 3
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (6)
- Preparing students for transitioning out of high school (7)
- Preparing students for transitioning out of high school (8)
- Slide 14
- Preparing students for transitioning out of high school (9)
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Slide 20
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (10)
- Preparing students for transitioning out of high school (11)
- Preparing students for transitioning out of high school (12)
- Preparing students for transitioning out of high school (13)
- Preparing students for transitioning out of high school (14)
- Buthellip
- How to better prepare Special Education students for life after
- When to start
- When to start (2)
- When to start (3)
- When to start (4)
- When to start (5)
- When to start (6)
- When to start (7)
- When to start (8)
- Ability to work in a team Preschool
- Ability to work in a team Elementary
- Ability to work in a team Elementary
- Ability to work in a team Middle School
- Ability to work in a team High School
- Deficits preventing attainment of standards
- Deficits preventing attainment of standards (2)
- Deficits preventing attainment of standards (3)
- Deficits preventing attainment of standards (4)
- Ability to make decisions and problem solve
- Ability to problem solve and make decisions
- Ability to problem solve and make decisions (2)
- Ability to problem solve and make decisions (3)
- Ability to problem solve and make decisions (4)
- Deficits preventing attainment of standards (5)
- Slide 52
- Impact of deficits on a childrsquos education
- Impact of deficits on a childrsquos education (2)
- Impact of deficits on a childrsquos education (3)
- Impact of deficits on a childrsquos education (4)
- Impact of deficits on a childrsquos education (5)
- How to identify these deficits
- The assessment process
- The assessment process (2)
- The assessment process
- The assessment process (3)
- The assessment process (4)
- The assessment process (5)
- The assessment process (6)
- The assessment process (7)
- The assessment process (8)
- The assessment process (9)
- Transition plans
- Transition Assessment to Transition Plan to Goals
- Transition Plans and Transition Goals
- Transition goals Transition plan Transition services
- Transition plan Transition goals and Transition services
- Transition plans Transition goals Transition services
- Transition plans Transition goals Transition services (2)
- Transition plan Transition goals Transition services
- Slide 77
- Transition plan Transition goals Transition services (2)
- Slide 79
- Slide 80
- Preparing for life after high school
- Preparing for life after high school Postsecondary Program
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program
- Slide 86
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program (4)
- Preparing for life after high school Postsecondary Program (5)
- Why is transition planning important
- Why is transition planning important (2)
- Postsecondary Programs
- Some key components of an effective Postsecondary Program
- Some key components of an effective Postsecondary Program (2)
- Some key components of an effective Postsecondary Program (3)
- Some key components of an effective Postsecondary Program (4)
- Some key components of an effective Postsecondary Program (5)
- Cases
- Failure to Meet Needs of Student with Autism
- Job in Teacherrsquos Office ne Real-World Work
- ITP Was Appropriate
- Inadequate Transition Plan = Compensatory Services
- Takeaways
- Takeaways (2)
- QuestionsComments
- Slide 107
- Slide 108
- Slide 109
- Slide 110
-
103
Inadequate Transition Plan = Compensatory Services
17-year-old parochial school student with ADD Transition plan found inadequate in some respects
Only assessment was student interview ITP did not describe any activities to assist student to
attend college in light of his inability to focus organize Remedy assessment and provision of 20 hours of
one-on-one transition services
(Poway Unified Sch Dist (OAH 2007) 107 LRP 45554)
104
Takeaways
Districts should not wait until high school to begin addressing transition needs
District assessments need to include all areas of suspected disability (eg executive functioning skills learning to learn skills pragmatics)
District IEP team members need to deconstruct the Common Core Standards to better determine needed skills
105
Takeaways
Even the more severely impacted students can be better prepared for employment with an effective Postsecondary Program
106
QuestionsComments
107
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
108
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
109
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
110
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
- Transition A Life-Long Process
- Presentation Highlights
- Slide 3
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (6)
- Preparing students for transitioning out of high school (7)
- Preparing students for transitioning out of high school (8)
- Slide 14
- Preparing students for transitioning out of high school (9)
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Slide 20
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (10)
- Preparing students for transitioning out of high school (11)
- Preparing students for transitioning out of high school (12)
- Preparing students for transitioning out of high school (13)
- Preparing students for transitioning out of high school (14)
- Buthellip
- How to better prepare Special Education students for life after
- When to start
- When to start (2)
- When to start (3)
- When to start (4)
- When to start (5)
- When to start (6)
- When to start (7)
- When to start (8)
- Ability to work in a team Preschool
- Ability to work in a team Elementary
- Ability to work in a team Elementary
- Ability to work in a team Middle School
- Ability to work in a team High School
- Deficits preventing attainment of standards
- Deficits preventing attainment of standards (2)
- Deficits preventing attainment of standards (3)
- Deficits preventing attainment of standards (4)
- Ability to make decisions and problem solve
- Ability to problem solve and make decisions
- Ability to problem solve and make decisions (2)
- Ability to problem solve and make decisions (3)
- Ability to problem solve and make decisions (4)
- Deficits preventing attainment of standards (5)
- Slide 52
- Impact of deficits on a childrsquos education
- Impact of deficits on a childrsquos education (2)
- Impact of deficits on a childrsquos education (3)
- Impact of deficits on a childrsquos education (4)
- Impact of deficits on a childrsquos education (5)
- How to identify these deficits
- The assessment process
- The assessment process (2)
- The assessment process
- The assessment process (3)
- The assessment process (4)
- The assessment process (5)
- The assessment process (6)
- The assessment process (7)
- The assessment process (8)
- The assessment process (9)
- Transition plans
- Transition Assessment to Transition Plan to Goals
- Transition Plans and Transition Goals
- Transition goals Transition plan Transition services
- Transition plan Transition goals and Transition services
- Transition plans Transition goals Transition services
- Transition plans Transition goals Transition services (2)
- Transition plan Transition goals Transition services
- Slide 77
- Transition plan Transition goals Transition services (2)
- Slide 79
- Slide 80
- Preparing for life after high school
- Preparing for life after high school Postsecondary Program
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program
- Slide 86
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program (4)
- Preparing for life after high school Postsecondary Program (5)
- Why is transition planning important
- Why is transition planning important (2)
- Postsecondary Programs
- Some key components of an effective Postsecondary Program
- Some key components of an effective Postsecondary Program (2)
- Some key components of an effective Postsecondary Program (3)
- Some key components of an effective Postsecondary Program (4)
- Some key components of an effective Postsecondary Program (5)
- Cases
- Failure to Meet Needs of Student with Autism
- Job in Teacherrsquos Office ne Real-World Work
- ITP Was Appropriate
- Inadequate Transition Plan = Compensatory Services
- Takeaways
- Takeaways (2)
- QuestionsComments
- Slide 107
- Slide 108
- Slide 109
- Slide 110
-
104
Takeaways
Districts should not wait until high school to begin addressing transition needs
District assessments need to include all areas of suspected disability (eg executive functioning skills learning to learn skills pragmatics)
District IEP team members need to deconstruct the Common Core Standards to better determine needed skills
105
Takeaways
Even the more severely impacted students can be better prepared for employment with an effective Postsecondary Program
106
QuestionsComments
107
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
108
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
109
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
110
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
- Transition A Life-Long Process
- Presentation Highlights
- Slide 3
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (6)
- Preparing students for transitioning out of high school (7)
- Preparing students for transitioning out of high school (8)
- Slide 14
- Preparing students for transitioning out of high school (9)
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Slide 20
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (10)
- Preparing students for transitioning out of high school (11)
- Preparing students for transitioning out of high school (12)
- Preparing students for transitioning out of high school (13)
- Preparing students for transitioning out of high school (14)
- Buthellip
- How to better prepare Special Education students for life after
- When to start
- When to start (2)
- When to start (3)
- When to start (4)
- When to start (5)
- When to start (6)
- When to start (7)
- When to start (8)
- Ability to work in a team Preschool
- Ability to work in a team Elementary
- Ability to work in a team Elementary
- Ability to work in a team Middle School
- Ability to work in a team High School
- Deficits preventing attainment of standards
- Deficits preventing attainment of standards (2)
- Deficits preventing attainment of standards (3)
- Deficits preventing attainment of standards (4)
- Ability to make decisions and problem solve
- Ability to problem solve and make decisions
- Ability to problem solve and make decisions (2)
- Ability to problem solve and make decisions (3)
- Ability to problem solve and make decisions (4)
- Deficits preventing attainment of standards (5)
- Slide 52
- Impact of deficits on a childrsquos education
- Impact of deficits on a childrsquos education (2)
- Impact of deficits on a childrsquos education (3)
- Impact of deficits on a childrsquos education (4)
- Impact of deficits on a childrsquos education (5)
- How to identify these deficits
- The assessment process
- The assessment process (2)
- The assessment process
- The assessment process (3)
- The assessment process (4)
- The assessment process (5)
- The assessment process (6)
- The assessment process (7)
- The assessment process (8)
- The assessment process (9)
- Transition plans
- Transition Assessment to Transition Plan to Goals
- Transition Plans and Transition Goals
- Transition goals Transition plan Transition services
- Transition plan Transition goals and Transition services
- Transition plans Transition goals Transition services
- Transition plans Transition goals Transition services (2)
- Transition plan Transition goals Transition services
- Slide 77
- Transition plan Transition goals Transition services (2)
- Slide 79
- Slide 80
- Preparing for life after high school
- Preparing for life after high school Postsecondary Program
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program
- Slide 86
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program (4)
- Preparing for life after high school Postsecondary Program (5)
- Why is transition planning important
- Why is transition planning important (2)
- Postsecondary Programs
- Some key components of an effective Postsecondary Program
- Some key components of an effective Postsecondary Program (2)
- Some key components of an effective Postsecondary Program (3)
- Some key components of an effective Postsecondary Program (4)
- Some key components of an effective Postsecondary Program (5)
- Cases
- Failure to Meet Needs of Student with Autism
- Job in Teacherrsquos Office ne Real-World Work
- ITP Was Appropriate
- Inadequate Transition Plan = Compensatory Services
- Takeaways
- Takeaways (2)
- QuestionsComments
- Slide 107
- Slide 108
- Slide 109
- Slide 110
-
105
Takeaways
Even the more severely impacted students can be better prepared for employment with an effective Postsecondary Program
106
QuestionsComments
107
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
108
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
109
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
110
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
- Transition A Life-Long Process
- Presentation Highlights
- Slide 3
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (6)
- Preparing students for transitioning out of high school (7)
- Preparing students for transitioning out of high school (8)
- Slide 14
- Preparing students for transitioning out of high school (9)
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Slide 20
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (10)
- Preparing students for transitioning out of high school (11)
- Preparing students for transitioning out of high school (12)
- Preparing students for transitioning out of high school (13)
- Preparing students for transitioning out of high school (14)
- Buthellip
- How to better prepare Special Education students for life after
- When to start
- When to start (2)
- When to start (3)
- When to start (4)
- When to start (5)
- When to start (6)
- When to start (7)
- When to start (8)
- Ability to work in a team Preschool
- Ability to work in a team Elementary
- Ability to work in a team Elementary
- Ability to work in a team Middle School
- Ability to work in a team High School
- Deficits preventing attainment of standards
- Deficits preventing attainment of standards (2)
- Deficits preventing attainment of standards (3)
- Deficits preventing attainment of standards (4)
- Ability to make decisions and problem solve
- Ability to problem solve and make decisions
- Ability to problem solve and make decisions (2)
- Ability to problem solve and make decisions (3)
- Ability to problem solve and make decisions (4)
- Deficits preventing attainment of standards (5)
- Slide 52
- Impact of deficits on a childrsquos education
- Impact of deficits on a childrsquos education (2)
- Impact of deficits on a childrsquos education (3)
- Impact of deficits on a childrsquos education (4)
- Impact of deficits on a childrsquos education (5)
- How to identify these deficits
- The assessment process
- The assessment process (2)
- The assessment process
- The assessment process (3)
- The assessment process (4)
- The assessment process (5)
- The assessment process (6)
- The assessment process (7)
- The assessment process (8)
- The assessment process (9)
- Transition plans
- Transition Assessment to Transition Plan to Goals
- Transition Plans and Transition Goals
- Transition goals Transition plan Transition services
- Transition plan Transition goals and Transition services
- Transition plans Transition goals Transition services
- Transition plans Transition goals Transition services (2)
- Transition plan Transition goals Transition services
- Slide 77
- Transition plan Transition goals Transition services (2)
- Slide 79
- Slide 80
- Preparing for life after high school
- Preparing for life after high school Postsecondary Program
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program
- Slide 86
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program (4)
- Preparing for life after high school Postsecondary Program (5)
- Why is transition planning important
- Why is transition planning important (2)
- Postsecondary Programs
- Some key components of an effective Postsecondary Program
- Some key components of an effective Postsecondary Program (2)
- Some key components of an effective Postsecondary Program (3)
- Some key components of an effective Postsecondary Program (4)
- Some key components of an effective Postsecondary Program (5)
- Cases
- Failure to Meet Needs of Student with Autism
- Job in Teacherrsquos Office ne Real-World Work
- ITP Was Appropriate
- Inadequate Transition Plan = Compensatory Services
- Takeaways
- Takeaways (2)
- QuestionsComments
- Slide 107
- Slide 108
- Slide 109
- Slide 110
-
106
QuestionsComments
107
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
108
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
109
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
110
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
- Transition A Life-Long Process
- Presentation Highlights
- Slide 3
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (6)
- Preparing students for transitioning out of high school (7)
- Preparing students for transitioning out of high school (8)
- Slide 14
- Preparing students for transitioning out of high school (9)
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Slide 20
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (10)
- Preparing students for transitioning out of high school (11)
- Preparing students for transitioning out of high school (12)
- Preparing students for transitioning out of high school (13)
- Preparing students for transitioning out of high school (14)
- Buthellip
- How to better prepare Special Education students for life after
- When to start
- When to start (2)
- When to start (3)
- When to start (4)
- When to start (5)
- When to start (6)
- When to start (7)
- When to start (8)
- Ability to work in a team Preschool
- Ability to work in a team Elementary
- Ability to work in a team Elementary
- Ability to work in a team Middle School
- Ability to work in a team High School
- Deficits preventing attainment of standards
- Deficits preventing attainment of standards (2)
- Deficits preventing attainment of standards (3)
- Deficits preventing attainment of standards (4)
- Ability to make decisions and problem solve
- Ability to problem solve and make decisions
- Ability to problem solve and make decisions (2)
- Ability to problem solve and make decisions (3)
- Ability to problem solve and make decisions (4)
- Deficits preventing attainment of standards (5)
- Slide 52
- Impact of deficits on a childrsquos education
- Impact of deficits on a childrsquos education (2)
- Impact of deficits on a childrsquos education (3)
- Impact of deficits on a childrsquos education (4)
- Impact of deficits on a childrsquos education (5)
- How to identify these deficits
- The assessment process
- The assessment process (2)
- The assessment process
- The assessment process (3)
- The assessment process (4)
- The assessment process (5)
- The assessment process (6)
- The assessment process (7)
- The assessment process (8)
- The assessment process (9)
- Transition plans
- Transition Assessment to Transition Plan to Goals
- Transition Plans and Transition Goals
- Transition goals Transition plan Transition services
- Transition plan Transition goals and Transition services
- Transition plans Transition goals Transition services
- Transition plans Transition goals Transition services (2)
- Transition plan Transition goals Transition services
- Slide 77
- Transition plan Transition goals Transition services (2)
- Slide 79
- Slide 80
- Preparing for life after high school
- Preparing for life after high school Postsecondary Program
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program
- Slide 86
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program (4)
- Preparing for life after high school Postsecondary Program (5)
- Why is transition planning important
- Why is transition planning important (2)
- Postsecondary Programs
- Some key components of an effective Postsecondary Program
- Some key components of an effective Postsecondary Program (2)
- Some key components of an effective Postsecondary Program (3)
- Some key components of an effective Postsecondary Program (4)
- Some key components of an effective Postsecondary Program (5)
- Cases
- Failure to Meet Needs of Student with Autism
- Job in Teacherrsquos Office ne Real-World Work
- ITP Was Appropriate
- Inadequate Transition Plan = Compensatory Services
- Takeaways
- Takeaways (2)
- QuestionsComments
- Slide 107
- Slide 108
- Slide 109
- Slide 110
-
107
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
108
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
109
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
110
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
- Transition A Life-Long Process
- Presentation Highlights
- Slide 3
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (6)
- Preparing students for transitioning out of high school (7)
- Preparing students for transitioning out of high school (8)
- Slide 14
- Preparing students for transitioning out of high school (9)
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Slide 20
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (10)
- Preparing students for transitioning out of high school (11)
- Preparing students for transitioning out of high school (12)
- Preparing students for transitioning out of high school (13)
- Preparing students for transitioning out of high school (14)
- Buthellip
- How to better prepare Special Education students for life after
- When to start
- When to start (2)
- When to start (3)
- When to start (4)
- When to start (5)
- When to start (6)
- When to start (7)
- When to start (8)
- Ability to work in a team Preschool
- Ability to work in a team Elementary
- Ability to work in a team Elementary
- Ability to work in a team Middle School
- Ability to work in a team High School
- Deficits preventing attainment of standards
- Deficits preventing attainment of standards (2)
- Deficits preventing attainment of standards (3)
- Deficits preventing attainment of standards (4)
- Ability to make decisions and problem solve
- Ability to problem solve and make decisions
- Ability to problem solve and make decisions (2)
- Ability to problem solve and make decisions (3)
- Ability to problem solve and make decisions (4)
- Deficits preventing attainment of standards (5)
- Slide 52
- Impact of deficits on a childrsquos education
- Impact of deficits on a childrsquos education (2)
- Impact of deficits on a childrsquos education (3)
- Impact of deficits on a childrsquos education (4)
- Impact of deficits on a childrsquos education (5)
- How to identify these deficits
- The assessment process
- The assessment process (2)
- The assessment process
- The assessment process (3)
- The assessment process (4)
- The assessment process (5)
- The assessment process (6)
- The assessment process (7)
- The assessment process (8)
- The assessment process (9)
- Transition plans
- Transition Assessment to Transition Plan to Goals
- Transition Plans and Transition Goals
- Transition goals Transition plan Transition services
- Transition plan Transition goals and Transition services
- Transition plans Transition goals Transition services
- Transition plans Transition goals Transition services (2)
- Transition plan Transition goals Transition services
- Slide 77
- Transition plan Transition goals Transition services (2)
- Slide 79
- Slide 80
- Preparing for life after high school
- Preparing for life after high school Postsecondary Program
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program
- Slide 86
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program (4)
- Preparing for life after high school Postsecondary Program (5)
- Why is transition planning important
- Why is transition planning important (2)
- Postsecondary Programs
- Some key components of an effective Postsecondary Program
- Some key components of an effective Postsecondary Program (2)
- Some key components of an effective Postsecondary Program (3)
- Some key components of an effective Postsecondary Program (4)
- Some key components of an effective Postsecondary Program (5)
- Cases
- Failure to Meet Needs of Student with Autism
- Job in Teacherrsquos Office ne Real-World Work
- ITP Was Appropriate
- Inadequate Transition Plan = Compensatory Services
- Takeaways
- Takeaways (2)
- QuestionsComments
- Slide 107
- Slide 108
- Slide 109
- Slide 110
-
108
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
109
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
110
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
- Transition A Life-Long Process
- Presentation Highlights
- Slide 3
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (6)
- Preparing students for transitioning out of high school (7)
- Preparing students for transitioning out of high school (8)
- Slide 14
- Preparing students for transitioning out of high school (9)
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Slide 20
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (10)
- Preparing students for transitioning out of high school (11)
- Preparing students for transitioning out of high school (12)
- Preparing students for transitioning out of high school (13)
- Preparing students for transitioning out of high school (14)
- Buthellip
- How to better prepare Special Education students for life after
- When to start
- When to start (2)
- When to start (3)
- When to start (4)
- When to start (5)
- When to start (6)
- When to start (7)
- When to start (8)
- Ability to work in a team Preschool
- Ability to work in a team Elementary
- Ability to work in a team Elementary
- Ability to work in a team Middle School
- Ability to work in a team High School
- Deficits preventing attainment of standards
- Deficits preventing attainment of standards (2)
- Deficits preventing attainment of standards (3)
- Deficits preventing attainment of standards (4)
- Ability to make decisions and problem solve
- Ability to problem solve and make decisions
- Ability to problem solve and make decisions (2)
- Ability to problem solve and make decisions (3)
- Ability to problem solve and make decisions (4)
- Deficits preventing attainment of standards (5)
- Slide 52
- Impact of deficits on a childrsquos education
- Impact of deficits on a childrsquos education (2)
- Impact of deficits on a childrsquos education (3)
- Impact of deficits on a childrsquos education (4)
- Impact of deficits on a childrsquos education (5)
- How to identify these deficits
- The assessment process
- The assessment process (2)
- The assessment process
- The assessment process (3)
- The assessment process (4)
- The assessment process (5)
- The assessment process (6)
- The assessment process (7)
- The assessment process (8)
- The assessment process (9)
- Transition plans
- Transition Assessment to Transition Plan to Goals
- Transition Plans and Transition Goals
- Transition goals Transition plan Transition services
- Transition plan Transition goals and Transition services
- Transition plans Transition goals Transition services
- Transition plans Transition goals Transition services (2)
- Transition plan Transition goals Transition services
- Slide 77
- Transition plan Transition goals Transition services (2)
- Slide 79
- Slide 80
- Preparing for life after high school
- Preparing for life after high school Postsecondary Program
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program
- Slide 86
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program (4)
- Preparing for life after high school Postsecondary Program (5)
- Why is transition planning important
- Why is transition planning important (2)
- Postsecondary Programs
- Some key components of an effective Postsecondary Program
- Some key components of an effective Postsecondary Program (2)
- Some key components of an effective Postsecondary Program (3)
- Some key components of an effective Postsecondary Program (4)
- Some key components of an effective Postsecondary Program (5)
- Cases
- Failure to Meet Needs of Student with Autism
- Job in Teacherrsquos Office ne Real-World Work
- ITP Was Appropriate
- Inadequate Transition Plan = Compensatory Services
- Takeaways
- Takeaways (2)
- QuestionsComments
- Slide 107
- Slide 108
- Slide 109
- Slide 110
-
109
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
110
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
- Transition A Life-Long Process
- Presentation Highlights
- Slide 3
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (6)
- Preparing students for transitioning out of high school (7)
- Preparing students for transitioning out of high school (8)
- Slide 14
- Preparing students for transitioning out of high school (9)
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Slide 20
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (10)
- Preparing students for transitioning out of high school (11)
- Preparing students for transitioning out of high school (12)
- Preparing students for transitioning out of high school (13)
- Preparing students for transitioning out of high school (14)
- Buthellip
- How to better prepare Special Education students for life after
- When to start
- When to start (2)
- When to start (3)
- When to start (4)
- When to start (5)
- When to start (6)
- When to start (7)
- When to start (8)
- Ability to work in a team Preschool
- Ability to work in a team Elementary
- Ability to work in a team Elementary
- Ability to work in a team Middle School
- Ability to work in a team High School
- Deficits preventing attainment of standards
- Deficits preventing attainment of standards (2)
- Deficits preventing attainment of standards (3)
- Deficits preventing attainment of standards (4)
- Ability to make decisions and problem solve
- Ability to problem solve and make decisions
- Ability to problem solve and make decisions (2)
- Ability to problem solve and make decisions (3)
- Ability to problem solve and make decisions (4)
- Deficits preventing attainment of standards (5)
- Slide 52
- Impact of deficits on a childrsquos education
- Impact of deficits on a childrsquos education (2)
- Impact of deficits on a childrsquos education (3)
- Impact of deficits on a childrsquos education (4)
- Impact of deficits on a childrsquos education (5)
- How to identify these deficits
- The assessment process
- The assessment process (2)
- The assessment process
- The assessment process (3)
- The assessment process (4)
- The assessment process (5)
- The assessment process (6)
- The assessment process (7)
- The assessment process (8)
- The assessment process (9)
- Transition plans
- Transition Assessment to Transition Plan to Goals
- Transition Plans and Transition Goals
- Transition goals Transition plan Transition services
- Transition plan Transition goals and Transition services
- Transition plans Transition goals Transition services
- Transition plans Transition goals Transition services (2)
- Transition plan Transition goals Transition services
- Slide 77
- Transition plan Transition goals Transition services (2)
- Slide 79
- Slide 80
- Preparing for life after high school
- Preparing for life after high school Postsecondary Program
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program
- Slide 86
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program (4)
- Preparing for life after high school Postsecondary Program (5)
- Why is transition planning important
- Why is transition planning important (2)
- Postsecondary Programs
- Some key components of an effective Postsecondary Program
- Some key components of an effective Postsecondary Program (2)
- Some key components of an effective Postsecondary Program (3)
- Some key components of an effective Postsecondary Program (4)
- Some key components of an effective Postsecondary Program (5)
- Cases
- Failure to Meet Needs of Student with Autism
- Job in Teacherrsquos Office ne Real-World Work
- ITP Was Appropriate
- Inadequate Transition Plan = Compensatory Services
- Takeaways
- Takeaways (2)
- QuestionsComments
- Slide 107
- Slide 108
- Slide 109
- Slide 110
-
110
Information in this presentation including but not limited to PowerPoint handouts and the presenters comments is summary only and not legal advice We advise you to consult with legal counsel to determine how this information may apply to your specific facts and circumstances
- Transition A Life-Long Process
- Presentation Highlights
- Slide 3
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (6)
- Preparing students for transitioning out of high school (7)
- Preparing students for transitioning out of high school (8)
- Slide 14
- Preparing students for transitioning out of high school (9)
- Preparing students for transitioning out of high school (2)
- Preparing students for transitioning out of high school
- Preparing students for transitioning out of high school (3)
- Preparing students for transitioning out of high school (4)
- Slide 20
- Preparing students for transitioning out of high school (5)
- Preparing students for transitioning out of high school (10)
- Preparing students for transitioning out of high school (11)
- Preparing students for transitioning out of high school (12)
- Preparing students for transitioning out of high school (13)
- Preparing students for transitioning out of high school (14)
- Buthellip
- How to better prepare Special Education students for life after
- When to start
- When to start (2)
- When to start (3)
- When to start (4)
- When to start (5)
- When to start (6)
- When to start (7)
- When to start (8)
- Ability to work in a team Preschool
- Ability to work in a team Elementary
- Ability to work in a team Elementary
- Ability to work in a team Middle School
- Ability to work in a team High School
- Deficits preventing attainment of standards
- Deficits preventing attainment of standards (2)
- Deficits preventing attainment of standards (3)
- Deficits preventing attainment of standards (4)
- Ability to make decisions and problem solve
- Ability to problem solve and make decisions
- Ability to problem solve and make decisions (2)
- Ability to problem solve and make decisions (3)
- Ability to problem solve and make decisions (4)
- Deficits preventing attainment of standards (5)
- Slide 52
- Impact of deficits on a childrsquos education
- Impact of deficits on a childrsquos education (2)
- Impact of deficits on a childrsquos education (3)
- Impact of deficits on a childrsquos education (4)
- Impact of deficits on a childrsquos education (5)
- How to identify these deficits
- The assessment process
- The assessment process (2)
- The assessment process
- The assessment process (3)
- The assessment process (4)
- The assessment process (5)
- The assessment process (6)
- The assessment process (7)
- The assessment process (8)
- The assessment process (9)
- Transition plans
- Transition Assessment to Transition Plan to Goals
- Transition Plans and Transition Goals
- Transition goals Transition plan Transition services
- Transition plan Transition goals and Transition services
- Transition plans Transition goals Transition services
- Transition plans Transition goals Transition services (2)
- Transition plan Transition goals Transition services
- Slide 77
- Transition plan Transition goals Transition services (2)
- Slide 79
- Slide 80
- Preparing for life after high school
- Preparing for life after high school Postsecondary Program
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program
- Slide 86
- Preparing for life after high school Postsecondary Program (2)
- Preparing for life after high school Postsecondary Program (3)
- Preparing for life after high school Postsecondary Program (4)
- Preparing for life after high school Postsecondary Program (5)
- Why is transition planning important
- Why is transition planning important (2)
- Postsecondary Programs
- Some key components of an effective Postsecondary Program
- Some key components of an effective Postsecondary Program (2)
- Some key components of an effective Postsecondary Program (3)
- Some key components of an effective Postsecondary Program (4)
- Some key components of an effective Postsecondary Program (5)
- Cases
- Failure to Meet Needs of Student with Autism
- Job in Teacherrsquos Office ne Real-World Work
- ITP Was Appropriate
- Inadequate Transition Plan = Compensatory Services
- Takeaways
- Takeaways (2)
- QuestionsComments
- Slide 107
- Slide 108
- Slide 109
- Slide 110
-