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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

>

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

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

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