Transition- IDEA 2004
Jim Rich, Rich Consulting
Agenda
IDEA 2004 The Transition Process
1. Age-Appropriate Transition Assessments2. Identifying the postsecondary goal(s)3. Course of Study & Coordinated Set of Activities4. Agency Linkages 5. Writing the IEP – Annual IEP Goals6. Summary of Performance
Process into Practice
IDEA 2004SIX CHANGES
• Change 1: Definition of transition services• Change 2: Initiation of transition services at age
16• Change 3: Shift in emphasis to ‘results’• Change 4: Creating a ‘Coordinated Set of
Activities’• Change 5: Evaluation before change in status:
Summary of Performance (SOP)• Change 6: Statement of interagency
responsibilities in IEP.
IDEA 2004 Definition of Transition Services
Transition services means a ‘coordinated set of activities’ for student that:
• Is designed within a results-oriented process to post-school activities:– Postsecondary education, vocational training, integrated
employment, continuing/adult education, adult services.
• Is based upon the individual student’s strengths, preferences and interests;
• Includes instruction, related services, community experiences, development of employment and when appropriate, acquisition of daily living skills.
IDEA 2004Transition Services Begin at 16
• Transition services are to begin no later than the first IEP in effect at age 16, earlier when appropriate.
§300.321 (b)
IDEA 2004Transition Services Begin at 16
• For transition services to be in effect when the student turns 16 the transition planning –assessment, postsecondary goal(s), coordinated set of activities – is completed with the annual IEP that is written when the student is 15.
IDEA 2004Results Oriented
• Transition services must include appropriate measurable postsecondary goal(s) based on age-appropriate transition assessments related to:– Postsecondary education– Postsecondary training– Employment– Independent living skills, where appropriate
TRANSITION SERVICES FLOW CHART
Age-Appropriate Transition Assessments
Relate Assessments to Measurable postsecondary goals
Course of Study/Coordinated Set of Activities
Identify Agency Linkages
Write the IEP: Annual Goals
Interests Preferences Needs Aptitudes
Education Training Employment Independent Living
General Education
Career Technical Education
Special Education
Community-Based Experiences
Identify Measurable postsecondary goal(s)
Write the Summary of Performance
Age-Appropriate Transition Assessment
Transition assessment is the ongoing process of collecting data on the student’s needs,
preferences, and interests as they relate to work, education, or living environments.
Gathering Interests, Preferences and Skills;
Identifying Needs.• Examine student records and previous IEPs for
information. – Last transition plan, evaluations (formal/informal,
present level of performance, courses and grades;
• Decide if additional information is needed for planning.
• Make friends with Guidance and Counseling, Career and Technical staff.
• Develop a plan with the student to identify interests, preferences and skills.
STUDENT INFORMATION GATHERING FORM -FVE
INTERESTS STRENGTHS LIMITATIONS WORK EXPERIENCE
STUDENT INFORMATION GATHERING FORM- Example 1Student’s Name: Kimo Date:11/18/06
INTERESTS STRENGTHS LIMITATIONS WORK EXPERIENCE
EXPRESSED:
(by family and Kimo)•Sports•Helping Mom in the home•Music – Dancing•Visiting Grandma at nursing home
OBSERVED:
Events-•Stock car races•Fairs•Special Olympics
TESTED:•Interest Survey•Working with people
Friendly – smiles
and laughs easily
Can follow 2-3 step
directions without
Variables
On Brigance: 20
functional words
Can use phone with
number written out
(no phone book)
Can input up to 6
digits to adding
machine or
computer
Lack of control when
frustrated or confused
No fear of strangers –
safety issues
Easily confused with
variables –has physical
outburst when excited
Transportation – may
need to ride bus to job
(can’t tell at this time)
School office &
teachers’ prep room –
with supervision
Office – made copies
for teachers (simple 1
page copies)
Nursing home – gave
drinks to residents
STUDENT INFORMATION GATHERING FORM –Example 2Student’s Name: Brian Date:11/18/06
INTERESTS STRENGTHS LIMITATIONS WORK EXPERIENCE
Mechanics – enjoys working with hands; enjoys putting things together
Motorcycle racingComputer games
Music – plays drums with band, enjoys club music
Skateboarding – with friends on the weekends
Above average non-verbal problem-solving (WAIS-R, demonstrated)
Reads at 5-6 grade level when familiar with the content
Has demonstrated above average persistence and endurance when working on tasks he finds enjoyable
Good ability to follow oral directions, good memory
Has had successful job interviews, has good resume
2.4 grade level in written language
Has difficulty sounding out words
Poor spelling skills
Has difficulty with authority
Poor attendance at school
Not sure of disability and seems to have low self-determination skills
Difficulty completing tasks, concentrating, especially with written tasks
Burger King – Fry Cook, 2 summers; doesn’t like the work
Summer job with friend at Bent Bike
Has worked in lube shop
Likes shop environment. (check out diesel mechanics training)
Has helped make repairs on a fishing boat in dry dock (volunteer)
Assessment Process
• Use the form from the Guide to Transition Assessment (www.seattleu.
edu/ccts/func_eval/appendixB.asp)
• Note interests, strengths, temperaments
• Identify needs
• Note date and activity
• Add to portfolio or attach to IEP
Types of Information
• Individual’s stated interests
• Functional life skills
• Academic skills
• Aptitudes
• Learning ability, reasoning, problem solving
• Communication skills
More information…• Self-determination and self-advocacy
skills• Physical strengths and limitations• Healthcare needs• Learning style• Work experiences• Community based evaluation• Leisure and recreational
Informal and Formal Assessment
• Informal FVE– Observation checklists– Student self-evaluations– Interviews with student– Job history– Academic data– Previous testing– Curriculum-based
assessment
• Formal FVE– Career Center– WOIS– ASVAB– Career Key– Choices– Magellan– WorkKeys– Others?
Websites: Resources for Assessment
• http://www.seattleu.edu/ccts– Best Practices
• Post-ITT http://www.postitt.org/• Learning Style Resources
http://falcon.jmu.edu/~ramseyil/learningstyles• National Secondary Transition Technical Assistance
Center– http://www.nsttac.org/
Websites, cont.• Temperaments
– http://www.keirsey.com/• Occupational Outlook Handbook
– http://www.bls.gov/oco/• Where Are You Going? (Career Guide)
– http://www.wtb.wa.gov/ • Student directed activities
– http://www.youthhood.org
Measurable Postsecondary Goal(s): Post-school Settings
• At age 16 the IEP must include appropriate measurable postsecondary goals based on assessment related to: §300.320 (1)
– Postsecondary education, postsecondary training, employment and independent living (where appropriate).
• Identify students who have been competitively employed, enrolled in some type of postsecondary education, or both, within one year of leaving high school. (Indicator 14-State Performance Plan)
• The measure = The Post-school Survey
Course of StudyCoordinated Set of Activities
• A systematic, individualized transition process that incorporates a ‘coordinated set of activities’:– Begins as the student prepares to exit middle school and
make decisions and choices about a high school course of study;
– Incorporates a coordination strategy that provides continuity of planning;
– Considers students’ postsecondary goal(s) and determines graduation plan (CAA/CIA);
– Addresses a variety of domains of education and life preparation;
– Defines the student’s course of study and experiences needed to achieve the postsecondary goal(s);
Course of StudyCoordinated Set of Activities
• Addresses curriculum options: general education, CTE, community-based learning, non-academic learning activities;
• Incorporates related and supportive services and provides assistance with adjustment to high school’
• Incorporates the coordination of appropriate community-based and adult service agencies;
• Prepares students and families to take an active role in planning during high school (self-advocacy) and upon exit.
Graduation and Eligibility for Services
• A student’s right to FAPE ends when the student has graduated with a regular high school diploma (not GED or Certificate of Attendance) or ages out at age 21
• Graduation or ageing out is a change of placement and requires Notice but not a re-evaluation
• Graduation requirements should be part of transition planning
Course of Study/Coordinated Set of Activities ~ Sam, age 14
Sam is in the 8th grade. He has a learning disability in reading and written language. He is friendly and outgoing, popular with peers and teachers. He has not demonstrated good study habits and has often “talked” teachers into giving him breaks. He likes working with younger children and volunteers as an intramural coach. He wants to go to college, major in physical education, play college football and eventually play professional football. He will complete credits and requirements for a high school diploma.
Course of Study – Chart formatSam, age 14
Grade 9 Grade 10
Semester 1 Semester 2 Semester 1 Semester 2
English 9
Algebra
Biology
WA State History
PE
Learning Support (SE)
English 9
Algebra
Biology
Intro to Technology
PE
Learning Support (SE)
English 10
Geometry
PE
World History
Spanish 1
Learning Support (SE)
English 10
Geometry
Arts Elective
World History
Spanish 1
Learning Support (SE)
Grade 11 Grade 12
Semester 1 Semester 2 Semester 1 Semester 2
English 11
US History
Algebra 2 Trig
SAT Prep Class
Spanish 2
Learning Support (SE)
English 11
US History
Algebra 2 Trig
Arts Elective
Spanish 2
Learning Support (SE)
English 12
Chemistry
Sports Medicine Sports Medicine Learning Support (SE)
English 12
Chemistry
Senior Project
Sports Medicine Sports Medicine Learning Support (SE)
Fifth Year Plan: 4-year college-physical education
State Assessment: _X__ WASL ___ DAW
___ WAAS 11/18/06
Course of Study – Narrative formatSam, age 14
Sam will follow the course configuration to be eligible to enter a 4-year college upon graduation as well as the course requirements to earn a diploma with support from special education with specially designed instruction; he will participate in a sports medicine course as an elective during his senior year to gain some experience in sports training, management and administration. Sam will take the WASL with accommodations and earn a CAA with his diploma.
Course of Study/Coordinated Set of Activities ~ Sherrie, age 16
Sherrie is in the 10th grade. She has a learning disability in reading and written language. She is interested in graphic design and computer design. She wants to attend a vocational technical school or an art institute. Sherrie’s high school program should be delivered in the general education setting with special education support and include vocational classes in graphic design, CAD or WEB design. Sherrie will graduate with credits and requirements for a high school diploma.
Course of Study – Chart format Sherrie, age 16
Grade 10 Grade 11
Semester 1 Semester 2 Semester 1 Semester 2
English
Integrated Math 2
Science
Fundamentals of Art&Design
World History
Learning Support (SE)
English
Integrated Math 2
Science
Computer Design
World History
Learning Support (SE)
English
US History
PE
Graphic Design
Art
Learning Support (SE)
English
US History
PE
Graphic Design
Art
Learning Support (SE)
Grade 12 Fifth Year Plan
Semester 1 Semester 2 Community College Design
English
Senior History
Design Concepts-RSt
Design Concepts-RSt
Design Concepts-RSt
Learning Support (SE)
English
Senior History
Design Concepts-RSt
Design Concepts-RSt
Design Concepts-RSt
Learning Support (SE)
State Assessment:
___ WASL ___ DAW ___ WAAS
11/18/06
Course of Study – Narrative formatSherrie, age 16
• Sherrie’s high school program should be delivered in the general education setting with special education support and include vocational classes in graphic design, CAD or WEB design. Sherrie will graduate with credits and requirements for a high school diploma.
Course of Study/Coordinated Set of Activities ~ Kimo, age 14
Kimo is in his last year of middle school. He has mental retardation and is in a self-contained program with five other students. Kimo has become more independent with the school and would like to participate in a general ed PE class. He is completing work tasks in the office with less supervision. He still has difficulty controlling physical outbursts that include hitting and kicking when he becomes excited. He will attend school until he is 21. The IEP will determine graduation credits and requirements.
Course of Study – Chart format Kimo, age 14
AGE 14-15
PE
Communication skills
Independent living skills
Job Readiness skills
AGE 16-17
PE
Communication skills
Independent living skills
Supervised Work Experience
AGE 18
Communication skills
Independent living skills
Supervised Work Experience
Supervised Work Experience
Supervised Work Experience
AGE 19
Transition Program:
Independent living skills
Transportation training
Job Readiness skills
Job Shadowing
AGE 20
Transition Program:
Independent living skills
Transportation training
Work Experience with support – ½ day
AGE 21
Transition Program
Employed with support 20hr/wk
Transition program 4 hr/wk
Fifth year plan:
Supported Employment20 hr/wk minimum
11/18/06 State Assessment:___ WASL ___ DAW __X_ WAAS
Course of Study – Narrative formatKimo, age 14
• Kimo will attend high school through age 21. He will participate in general education courses to include but not be limited to PE and cooking class. He will work on functional academics and life skills in the special education classroom with many opportunities to practice these skills in the community. Kimo will participate in the work-based learning program. Agency connections to DVR and DDD will be established and strengthened prior to his leaving high school.
Course of Study/Coordinated Set of Activities ~ Brian, age 17
Brian’s same-age classmates are in the 11th grade. Brian has acquired 3 credits toward high school completion and has said he will drop out as soon as he can. He has been in special education since 5th grade as Emotionally Behaviorally Disturbed. Brian’s reading, writing and math skills are below average because he has not participated in classes the last few years. He does not have disabilities in the academic areas, although is far behind. He is interested in mechanics and wants to work on a fishing boat. The IEP will determine graduation credits and requirements.
Course of Study – Chart format Brian, age 17
GRADE 11 GRADE 12
English (SE)-coordinated with Skills Center
English (SE)-coordinated with Skills Center
Functional Math(SE)-coordinated with Skills Center
Functional Math (SE)-coordinated with Skills Center
Diesel Mechanics 1-Skills Center Diesel Mechanics 2-Skills Center
Diesel Mechanics 1-Skills Center Diesel Mechanics 2-Skills Center
Diesel Mechanics 1-Skills Center Diesel Mechanics 2-Skills Center
Senior Project
Fifth year plan: Diesel Mechanic State Assessment: ___WASL ___ WAAS ___ DAW 11/18/06
Course of Study – Narrative formatBrian, age 17
• Brian will attend classes in special education at the high school to increase his academic skills in reading, writing and math. He will attend the Skills Center in mechanics. He is also interested in taking a class in welding. He will graduate based on his IEP.
IDEA 2004Interagency Responsibilities
• Schools continue to be responsible for inviting a representative, with parent permission, of any participating agency that is likely to be responsible for providing or paying for transition services. §300.321(b)(3)
Adult Agency LinkageBest Practice
• Establish or strengthen community transition teams and develop interagency collaboration and cooperative agreements;
• Promote collaborative planning to assess transition needs and improve coordinated transition services;
• Educate parents and families about the difference between entitlement and eligibility;
• Have a general knowledge of agency linkages and facilitate agency participation in the IEP and transition planning.
Adult Agency Linkages
• Youth and families are unsure of where to find support after high school.
• 2005 Special Education Graduates– An adult agency linkage was identified on
71% of student’s IEP’s.– Of those youth, 44% made contact with the
agency.
Agency Linkages: IEP Language
• Informational– Provide information to student and family of
the many state and local agencies, and entitlement vs. eligibility information.
• Initial Intake– Provide student and family with information to
encourage initial intake.– Arrange initial intake with student and agency.
Agency Linkages…Dispelling the Myths
• Identifying an agency on the IEP for information purposes does not make the district responsible to provide additional services.
• All students would benefit from receiving information of at least one agency linkage.
• The district is not penalized if the student does not contact the agency.
• The district is not penalized if the student does not need the agency.
Annual IEP Goals
For each postsecondary goal there must be an annual goal(s) included in the IEP that will help the student make progress toward the stated postsecondary goal(s).
Annual IEP Goals • Only those activities that are the direct
responsibility of special education requires measurable annual goals.
• Must address area of disability.• Based on Present Level of Performance &
Assessment recommendations• Must address needed transition services.• Must be specially designed instruction.• Make sense based on the post-school goal .
Kimo’s Annual GoalsExample
• By 12/13/2006 when directed verbally to change activities Kimo will respond without physical outbursts from 2 of 10 trials to 9 of 10 trials.
• Kimo will improve his sign recognition from correctly identifying 9 of 29 commonly recognized signs to 29 of 29 as measured on the Functional Signs test.
Summary of Performance
• When a student graduates with a regular diploma or reaches the maximum age for receiving special education services, the school district must:
– provide a “summary of the student’s academic and functional performance
– provide recommendations for helping the student meet his/her goals after high school
§300.305(e)(3)
Summary of Performance• The Summary of Performance (SOP) provides:
Documentation of the disability; A summary of the student’s academic achievement and
functional performance; Recommendations of teachers and related
professionals on how to help the student meet their postsecondary goal(s).
The SOP provides the necessary documentation and information in postsecondary settings: Colleges Vocational rehabilitation services Job accommodations
Summary of Performance
• The SOP is most useful when linked with the IEP process and the student/family has the opportunity to actively participate in the development of the document
• The SOP must be completed during the final year of school attendance
• Agency Linkages could be part of the SOP
Summary of Performance/LinkagesKimo – Example
• Kimo has increased his verbal communication skills and on most occasions able to make his choices known to others. As these skills have increased his physical outbursts have decreased. He successfully completed work-based learning in the community college cafeteria. He assisted the cooks in the salad bar preparation and clean up. Kimo is connected with DDD and DVR but will need to strengthen this connection for postsecondary support for training and supported employment. He does not currently have a job. Parents are requesting assistance with SSI.
Review of Objectives
IDEA 2004 The Transition Process
1. Age-Appropriate Transition Assessments2. Identifying the postsecondary goal(s)3. Course of Study & Coordinated Set of Activities4. Agency Linkages 5. Writing the IEP – Annual IEP Goals6. Summary of Performance
Process into Practice
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