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Transition 101
Diane Sobolewski 2004 PA Transition
Communities of Practice Conference
Pennsylvania Training and Technical Assistance Network Pennsylvania Department of Education
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Agenda• Some history
• Define transition services
• Identify guiding questions based on the definition of transition
• Outline the collaborative process for individual student planning
• Recognize formal and natural supports in the community
• Identify state-to-local and local-to-state supports
• Questions answered throughout presentation
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1975Education for Handicapped Act
P.L. 94-142
• Free Appropriate Public Education• Due Process• IEPs• Least Restrictive Environment
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Individuals with Disabilities Education ActIDEA 1990
• Driven by parents• Concede that children given FAPE• BUT graduating to WHAT??• Transition mandated• Linkages to agencies
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Individuals with Disabilities Education Act
IDEA 1997
• Strengthen role of parents• Prepare children for employment and independent living• Improve educational results for all• Respond to the growing needs of a diverse society
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Transition LegislationTransition Legislation
IDEA 1990 and 1997
PA Special Education Regulations
Rehabilitation Act of 1973 – amended 1992
Carl Perkins Applied Technology Education Act
Americans with Disabilities Act 1990
Workforce Investment Act 1998
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Structure and ProcessStructure and Process
Memorandum of Understanding
Comprehensive System of Personnel DevelopmentRegional Consultants
Intermediate Unit ConsultantsSchool District Transition Coordinators
Teachers and Support Staff
Parents and Students
State and Local Transition Councils
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State Interagency Advisory State Interagency Advisory Committee on TransitionCommittee on Transition
(SIACT)(SIACT)
DepartmentOf
Labor & Industry
DepartmentOf
PublicWelfare
DepartmentOf
Education
DepartmentOf
Health
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Local Transition CouncilsLocal Transition Councils
Office of Vocational Rehabilitation counselors and service providersMental Health / Mental Retardation supports coordinators,
Group Homes, Higher Education, Parents, CareerLink,Transition Coordinators, Special Education teachers,
Career-Technical Education, Advocacy groups, Employers,Children-Youth-Families, Human Services, Local Task Force, etc.
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Definition of Transition Services
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Transition
IDEA ‘97: 300.29 (a) Transition services means a coordinated set
of activities for a student with a disability that
1. Is designed within an outcome-oriented process, that promotes movement from school to post-school activities, including post secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;
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Transition
2. Is based on the individual student’s needs, taking into account the student’s preferences and interests; and
3. Includes --• (i.) Instruction;
• (ii.) Related Services;
• (iii.) Community Experiences;
• (iv.) The development of employment and other post-school adult living objectives; and
• (v.) If appropriate, acquisition of daily living skills and functional vocational evaluation.
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Transition
(b) Transition services for students with disabilities may be special education, if provided as specially designed instruction, or related services, if required to assist a student with a disability to benefit from special education.
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Transition
• coordinated set of activities • promotes movement from school
to post-school activities • outcome-oriented process • individual student’s needs• student’s preferences and
interests
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Guiding Questions
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Guiding Questions
• Who is the student?
• Where does the student want to go?
• What will the student learn and be able to do?
• How will the student be supported to achieve his/her goals?
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Guiding Questions
Who is the student?“taking into account the student’s
preferences and interests”
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Assessment
• Interests – a measure of opinions, attitudes and preferences
• Preferences – what the student values and likes
• Aptitudes – a combination of abilities and other characteristics that suggest whether a student might learn or become proficient in a particular area
• Abilities – natural talents or acquired proficiencies shown by a student
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Informal Assessments
• Student Survey/Interview• Parent Survey/Interview
• Observations (Home/School/Community)• Teacher Questionnaires
• Person-Centered Planning• Work Samples
• Situational Assessment• Curriculum-Based Assessments
• Ecological Assessment• Functional Behavioral Assessment
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Formal Assessments
• Standardized Tests – Scholastic Aptitude Test (SAT), American College Testing Program (ACT)
• Aptitude Tests – Weschsler Adult Intelligence Scale (WAISIII), The System for Assessment and Group Evaluation ( SAGE), McCarron-Dial Evaluation System, (MDS), Career Ability Placement Survey (CAPS)
• Interest Tests – Career (California) Occupational Preference System (COPS), Kuder General Interest Survey (KGIS), Strong-Campbell Interest Inventory
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Assessment Results– Formal and informal– Variety of assessments– Information from student and family members– Interests, preferences, aptitudes, abilities– Vocational Technical Education Assessment
Results– Reevaluation: Review of the Student’s IEP
• Instructional Activities• Specially Designed Instruction
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IEP Team
IEP team bases all planning and activities on evaluation results of formal and informal assessments that identify the student’s interests, preferences, aptitudes and abilities.
IEP team determines the special considerations and present levels of educational performance of the student.
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Assessment Results will determine:– Student’s Course of Study
– Graduation Planning
– Post School Outcomes
– Coordinated Set of Activities
– Specially Designed Instruction
– Related Services
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Guiding Questions
Where does the student want to go?
“designed within an outcome-oriented process”
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Guiding Questions
Where does the student want to go?– The desired post-school outcomes of the
student are stated, including• Post secondary education/training• Employment• Community living
– Residential– Participation– Recreation/leisure
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Post-secondary Education/Training 1. None – student expresses no interest or desire2. Student is undecided at this time3. Two- or four-year college/university – w/o support4. Two- or four-year college/university – with support5. Technical/trade school – w/o support6. Technical/trade school – with support7. Military training8. Adult education classes 9. Special adult classes10. Other ________________________________
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Employment
1. Competitive employment – w/o support
2. Competitive employment – with support (long / short term)
3. Sheltered employment
4. Adult training facility (formerly Therapeutic Activity Center)
5. Adult day care
6. Other ____________________________________
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Residential
1. Live at home with parents or relatives2. Independent living with no supports3. Independent living w/ occasional supports4. Independent living w/ daily supports5. Supported apartment or community living arrangement6. Group home – 24-hour supervision and training7. Group home – skilled nursing care8. Facility-based – personal care home, nursing home, etc.9. Other _________________________________
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Participation
1. Independent -- will access community resources w/o support
2. Family support -- will access community resources w/family supports
3. Agency support -- will access community resources w/agency supports
4. Other _____________________________________
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Recreation/Leisure
1. Independent – will participate in community programs w/o support
2. Family support – will participate in community programs w/ family supports
3. Special support – will participate in community programs w/ agency or outside supports
4. Special programs – will participate in special program with people with disabilities
5. Other ____________________________________
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Guiding Questions
What will the student learn and be able to do?
– “a coordinated set of activities for a student . . . that promotes movement from school to post-school activities” activities”
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Guiding Questions
What will the student learn and be able to do?– Addresses the planned course of study
and graduation plan within the context of ensuring access and participation in the general education curriculum to the maximum extent possible.
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Guiding Questions
What will the student learn and be able to do?– Within this multi-year plan, the IEP
team must decide what specific transition activities in which the student will participate each year to achieve the post-school outcomes
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General Education Curriculum– School District Outcomes & Standards
– Course of Study
– Graduation Planning
– Options available to all students
– Student Portfolios
– Senior Project
– Workforce Investment Opportunities
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Examples of Transition Activities
Practice self-advocacy skillsParticipate in community service, in-school work experiences, or job shadowingParticipate in apartment programLearn shopping, cooking, housekeeping skillsDevelop home maintenance abilitiesPractice pedestrian safety skillsStudy for driver testRegister to voteSign up for Selective ServiceEnroll in service organizations Etc.
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Guiding QuestionsGuiding Questions
How will the student be supported to achieve his/her goals?
– “based upon the individual student’s needs”
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“Collaboration is an unnatural act
committed by two non-consenting adults”
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Collaboration
• Team
• Problem Solving
• Shared Decision Making
• Commitments (Promises made are promises kept!)
• Student/Family/School/Community
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Student-focused Planning & Support Team– Student– Parent/Guardian & Family Members– School Personnel (LEA, Special and Regular
Education Teachers, Vo-Tech Representative, Others . . .)
– Community Members– Community Agency Representatives– Employers or Business Community
Representatives– Others
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Formal Services and Institutions
• Private Businesses• Colleges/Universities• Hospitals• Local/State Government• Libraries• Schools• Parks• Police and Fire Stations• Social Service Agencies
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Agencies Supporting Youth and Adults with
Disabilities
Private Providers/County/State/Federal
EmploymentResidential
Information and ReferralTherapeuticRecreation
Social
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Sources of Employment Information and Jobs
• Local Job Centers• Business Chambers and Councils• Personnel Offices (Business/Industry)• Social Security Offices• Neighborhood Youth Corps• U.S. Department of Labor• Labor Unions• Workforce Investment Boards• Employment Agencies/Publications
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Agencies Supporting Youth and Adults with Disabilities• Centers for Independent Living• Office of Medical Assistance• Office of Vocational Rehabilitation• Bureau of Blindness & Visual Services (OSP/DPW)• Office for the Deaf & Hearing Impaired (L&I/DPW)• County Mental Health/Mental Retardation / Child,
Youth, and Families / Drug & Alcohol• United Cerebral Palsy Association• The Arc• Mental Health Association• Epilepsy Foundation• Special Olympics • Etc. Etc.
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Many Others . . . . .
• Barber/Hair Stylist
• Computer Skills• Plumbing• Carpentry• Business Skills• Nursing• Teachers• Landscaping• Restaurant
Operations• Child Care
• Banking• Sports• Electrical• Furniture
Repair• Ministry• Baking• Farming• Cashier• Rehabilitation• Construction
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IEP Team Participants for Transition Planning
Required Members
• student• parents/guardians• local education agency
representative (LEA)• regular education
teacher• special education teacher• vocational-technical
education representative (if being considered)
Other MembersOther Members
• SD transition coordinator• psychologist• guidance counselor• instructional support staff• job coach (if considered)• employer representative• community/agency
representatives• relatives/friends/
advocates
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Transition Transition Planning MapPlanning Map
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Grade / AgeGrade / Age 2003-042003-04 2004-052004-05 2005-062005-06 2006-072006-07
Post-Post-secondarysecondary
EmploymentEmployment
ResidentialResidential
ParticipationParticipation
Rec/LeisureRec/Leisure
UndecidedMaybe Hiram Andrews
----------------------------------------Tour Hiram Andrews (date)
Career ExplorationJob TryoutSummer jobRefer to OVR (date)
Paid work experiencewith support2 day/weekSummer job
Paid work experiencewith support3 days/weekMeet w/ OVR
Competitiveemployment withsupport
Chores at homeAssess skills in aptFamily training
Chores at homeRe-assess in aptTrain in apartment
Chores at homeRe-assess in aptTrain as needed
Live at home witheventual CLA
Register to voteSelective ServiceGet bus routes
Use public bus w/supportGet photo ID
Use publictransportationw/ less support
Participation withfamily and agencysupports
Participate w/current pals in clubTarget school buddyAktion Club?
Target buddy at workAttend Aktion Clubintro meeting
Target buddy in neighborhoodJoin Aktion Club
Leisure time w/ help from familyand agency
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The Pennsylvania Community of Practice
in Support of Secondary Transition
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“Coming together is a beginning, staying together is progress, and working together is success.”
Henry Ford
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IDEA Memorandum of Understanding Interagency
Team• Dept. of Education
- Bureau of Special Education– Bureau of Career & Technical Education
• Dept. of Labor & Industry– Office of Vocational Rehabilitation– Bureau of Workforce Investment
• Dept. of Public Welfare– Office of Mental Health & Substance Abuse
Services– Office of Mental Retardation– Office of Children, Youth & Families– Office of Medical Assistance Program
• Dept. of Health– Bureau of Family Health– Bureau of Drug & Alcohol Programs
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IDEA Memorandum of Understanding Interagency Team
• The Team is continually evolving and building new partnerships, such as:
– Transportation– Social Security– Local Government Officials– Juvenile Justice– Business/Employers– Higher Education– Local Service Providers
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Families as Equal Partners
• Recognizing the Critical Role of Families in All Transition Activities.
• Expanding Partnerships with Families:– Parent Training & Information Centers
(Parent Education Network)– Agency Family Groups– Local Family Groups– Individual Families.
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Agency Driven Cross Systems Initiatives
• Shifting from Isolated, Single Agency Activities to: – Cross Systems Policy Development.– Implementation of Promising Practices.– Capacity Building. – Sharing Resources.
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PA Dept. of Education• Bureau of Special EducationBureau of Special Education
– Financial support of collaborative training and Financial support of collaborative training and technical assistance through the State technical assistance through the State Improvement Grant.Improvement Grant.
– Mentor-Replication Mini-Grants to Expand Mentor-Replication Mini-Grants to Expand Promising Transition Practices for self-Promising Transition Practices for self-determination, post-secondary education and determination, post-secondary education and training, community living, career training, community living, career development, employment and cross-agency development, employment and cross-agency strategies.strategies.
– Cross-Systems Training and Networking Cross-Systems Training and Networking Opportunities.Opportunities.
• Bureau of Career & Technical EducationBureau of Career & Technical Education– Cross-Systems Training and Technical Cross-Systems Training and Technical
Assistance.Assistance.
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PA Dept. of Labor & Industry
• Office of Vocational Rehabilitation– Creative Funding Strategies to Enhance and
Expand Transition to Employment Strategies.– Forty Local Projects:
• Outreach-Underserved, Vocational Assessment, Mentoring, Post-Secondary Education and Training, Employment.
– Two Statewide Projects:• Capacity Building, Statewide Needs
Assessment.– Cross-Systems Training & Technical
Assistance.
• Bureau of Workforce Investment– State Youth Council Collaboration.– Technical Assistance Workgroup Strategies.
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PA Dept. of Public Welfare
• Office of Mental Health & Substance Abuse – Transition Pilot Project Programs.
• Office of Mental Retardation – Transition Employment Pilot Coalitions.
• Office of Children, Youth & Families– Systems of Care Initiative.– Policy and Practice Standards.
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PA Dept. of Health
• Bureau of Family Health– Health Transition Survey
•Special Health Care Needs Consultant.
•Cross-Systems Development.
• Special Kids Network– Community Systems Development.– Information and referral network.
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Transition Communities of Practice: Communication Network and Support
Structure
LOCALTO
STATE
STATETO
LOCAL
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Foundation of State and Local Team Collaboration
Seven Essential Factors to Consider for Successful Interagency Collaborations:
• Commitment • Communication • Strong Leadership from Key Decision Makers • Understanding the Culture of Collaborating Agencies• Providing Adequate Resources for Collaboration• Minimizing Turf Issues• Engaging in Serious Preplanning.
Stakeholders' views of factors that impact successful interagency collaboration Exceptional Children; Reston; Winter 2003; Lawrence J Johnson; Debbie Zorn; Brian Kai Yung Tam; Maggie LaMontagne; Susan A Johnson
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Local Community Transition Team
• Sixty-three Local Transition Coordinating Councils and Teams in Pennsylvania are Focusing on Projects, Products, and Activities such as:– Information Sharing– Assessment– Career Exploration and Employment– Post-Secondary Education & Training– Youth and Young Adult Focused Cross-Agency
Planning– Community Living Programs– Follow-up Surveys– Parent Partnerships– Recognition Programs– Funding Strategies.
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Strategies to Sustain the Community
• Developing mutually defined goals.• Redefining roles.• Sharing of power and expertise. • Welcoming diversity.• Supporting professional development over time.• Developing a shared language.• Providing opportunities for practice/practical
knowledge.• Focusing on effects of implementation on youth and
young adults.• Willingness of members to take risks.• Building personal relationships. • Considering alternative points of view to expand
perspectives.
