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Let’s Get This Party Started!. Post Secondary/ Transition Program Development. Melanie H Johnston, MA [email protected]. The future belongs to those who believe in the beauty of their dreams. Eleanor Roosevelt. - PowerPoint PPT Presentation
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Letrsquos Get This Party Started
Post Secondary Transition Program Development
Melanie H Johnston MAmelaniebritesuccesscom
The future belongs to those who believe in the beauty of their dreamsEleanor Roosevelt
The National Secondary Transition Technical Assistance Center defines a postsecondary goal to be
bull ldquogenerally understood to refer to those goals that a child hopes to achieve after leaving secondary school (ie high school) rather than the process of pursuing or moving toward a desired outcome
ndash httpwwwnsttacorgtm_materialspost_secondary_goalsaspx
4
Federal Definition of Transition
bull Transition services means a coordinated set of activities for a child with a disability thatndash 1 is designed within a results-oriented process that is
focused on improving the academic and functional achievement of the child with a disability to facilitate movement from school to post school activities including post- secondary education vocational education integrated employment continuing and adult education adult services independent living or community participationhellip
bull 34CFR sect30043(a)(1)
Starting at age 15 (and at a younger age if determined appropriate) IEP must Include
bull Measurable postsecondary goals based on the studentrsquos preferences and interests as they relate to transition from school to post-school activities in the areas ofndash Employment (eg integrated competitive employment)ndash Postsecondary education and training (eg career and
technical education and training continuing and adult education college) and
ndash Independent living skills (when appropriate) (eg adult services independent living or community participation)
The whole of life is but a moment of time It is our duty therefore to use it not to misuse itPlutarch
Designing Postsecondary (PSE)Transition Programs for All Students
Provide Access to Educational amp Vocational
Options
Develop Program curriculu
m
Identify options
available in ISD
PSETransition Program Elements
Individualized Student Program
ISD Resourc
es
Adult Agencies
Community Resources
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Develop a Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Whorsquos Job Is It
There is no ldquoIrdquo in TEAM TEAM are the collective stakeholders in the outcome
A Clear System - Team
Team
Identify the Key Players
bull Administratorsbull Teachersbull Support Staffbull Local Inclusive PSE programsbull Community Resourcesbull Agencies
Collaborative
bull Shared Vision and Goalsbull Well Defined
ndash District PositionPoliciesndash Administrative Role Responsibilitiesndash Staff RolesResponsibilities
bull Plan for Team accountability
A Clear System - Policy
Team Policy
System Check Policy Based on Current Laws and Mandates
ISD Policy
bull Determine what Current Policies Applybull Evaluate need for additional Policies
A Clear System - Policy
Team PolicyDevelop Policy
Based Procedures
System Check From Policy to Procedure Accountability
Policybull align existing legislation
(eg IDEA HEA NCLB WIA SSA Transportation Act DD Act Medicaid Olmstead) to support increased access to PSE for students with intellectual disabilities
Procedurebull AdministrativeDepartment
Decision-Making for curriculumprogram design
bull Special Ed Roles Definedbull Assessment and Portfoliobull Gen Ed amp Voc Ed Roles
defined
Procedures Include
bull Providing Assessment and Accurate student information
bull IEP and Transition Planbull Portfoliobull Process for identifying placement
needs bull District Personnel responsibilitiesbull School-business partnershipsbull Providing program supportsbull Formal amp informal bull Interagency agreements MOUbull Community transition teamsbull Collecting Postschool Outcomes
A Clear System ndash Service Continuum
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Plan for a Range of Disabilitybull All students with disability are entitled to PSETransition
educationbull Individualization requires a multifaceted approach bull PSETransition to prepare the child for life after public school
includes more severely involved ID students
bull httpwwwtransitioncoalitionorgtransitionicsphp
Define Continuum Steps
bull Programs should be defined to include those with the most severe disabilities to the highest performing
bull PSETransition must look different than SecondaryHS
bull Process for determining where students should enter the program and criterion for advancement
Focus on Critical Program Elements
Instructional Strategies bull Instruction designed to
meet educational needndash Academics
bull Appliedbull career and technical
education and trainingbull continuing and adult
educationcollegendash Independent Living ndash Employmentndash Self-Determination
InclusionAccessbull Social Inclusion
ndash Peer Supportsbull School (PSE)
ndash TutorMentoring bull Community
ndash Mentoring
bull Natural Community Supportndash Accessndash Inclusionndash Forming relationships
Three Main Types of PSETransition ProgramsHart Grigal Sax Martinez Will (2006) httpwwwcommunityinclusionorg
MixedHybrid Model
Substantially Separate Model
Inclusive Individual Support Model
This model provides students with experience on- and off-campus
bull Employment Experience bull WBLbull OJTbull Paid employment
bull Social andor academic classes bull Withwithout students with
disabilitiesbull For credit or audit
This model only provides students participation with other students with disabilities
bull Traditionally referred to as life skills or transition program
bull Pre-established employment experience bull Rotation of pre-established
employment slots on- or off-campus
bull Sheltered Workshop activitiesbull Academic Classes
bull Limited to independent daily living skills
bull Social classes bull Generic social activities on
campus or in community
Not a Campus Based model the focus is on establishing a student-identified career goal that directs the course of study and employment experiencesbull Collaborative interagency approach
bull Agencies id Range of services and share costs
bull Employment Experiencebull WBLbull Internshipsbull Apprenticeships
bull College Courses certificate programs degree programsbull Audit or Credit basedbull Individualized support services
bull Educational coach tutors technology etc
bull Withwithout students with disabilities
A Clear System ndash Staff Roles
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
The future belongs to those who believe in the beauty of their dreamsEleanor Roosevelt
The National Secondary Transition Technical Assistance Center defines a postsecondary goal to be
bull ldquogenerally understood to refer to those goals that a child hopes to achieve after leaving secondary school (ie high school) rather than the process of pursuing or moving toward a desired outcome
ndash httpwwwnsttacorgtm_materialspost_secondary_goalsaspx
4
Federal Definition of Transition
bull Transition services means a coordinated set of activities for a child with a disability thatndash 1 is designed within a results-oriented process that is
focused on improving the academic and functional achievement of the child with a disability to facilitate movement from school to post school activities including post- secondary education vocational education integrated employment continuing and adult education adult services independent living or community participationhellip
bull 34CFR sect30043(a)(1)
Starting at age 15 (and at a younger age if determined appropriate) IEP must Include
bull Measurable postsecondary goals based on the studentrsquos preferences and interests as they relate to transition from school to post-school activities in the areas ofndash Employment (eg integrated competitive employment)ndash Postsecondary education and training (eg career and
technical education and training continuing and adult education college) and
ndash Independent living skills (when appropriate) (eg adult services independent living or community participation)
The whole of life is but a moment of time It is our duty therefore to use it not to misuse itPlutarch
Designing Postsecondary (PSE)Transition Programs for All Students
Provide Access to Educational amp Vocational
Options
Develop Program curriculu
m
Identify options
available in ISD
PSETransition Program Elements
Individualized Student Program
ISD Resourc
es
Adult Agencies
Community Resources
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Develop a Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Whorsquos Job Is It
There is no ldquoIrdquo in TEAM TEAM are the collective stakeholders in the outcome
A Clear System - Team
Team
Identify the Key Players
bull Administratorsbull Teachersbull Support Staffbull Local Inclusive PSE programsbull Community Resourcesbull Agencies
Collaborative
bull Shared Vision and Goalsbull Well Defined
ndash District PositionPoliciesndash Administrative Role Responsibilitiesndash Staff RolesResponsibilities
bull Plan for Team accountability
A Clear System - Policy
Team Policy
System Check Policy Based on Current Laws and Mandates
ISD Policy
bull Determine what Current Policies Applybull Evaluate need for additional Policies
A Clear System - Policy
Team PolicyDevelop Policy
Based Procedures
System Check From Policy to Procedure Accountability
Policybull align existing legislation
(eg IDEA HEA NCLB WIA SSA Transportation Act DD Act Medicaid Olmstead) to support increased access to PSE for students with intellectual disabilities
Procedurebull AdministrativeDepartment
Decision-Making for curriculumprogram design
bull Special Ed Roles Definedbull Assessment and Portfoliobull Gen Ed amp Voc Ed Roles
defined
Procedures Include
bull Providing Assessment and Accurate student information
bull IEP and Transition Planbull Portfoliobull Process for identifying placement
needs bull District Personnel responsibilitiesbull School-business partnershipsbull Providing program supportsbull Formal amp informal bull Interagency agreements MOUbull Community transition teamsbull Collecting Postschool Outcomes
A Clear System ndash Service Continuum
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Plan for a Range of Disabilitybull All students with disability are entitled to PSETransition
educationbull Individualization requires a multifaceted approach bull PSETransition to prepare the child for life after public school
includes more severely involved ID students
bull httpwwwtransitioncoalitionorgtransitionicsphp
Define Continuum Steps
bull Programs should be defined to include those with the most severe disabilities to the highest performing
bull PSETransition must look different than SecondaryHS
bull Process for determining where students should enter the program and criterion for advancement
Focus on Critical Program Elements
Instructional Strategies bull Instruction designed to
meet educational needndash Academics
bull Appliedbull career and technical
education and trainingbull continuing and adult
educationcollegendash Independent Living ndash Employmentndash Self-Determination
InclusionAccessbull Social Inclusion
ndash Peer Supportsbull School (PSE)
ndash TutorMentoring bull Community
ndash Mentoring
bull Natural Community Supportndash Accessndash Inclusionndash Forming relationships
Three Main Types of PSETransition ProgramsHart Grigal Sax Martinez Will (2006) httpwwwcommunityinclusionorg
MixedHybrid Model
Substantially Separate Model
Inclusive Individual Support Model
This model provides students with experience on- and off-campus
bull Employment Experience bull WBLbull OJTbull Paid employment
bull Social andor academic classes bull Withwithout students with
disabilitiesbull For credit or audit
This model only provides students participation with other students with disabilities
bull Traditionally referred to as life skills or transition program
bull Pre-established employment experience bull Rotation of pre-established
employment slots on- or off-campus
bull Sheltered Workshop activitiesbull Academic Classes
bull Limited to independent daily living skills
bull Social classes bull Generic social activities on
campus or in community
Not a Campus Based model the focus is on establishing a student-identified career goal that directs the course of study and employment experiencesbull Collaborative interagency approach
bull Agencies id Range of services and share costs
bull Employment Experiencebull WBLbull Internshipsbull Apprenticeships
bull College Courses certificate programs degree programsbull Audit or Credit basedbull Individualized support services
bull Educational coach tutors technology etc
bull Withwithout students with disabilities
A Clear System ndash Staff Roles
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
The National Secondary Transition Technical Assistance Center defines a postsecondary goal to be
bull ldquogenerally understood to refer to those goals that a child hopes to achieve after leaving secondary school (ie high school) rather than the process of pursuing or moving toward a desired outcome
ndash httpwwwnsttacorgtm_materialspost_secondary_goalsaspx
4
Federal Definition of Transition
bull Transition services means a coordinated set of activities for a child with a disability thatndash 1 is designed within a results-oriented process that is
focused on improving the academic and functional achievement of the child with a disability to facilitate movement from school to post school activities including post- secondary education vocational education integrated employment continuing and adult education adult services independent living or community participationhellip
bull 34CFR sect30043(a)(1)
Starting at age 15 (and at a younger age if determined appropriate) IEP must Include
bull Measurable postsecondary goals based on the studentrsquos preferences and interests as they relate to transition from school to post-school activities in the areas ofndash Employment (eg integrated competitive employment)ndash Postsecondary education and training (eg career and
technical education and training continuing and adult education college) and
ndash Independent living skills (when appropriate) (eg adult services independent living or community participation)
The whole of life is but a moment of time It is our duty therefore to use it not to misuse itPlutarch
Designing Postsecondary (PSE)Transition Programs for All Students
Provide Access to Educational amp Vocational
Options
Develop Program curriculu
m
Identify options
available in ISD
PSETransition Program Elements
Individualized Student Program
ISD Resourc
es
Adult Agencies
Community Resources
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Develop a Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Whorsquos Job Is It
There is no ldquoIrdquo in TEAM TEAM are the collective stakeholders in the outcome
A Clear System - Team
Team
Identify the Key Players
bull Administratorsbull Teachersbull Support Staffbull Local Inclusive PSE programsbull Community Resourcesbull Agencies
Collaborative
bull Shared Vision and Goalsbull Well Defined
ndash District PositionPoliciesndash Administrative Role Responsibilitiesndash Staff RolesResponsibilities
bull Plan for Team accountability
A Clear System - Policy
Team Policy
System Check Policy Based on Current Laws and Mandates
ISD Policy
bull Determine what Current Policies Applybull Evaluate need for additional Policies
A Clear System - Policy
Team PolicyDevelop Policy
Based Procedures
System Check From Policy to Procedure Accountability
Policybull align existing legislation
(eg IDEA HEA NCLB WIA SSA Transportation Act DD Act Medicaid Olmstead) to support increased access to PSE for students with intellectual disabilities
Procedurebull AdministrativeDepartment
Decision-Making for curriculumprogram design
bull Special Ed Roles Definedbull Assessment and Portfoliobull Gen Ed amp Voc Ed Roles
defined
Procedures Include
bull Providing Assessment and Accurate student information
bull IEP and Transition Planbull Portfoliobull Process for identifying placement
needs bull District Personnel responsibilitiesbull School-business partnershipsbull Providing program supportsbull Formal amp informal bull Interagency agreements MOUbull Community transition teamsbull Collecting Postschool Outcomes
A Clear System ndash Service Continuum
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Plan for a Range of Disabilitybull All students with disability are entitled to PSETransition
educationbull Individualization requires a multifaceted approach bull PSETransition to prepare the child for life after public school
includes more severely involved ID students
bull httpwwwtransitioncoalitionorgtransitionicsphp
Define Continuum Steps
bull Programs should be defined to include those with the most severe disabilities to the highest performing
bull PSETransition must look different than SecondaryHS
bull Process for determining where students should enter the program and criterion for advancement
Focus on Critical Program Elements
Instructional Strategies bull Instruction designed to
meet educational needndash Academics
bull Appliedbull career and technical
education and trainingbull continuing and adult
educationcollegendash Independent Living ndash Employmentndash Self-Determination
InclusionAccessbull Social Inclusion
ndash Peer Supportsbull School (PSE)
ndash TutorMentoring bull Community
ndash Mentoring
bull Natural Community Supportndash Accessndash Inclusionndash Forming relationships
Three Main Types of PSETransition ProgramsHart Grigal Sax Martinez Will (2006) httpwwwcommunityinclusionorg
MixedHybrid Model
Substantially Separate Model
Inclusive Individual Support Model
This model provides students with experience on- and off-campus
bull Employment Experience bull WBLbull OJTbull Paid employment
bull Social andor academic classes bull Withwithout students with
disabilitiesbull For credit or audit
This model only provides students participation with other students with disabilities
bull Traditionally referred to as life skills or transition program
bull Pre-established employment experience bull Rotation of pre-established
employment slots on- or off-campus
bull Sheltered Workshop activitiesbull Academic Classes
bull Limited to independent daily living skills
bull Social classes bull Generic social activities on
campus or in community
Not a Campus Based model the focus is on establishing a student-identified career goal that directs the course of study and employment experiencesbull Collaborative interagency approach
bull Agencies id Range of services and share costs
bull Employment Experiencebull WBLbull Internshipsbull Apprenticeships
bull College Courses certificate programs degree programsbull Audit or Credit basedbull Individualized support services
bull Educational coach tutors technology etc
bull Withwithout students with disabilities
A Clear System ndash Staff Roles
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
4
Federal Definition of Transition
bull Transition services means a coordinated set of activities for a child with a disability thatndash 1 is designed within a results-oriented process that is
focused on improving the academic and functional achievement of the child with a disability to facilitate movement from school to post school activities including post- secondary education vocational education integrated employment continuing and adult education adult services independent living or community participationhellip
bull 34CFR sect30043(a)(1)
Starting at age 15 (and at a younger age if determined appropriate) IEP must Include
bull Measurable postsecondary goals based on the studentrsquos preferences and interests as they relate to transition from school to post-school activities in the areas ofndash Employment (eg integrated competitive employment)ndash Postsecondary education and training (eg career and
technical education and training continuing and adult education college) and
ndash Independent living skills (when appropriate) (eg adult services independent living or community participation)
The whole of life is but a moment of time It is our duty therefore to use it not to misuse itPlutarch
Designing Postsecondary (PSE)Transition Programs for All Students
Provide Access to Educational amp Vocational
Options
Develop Program curriculu
m
Identify options
available in ISD
PSETransition Program Elements
Individualized Student Program
ISD Resourc
es
Adult Agencies
Community Resources
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Develop a Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Whorsquos Job Is It
There is no ldquoIrdquo in TEAM TEAM are the collective stakeholders in the outcome
A Clear System - Team
Team
Identify the Key Players
bull Administratorsbull Teachersbull Support Staffbull Local Inclusive PSE programsbull Community Resourcesbull Agencies
Collaborative
bull Shared Vision and Goalsbull Well Defined
ndash District PositionPoliciesndash Administrative Role Responsibilitiesndash Staff RolesResponsibilities
bull Plan for Team accountability
A Clear System - Policy
Team Policy
System Check Policy Based on Current Laws and Mandates
ISD Policy
bull Determine what Current Policies Applybull Evaluate need for additional Policies
A Clear System - Policy
Team PolicyDevelop Policy
Based Procedures
System Check From Policy to Procedure Accountability
Policybull align existing legislation
(eg IDEA HEA NCLB WIA SSA Transportation Act DD Act Medicaid Olmstead) to support increased access to PSE for students with intellectual disabilities
Procedurebull AdministrativeDepartment
Decision-Making for curriculumprogram design
bull Special Ed Roles Definedbull Assessment and Portfoliobull Gen Ed amp Voc Ed Roles
defined
Procedures Include
bull Providing Assessment and Accurate student information
bull IEP and Transition Planbull Portfoliobull Process for identifying placement
needs bull District Personnel responsibilitiesbull School-business partnershipsbull Providing program supportsbull Formal amp informal bull Interagency agreements MOUbull Community transition teamsbull Collecting Postschool Outcomes
A Clear System ndash Service Continuum
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Plan for a Range of Disabilitybull All students with disability are entitled to PSETransition
educationbull Individualization requires a multifaceted approach bull PSETransition to prepare the child for life after public school
includes more severely involved ID students
bull httpwwwtransitioncoalitionorgtransitionicsphp
Define Continuum Steps
bull Programs should be defined to include those with the most severe disabilities to the highest performing
bull PSETransition must look different than SecondaryHS
bull Process for determining where students should enter the program and criterion for advancement
Focus on Critical Program Elements
Instructional Strategies bull Instruction designed to
meet educational needndash Academics
bull Appliedbull career and technical
education and trainingbull continuing and adult
educationcollegendash Independent Living ndash Employmentndash Self-Determination
InclusionAccessbull Social Inclusion
ndash Peer Supportsbull School (PSE)
ndash TutorMentoring bull Community
ndash Mentoring
bull Natural Community Supportndash Accessndash Inclusionndash Forming relationships
Three Main Types of PSETransition ProgramsHart Grigal Sax Martinez Will (2006) httpwwwcommunityinclusionorg
MixedHybrid Model
Substantially Separate Model
Inclusive Individual Support Model
This model provides students with experience on- and off-campus
bull Employment Experience bull WBLbull OJTbull Paid employment
bull Social andor academic classes bull Withwithout students with
disabilitiesbull For credit or audit
This model only provides students participation with other students with disabilities
bull Traditionally referred to as life skills or transition program
bull Pre-established employment experience bull Rotation of pre-established
employment slots on- or off-campus
bull Sheltered Workshop activitiesbull Academic Classes
bull Limited to independent daily living skills
bull Social classes bull Generic social activities on
campus or in community
Not a Campus Based model the focus is on establishing a student-identified career goal that directs the course of study and employment experiencesbull Collaborative interagency approach
bull Agencies id Range of services and share costs
bull Employment Experiencebull WBLbull Internshipsbull Apprenticeships
bull College Courses certificate programs degree programsbull Audit or Credit basedbull Individualized support services
bull Educational coach tutors technology etc
bull Withwithout students with disabilities
A Clear System ndash Staff Roles
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
Starting at age 15 (and at a younger age if determined appropriate) IEP must Include
bull Measurable postsecondary goals based on the studentrsquos preferences and interests as they relate to transition from school to post-school activities in the areas ofndash Employment (eg integrated competitive employment)ndash Postsecondary education and training (eg career and
technical education and training continuing and adult education college) and
ndash Independent living skills (when appropriate) (eg adult services independent living or community participation)
The whole of life is but a moment of time It is our duty therefore to use it not to misuse itPlutarch
Designing Postsecondary (PSE)Transition Programs for All Students
Provide Access to Educational amp Vocational
Options
Develop Program curriculu
m
Identify options
available in ISD
PSETransition Program Elements
Individualized Student Program
ISD Resourc
es
Adult Agencies
Community Resources
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Develop a Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Whorsquos Job Is It
There is no ldquoIrdquo in TEAM TEAM are the collective stakeholders in the outcome
A Clear System - Team
Team
Identify the Key Players
bull Administratorsbull Teachersbull Support Staffbull Local Inclusive PSE programsbull Community Resourcesbull Agencies
Collaborative
bull Shared Vision and Goalsbull Well Defined
ndash District PositionPoliciesndash Administrative Role Responsibilitiesndash Staff RolesResponsibilities
bull Plan for Team accountability
A Clear System - Policy
Team Policy
System Check Policy Based on Current Laws and Mandates
ISD Policy
bull Determine what Current Policies Applybull Evaluate need for additional Policies
A Clear System - Policy
Team PolicyDevelop Policy
Based Procedures
System Check From Policy to Procedure Accountability
Policybull align existing legislation
(eg IDEA HEA NCLB WIA SSA Transportation Act DD Act Medicaid Olmstead) to support increased access to PSE for students with intellectual disabilities
Procedurebull AdministrativeDepartment
Decision-Making for curriculumprogram design
bull Special Ed Roles Definedbull Assessment and Portfoliobull Gen Ed amp Voc Ed Roles
defined
Procedures Include
bull Providing Assessment and Accurate student information
bull IEP and Transition Planbull Portfoliobull Process for identifying placement
needs bull District Personnel responsibilitiesbull School-business partnershipsbull Providing program supportsbull Formal amp informal bull Interagency agreements MOUbull Community transition teamsbull Collecting Postschool Outcomes
A Clear System ndash Service Continuum
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Plan for a Range of Disabilitybull All students with disability are entitled to PSETransition
educationbull Individualization requires a multifaceted approach bull PSETransition to prepare the child for life after public school
includes more severely involved ID students
bull httpwwwtransitioncoalitionorgtransitionicsphp
Define Continuum Steps
bull Programs should be defined to include those with the most severe disabilities to the highest performing
bull PSETransition must look different than SecondaryHS
bull Process for determining where students should enter the program and criterion for advancement
Focus on Critical Program Elements
Instructional Strategies bull Instruction designed to
meet educational needndash Academics
bull Appliedbull career and technical
education and trainingbull continuing and adult
educationcollegendash Independent Living ndash Employmentndash Self-Determination
InclusionAccessbull Social Inclusion
ndash Peer Supportsbull School (PSE)
ndash TutorMentoring bull Community
ndash Mentoring
bull Natural Community Supportndash Accessndash Inclusionndash Forming relationships
Three Main Types of PSETransition ProgramsHart Grigal Sax Martinez Will (2006) httpwwwcommunityinclusionorg
MixedHybrid Model
Substantially Separate Model
Inclusive Individual Support Model
This model provides students with experience on- and off-campus
bull Employment Experience bull WBLbull OJTbull Paid employment
bull Social andor academic classes bull Withwithout students with
disabilitiesbull For credit or audit
This model only provides students participation with other students with disabilities
bull Traditionally referred to as life skills or transition program
bull Pre-established employment experience bull Rotation of pre-established
employment slots on- or off-campus
bull Sheltered Workshop activitiesbull Academic Classes
bull Limited to independent daily living skills
bull Social classes bull Generic social activities on
campus or in community
Not a Campus Based model the focus is on establishing a student-identified career goal that directs the course of study and employment experiencesbull Collaborative interagency approach
bull Agencies id Range of services and share costs
bull Employment Experiencebull WBLbull Internshipsbull Apprenticeships
bull College Courses certificate programs degree programsbull Audit or Credit basedbull Individualized support services
bull Educational coach tutors technology etc
bull Withwithout students with disabilities
A Clear System ndash Staff Roles
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
The whole of life is but a moment of time It is our duty therefore to use it not to misuse itPlutarch
Designing Postsecondary (PSE)Transition Programs for All Students
Provide Access to Educational amp Vocational
Options
Develop Program curriculu
m
Identify options
available in ISD
PSETransition Program Elements
Individualized Student Program
ISD Resourc
es
Adult Agencies
Community Resources
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Develop a Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Whorsquos Job Is It
There is no ldquoIrdquo in TEAM TEAM are the collective stakeholders in the outcome
A Clear System - Team
Team
Identify the Key Players
bull Administratorsbull Teachersbull Support Staffbull Local Inclusive PSE programsbull Community Resourcesbull Agencies
Collaborative
bull Shared Vision and Goalsbull Well Defined
ndash District PositionPoliciesndash Administrative Role Responsibilitiesndash Staff RolesResponsibilities
bull Plan for Team accountability
A Clear System - Policy
Team Policy
System Check Policy Based on Current Laws and Mandates
ISD Policy
bull Determine what Current Policies Applybull Evaluate need for additional Policies
A Clear System - Policy
Team PolicyDevelop Policy
Based Procedures
System Check From Policy to Procedure Accountability
Policybull align existing legislation
(eg IDEA HEA NCLB WIA SSA Transportation Act DD Act Medicaid Olmstead) to support increased access to PSE for students with intellectual disabilities
Procedurebull AdministrativeDepartment
Decision-Making for curriculumprogram design
bull Special Ed Roles Definedbull Assessment and Portfoliobull Gen Ed amp Voc Ed Roles
defined
Procedures Include
bull Providing Assessment and Accurate student information
bull IEP and Transition Planbull Portfoliobull Process for identifying placement
needs bull District Personnel responsibilitiesbull School-business partnershipsbull Providing program supportsbull Formal amp informal bull Interagency agreements MOUbull Community transition teamsbull Collecting Postschool Outcomes
A Clear System ndash Service Continuum
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Plan for a Range of Disabilitybull All students with disability are entitled to PSETransition
educationbull Individualization requires a multifaceted approach bull PSETransition to prepare the child for life after public school
includes more severely involved ID students
bull httpwwwtransitioncoalitionorgtransitionicsphp
Define Continuum Steps
bull Programs should be defined to include those with the most severe disabilities to the highest performing
bull PSETransition must look different than SecondaryHS
bull Process for determining where students should enter the program and criterion for advancement
Focus on Critical Program Elements
Instructional Strategies bull Instruction designed to
meet educational needndash Academics
bull Appliedbull career and technical
education and trainingbull continuing and adult
educationcollegendash Independent Living ndash Employmentndash Self-Determination
InclusionAccessbull Social Inclusion
ndash Peer Supportsbull School (PSE)
ndash TutorMentoring bull Community
ndash Mentoring
bull Natural Community Supportndash Accessndash Inclusionndash Forming relationships
Three Main Types of PSETransition ProgramsHart Grigal Sax Martinez Will (2006) httpwwwcommunityinclusionorg
MixedHybrid Model
Substantially Separate Model
Inclusive Individual Support Model
This model provides students with experience on- and off-campus
bull Employment Experience bull WBLbull OJTbull Paid employment
bull Social andor academic classes bull Withwithout students with
disabilitiesbull For credit or audit
This model only provides students participation with other students with disabilities
bull Traditionally referred to as life skills or transition program
bull Pre-established employment experience bull Rotation of pre-established
employment slots on- or off-campus
bull Sheltered Workshop activitiesbull Academic Classes
bull Limited to independent daily living skills
bull Social classes bull Generic social activities on
campus or in community
Not a Campus Based model the focus is on establishing a student-identified career goal that directs the course of study and employment experiencesbull Collaborative interagency approach
bull Agencies id Range of services and share costs
bull Employment Experiencebull WBLbull Internshipsbull Apprenticeships
bull College Courses certificate programs degree programsbull Audit or Credit basedbull Individualized support services
bull Educational coach tutors technology etc
bull Withwithout students with disabilities
A Clear System ndash Staff Roles
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
Designing Postsecondary (PSE)Transition Programs for All Students
Provide Access to Educational amp Vocational
Options
Develop Program curriculu
m
Identify options
available in ISD
PSETransition Program Elements
Individualized Student Program
ISD Resourc
es
Adult Agencies
Community Resources
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Develop a Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Whorsquos Job Is It
There is no ldquoIrdquo in TEAM TEAM are the collective stakeholders in the outcome
A Clear System - Team
Team
Identify the Key Players
bull Administratorsbull Teachersbull Support Staffbull Local Inclusive PSE programsbull Community Resourcesbull Agencies
Collaborative
bull Shared Vision and Goalsbull Well Defined
ndash District PositionPoliciesndash Administrative Role Responsibilitiesndash Staff RolesResponsibilities
bull Plan for Team accountability
A Clear System - Policy
Team Policy
System Check Policy Based on Current Laws and Mandates
ISD Policy
bull Determine what Current Policies Applybull Evaluate need for additional Policies
A Clear System - Policy
Team PolicyDevelop Policy
Based Procedures
System Check From Policy to Procedure Accountability
Policybull align existing legislation
(eg IDEA HEA NCLB WIA SSA Transportation Act DD Act Medicaid Olmstead) to support increased access to PSE for students with intellectual disabilities
Procedurebull AdministrativeDepartment
Decision-Making for curriculumprogram design
bull Special Ed Roles Definedbull Assessment and Portfoliobull Gen Ed amp Voc Ed Roles
defined
Procedures Include
bull Providing Assessment and Accurate student information
bull IEP and Transition Planbull Portfoliobull Process for identifying placement
needs bull District Personnel responsibilitiesbull School-business partnershipsbull Providing program supportsbull Formal amp informal bull Interagency agreements MOUbull Community transition teamsbull Collecting Postschool Outcomes
A Clear System ndash Service Continuum
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Plan for a Range of Disabilitybull All students with disability are entitled to PSETransition
educationbull Individualization requires a multifaceted approach bull PSETransition to prepare the child for life after public school
includes more severely involved ID students
bull httpwwwtransitioncoalitionorgtransitionicsphp
Define Continuum Steps
bull Programs should be defined to include those with the most severe disabilities to the highest performing
bull PSETransition must look different than SecondaryHS
bull Process for determining where students should enter the program and criterion for advancement
Focus on Critical Program Elements
Instructional Strategies bull Instruction designed to
meet educational needndash Academics
bull Appliedbull career and technical
education and trainingbull continuing and adult
educationcollegendash Independent Living ndash Employmentndash Self-Determination
InclusionAccessbull Social Inclusion
ndash Peer Supportsbull School (PSE)
ndash TutorMentoring bull Community
ndash Mentoring
bull Natural Community Supportndash Accessndash Inclusionndash Forming relationships
Three Main Types of PSETransition ProgramsHart Grigal Sax Martinez Will (2006) httpwwwcommunityinclusionorg
MixedHybrid Model
Substantially Separate Model
Inclusive Individual Support Model
This model provides students with experience on- and off-campus
bull Employment Experience bull WBLbull OJTbull Paid employment
bull Social andor academic classes bull Withwithout students with
disabilitiesbull For credit or audit
This model only provides students participation with other students with disabilities
bull Traditionally referred to as life skills or transition program
bull Pre-established employment experience bull Rotation of pre-established
employment slots on- or off-campus
bull Sheltered Workshop activitiesbull Academic Classes
bull Limited to independent daily living skills
bull Social classes bull Generic social activities on
campus or in community
Not a Campus Based model the focus is on establishing a student-identified career goal that directs the course of study and employment experiencesbull Collaborative interagency approach
bull Agencies id Range of services and share costs
bull Employment Experiencebull WBLbull Internshipsbull Apprenticeships
bull College Courses certificate programs degree programsbull Audit or Credit basedbull Individualized support services
bull Educational coach tutors technology etc
bull Withwithout students with disabilities
A Clear System ndash Staff Roles
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
PSETransition Program Elements
Individualized Student Program
ISD Resourc
es
Adult Agencies
Community Resources
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Develop a Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Whorsquos Job Is It
There is no ldquoIrdquo in TEAM TEAM are the collective stakeholders in the outcome
A Clear System - Team
Team
Identify the Key Players
bull Administratorsbull Teachersbull Support Staffbull Local Inclusive PSE programsbull Community Resourcesbull Agencies
Collaborative
bull Shared Vision and Goalsbull Well Defined
ndash District PositionPoliciesndash Administrative Role Responsibilitiesndash Staff RolesResponsibilities
bull Plan for Team accountability
A Clear System - Policy
Team Policy
System Check Policy Based on Current Laws and Mandates
ISD Policy
bull Determine what Current Policies Applybull Evaluate need for additional Policies
A Clear System - Policy
Team PolicyDevelop Policy
Based Procedures
System Check From Policy to Procedure Accountability
Policybull align existing legislation
(eg IDEA HEA NCLB WIA SSA Transportation Act DD Act Medicaid Olmstead) to support increased access to PSE for students with intellectual disabilities
Procedurebull AdministrativeDepartment
Decision-Making for curriculumprogram design
bull Special Ed Roles Definedbull Assessment and Portfoliobull Gen Ed amp Voc Ed Roles
defined
Procedures Include
bull Providing Assessment and Accurate student information
bull IEP and Transition Planbull Portfoliobull Process for identifying placement
needs bull District Personnel responsibilitiesbull School-business partnershipsbull Providing program supportsbull Formal amp informal bull Interagency agreements MOUbull Community transition teamsbull Collecting Postschool Outcomes
A Clear System ndash Service Continuum
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Plan for a Range of Disabilitybull All students with disability are entitled to PSETransition
educationbull Individualization requires a multifaceted approach bull PSETransition to prepare the child for life after public school
includes more severely involved ID students
bull httpwwwtransitioncoalitionorgtransitionicsphp
Define Continuum Steps
bull Programs should be defined to include those with the most severe disabilities to the highest performing
bull PSETransition must look different than SecondaryHS
bull Process for determining where students should enter the program and criterion for advancement
Focus on Critical Program Elements
Instructional Strategies bull Instruction designed to
meet educational needndash Academics
bull Appliedbull career and technical
education and trainingbull continuing and adult
educationcollegendash Independent Living ndash Employmentndash Self-Determination
InclusionAccessbull Social Inclusion
ndash Peer Supportsbull School (PSE)
ndash TutorMentoring bull Community
ndash Mentoring
bull Natural Community Supportndash Accessndash Inclusionndash Forming relationships
Three Main Types of PSETransition ProgramsHart Grigal Sax Martinez Will (2006) httpwwwcommunityinclusionorg
MixedHybrid Model
Substantially Separate Model
Inclusive Individual Support Model
This model provides students with experience on- and off-campus
bull Employment Experience bull WBLbull OJTbull Paid employment
bull Social andor academic classes bull Withwithout students with
disabilitiesbull For credit or audit
This model only provides students participation with other students with disabilities
bull Traditionally referred to as life skills or transition program
bull Pre-established employment experience bull Rotation of pre-established
employment slots on- or off-campus
bull Sheltered Workshop activitiesbull Academic Classes
bull Limited to independent daily living skills
bull Social classes bull Generic social activities on
campus or in community
Not a Campus Based model the focus is on establishing a student-identified career goal that directs the course of study and employment experiencesbull Collaborative interagency approach
bull Agencies id Range of services and share costs
bull Employment Experiencebull WBLbull Internshipsbull Apprenticeships
bull College Courses certificate programs degree programsbull Audit or Credit basedbull Individualized support services
bull Educational coach tutors technology etc
bull Withwithout students with disabilities
A Clear System ndash Staff Roles
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Develop a Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Whorsquos Job Is It
There is no ldquoIrdquo in TEAM TEAM are the collective stakeholders in the outcome
A Clear System - Team
Team
Identify the Key Players
bull Administratorsbull Teachersbull Support Staffbull Local Inclusive PSE programsbull Community Resourcesbull Agencies
Collaborative
bull Shared Vision and Goalsbull Well Defined
ndash District PositionPoliciesndash Administrative Role Responsibilitiesndash Staff RolesResponsibilities
bull Plan for Team accountability
A Clear System - Policy
Team Policy
System Check Policy Based on Current Laws and Mandates
ISD Policy
bull Determine what Current Policies Applybull Evaluate need for additional Policies
A Clear System - Policy
Team PolicyDevelop Policy
Based Procedures
System Check From Policy to Procedure Accountability
Policybull align existing legislation
(eg IDEA HEA NCLB WIA SSA Transportation Act DD Act Medicaid Olmstead) to support increased access to PSE for students with intellectual disabilities
Procedurebull AdministrativeDepartment
Decision-Making for curriculumprogram design
bull Special Ed Roles Definedbull Assessment and Portfoliobull Gen Ed amp Voc Ed Roles
defined
Procedures Include
bull Providing Assessment and Accurate student information
bull IEP and Transition Planbull Portfoliobull Process for identifying placement
needs bull District Personnel responsibilitiesbull School-business partnershipsbull Providing program supportsbull Formal amp informal bull Interagency agreements MOUbull Community transition teamsbull Collecting Postschool Outcomes
A Clear System ndash Service Continuum
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Plan for a Range of Disabilitybull All students with disability are entitled to PSETransition
educationbull Individualization requires a multifaceted approach bull PSETransition to prepare the child for life after public school
includes more severely involved ID students
bull httpwwwtransitioncoalitionorgtransitionicsphp
Define Continuum Steps
bull Programs should be defined to include those with the most severe disabilities to the highest performing
bull PSETransition must look different than SecondaryHS
bull Process for determining where students should enter the program and criterion for advancement
Focus on Critical Program Elements
Instructional Strategies bull Instruction designed to
meet educational needndash Academics
bull Appliedbull career and technical
education and trainingbull continuing and adult
educationcollegendash Independent Living ndash Employmentndash Self-Determination
InclusionAccessbull Social Inclusion
ndash Peer Supportsbull School (PSE)
ndash TutorMentoring bull Community
ndash Mentoring
bull Natural Community Supportndash Accessndash Inclusionndash Forming relationships
Three Main Types of PSETransition ProgramsHart Grigal Sax Martinez Will (2006) httpwwwcommunityinclusionorg
MixedHybrid Model
Substantially Separate Model
Inclusive Individual Support Model
This model provides students with experience on- and off-campus
bull Employment Experience bull WBLbull OJTbull Paid employment
bull Social andor academic classes bull Withwithout students with
disabilitiesbull For credit or audit
This model only provides students participation with other students with disabilities
bull Traditionally referred to as life skills or transition program
bull Pre-established employment experience bull Rotation of pre-established
employment slots on- or off-campus
bull Sheltered Workshop activitiesbull Academic Classes
bull Limited to independent daily living skills
bull Social classes bull Generic social activities on
campus or in community
Not a Campus Based model the focus is on establishing a student-identified career goal that directs the course of study and employment experiencesbull Collaborative interagency approach
bull Agencies id Range of services and share costs
bull Employment Experiencebull WBLbull Internshipsbull Apprenticeships
bull College Courses certificate programs degree programsbull Audit or Credit basedbull Individualized support services
bull Educational coach tutors technology etc
bull Withwithout students with disabilities
A Clear System ndash Staff Roles
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
Whorsquos Job Is It
There is no ldquoIrdquo in TEAM TEAM are the collective stakeholders in the outcome
A Clear System - Team
Team
Identify the Key Players
bull Administratorsbull Teachersbull Support Staffbull Local Inclusive PSE programsbull Community Resourcesbull Agencies
Collaborative
bull Shared Vision and Goalsbull Well Defined
ndash District PositionPoliciesndash Administrative Role Responsibilitiesndash Staff RolesResponsibilities
bull Plan for Team accountability
A Clear System - Policy
Team Policy
System Check Policy Based on Current Laws and Mandates
ISD Policy
bull Determine what Current Policies Applybull Evaluate need for additional Policies
A Clear System - Policy
Team PolicyDevelop Policy
Based Procedures
System Check From Policy to Procedure Accountability
Policybull align existing legislation
(eg IDEA HEA NCLB WIA SSA Transportation Act DD Act Medicaid Olmstead) to support increased access to PSE for students with intellectual disabilities
Procedurebull AdministrativeDepartment
Decision-Making for curriculumprogram design
bull Special Ed Roles Definedbull Assessment and Portfoliobull Gen Ed amp Voc Ed Roles
defined
Procedures Include
bull Providing Assessment and Accurate student information
bull IEP and Transition Planbull Portfoliobull Process for identifying placement
needs bull District Personnel responsibilitiesbull School-business partnershipsbull Providing program supportsbull Formal amp informal bull Interagency agreements MOUbull Community transition teamsbull Collecting Postschool Outcomes
A Clear System ndash Service Continuum
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Plan for a Range of Disabilitybull All students with disability are entitled to PSETransition
educationbull Individualization requires a multifaceted approach bull PSETransition to prepare the child for life after public school
includes more severely involved ID students
bull httpwwwtransitioncoalitionorgtransitionicsphp
Define Continuum Steps
bull Programs should be defined to include those with the most severe disabilities to the highest performing
bull PSETransition must look different than SecondaryHS
bull Process for determining where students should enter the program and criterion for advancement
Focus on Critical Program Elements
Instructional Strategies bull Instruction designed to
meet educational needndash Academics
bull Appliedbull career and technical
education and trainingbull continuing and adult
educationcollegendash Independent Living ndash Employmentndash Self-Determination
InclusionAccessbull Social Inclusion
ndash Peer Supportsbull School (PSE)
ndash TutorMentoring bull Community
ndash Mentoring
bull Natural Community Supportndash Accessndash Inclusionndash Forming relationships
Three Main Types of PSETransition ProgramsHart Grigal Sax Martinez Will (2006) httpwwwcommunityinclusionorg
MixedHybrid Model
Substantially Separate Model
Inclusive Individual Support Model
This model provides students with experience on- and off-campus
bull Employment Experience bull WBLbull OJTbull Paid employment
bull Social andor academic classes bull Withwithout students with
disabilitiesbull For credit or audit
This model only provides students participation with other students with disabilities
bull Traditionally referred to as life skills or transition program
bull Pre-established employment experience bull Rotation of pre-established
employment slots on- or off-campus
bull Sheltered Workshop activitiesbull Academic Classes
bull Limited to independent daily living skills
bull Social classes bull Generic social activities on
campus or in community
Not a Campus Based model the focus is on establishing a student-identified career goal that directs the course of study and employment experiencesbull Collaborative interagency approach
bull Agencies id Range of services and share costs
bull Employment Experiencebull WBLbull Internshipsbull Apprenticeships
bull College Courses certificate programs degree programsbull Audit or Credit basedbull Individualized support services
bull Educational coach tutors technology etc
bull Withwithout students with disabilities
A Clear System ndash Staff Roles
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
A Clear System - Team
Team
Identify the Key Players
bull Administratorsbull Teachersbull Support Staffbull Local Inclusive PSE programsbull Community Resourcesbull Agencies
Collaborative
bull Shared Vision and Goalsbull Well Defined
ndash District PositionPoliciesndash Administrative Role Responsibilitiesndash Staff RolesResponsibilities
bull Plan for Team accountability
A Clear System - Policy
Team Policy
System Check Policy Based on Current Laws and Mandates
ISD Policy
bull Determine what Current Policies Applybull Evaluate need for additional Policies
A Clear System - Policy
Team PolicyDevelop Policy
Based Procedures
System Check From Policy to Procedure Accountability
Policybull align existing legislation
(eg IDEA HEA NCLB WIA SSA Transportation Act DD Act Medicaid Olmstead) to support increased access to PSE for students with intellectual disabilities
Procedurebull AdministrativeDepartment
Decision-Making for curriculumprogram design
bull Special Ed Roles Definedbull Assessment and Portfoliobull Gen Ed amp Voc Ed Roles
defined
Procedures Include
bull Providing Assessment and Accurate student information
bull IEP and Transition Planbull Portfoliobull Process for identifying placement
needs bull District Personnel responsibilitiesbull School-business partnershipsbull Providing program supportsbull Formal amp informal bull Interagency agreements MOUbull Community transition teamsbull Collecting Postschool Outcomes
A Clear System ndash Service Continuum
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Plan for a Range of Disabilitybull All students with disability are entitled to PSETransition
educationbull Individualization requires a multifaceted approach bull PSETransition to prepare the child for life after public school
includes more severely involved ID students
bull httpwwwtransitioncoalitionorgtransitionicsphp
Define Continuum Steps
bull Programs should be defined to include those with the most severe disabilities to the highest performing
bull PSETransition must look different than SecondaryHS
bull Process for determining where students should enter the program and criterion for advancement
Focus on Critical Program Elements
Instructional Strategies bull Instruction designed to
meet educational needndash Academics
bull Appliedbull career and technical
education and trainingbull continuing and adult
educationcollegendash Independent Living ndash Employmentndash Self-Determination
InclusionAccessbull Social Inclusion
ndash Peer Supportsbull School (PSE)
ndash TutorMentoring bull Community
ndash Mentoring
bull Natural Community Supportndash Accessndash Inclusionndash Forming relationships
Three Main Types of PSETransition ProgramsHart Grigal Sax Martinez Will (2006) httpwwwcommunityinclusionorg
MixedHybrid Model
Substantially Separate Model
Inclusive Individual Support Model
This model provides students with experience on- and off-campus
bull Employment Experience bull WBLbull OJTbull Paid employment
bull Social andor academic classes bull Withwithout students with
disabilitiesbull For credit or audit
This model only provides students participation with other students with disabilities
bull Traditionally referred to as life skills or transition program
bull Pre-established employment experience bull Rotation of pre-established
employment slots on- or off-campus
bull Sheltered Workshop activitiesbull Academic Classes
bull Limited to independent daily living skills
bull Social classes bull Generic social activities on
campus or in community
Not a Campus Based model the focus is on establishing a student-identified career goal that directs the course of study and employment experiencesbull Collaborative interagency approach
bull Agencies id Range of services and share costs
bull Employment Experiencebull WBLbull Internshipsbull Apprenticeships
bull College Courses certificate programs degree programsbull Audit or Credit basedbull Individualized support services
bull Educational coach tutors technology etc
bull Withwithout students with disabilities
A Clear System ndash Staff Roles
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
Identify the Key Players
bull Administratorsbull Teachersbull Support Staffbull Local Inclusive PSE programsbull Community Resourcesbull Agencies
Collaborative
bull Shared Vision and Goalsbull Well Defined
ndash District PositionPoliciesndash Administrative Role Responsibilitiesndash Staff RolesResponsibilities
bull Plan for Team accountability
A Clear System - Policy
Team Policy
System Check Policy Based on Current Laws and Mandates
ISD Policy
bull Determine what Current Policies Applybull Evaluate need for additional Policies
A Clear System - Policy
Team PolicyDevelop Policy
Based Procedures
System Check From Policy to Procedure Accountability
Policybull align existing legislation
(eg IDEA HEA NCLB WIA SSA Transportation Act DD Act Medicaid Olmstead) to support increased access to PSE for students with intellectual disabilities
Procedurebull AdministrativeDepartment
Decision-Making for curriculumprogram design
bull Special Ed Roles Definedbull Assessment and Portfoliobull Gen Ed amp Voc Ed Roles
defined
Procedures Include
bull Providing Assessment and Accurate student information
bull IEP and Transition Planbull Portfoliobull Process for identifying placement
needs bull District Personnel responsibilitiesbull School-business partnershipsbull Providing program supportsbull Formal amp informal bull Interagency agreements MOUbull Community transition teamsbull Collecting Postschool Outcomes
A Clear System ndash Service Continuum
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Plan for a Range of Disabilitybull All students with disability are entitled to PSETransition
educationbull Individualization requires a multifaceted approach bull PSETransition to prepare the child for life after public school
includes more severely involved ID students
bull httpwwwtransitioncoalitionorgtransitionicsphp
Define Continuum Steps
bull Programs should be defined to include those with the most severe disabilities to the highest performing
bull PSETransition must look different than SecondaryHS
bull Process for determining where students should enter the program and criterion for advancement
Focus on Critical Program Elements
Instructional Strategies bull Instruction designed to
meet educational needndash Academics
bull Appliedbull career and technical
education and trainingbull continuing and adult
educationcollegendash Independent Living ndash Employmentndash Self-Determination
InclusionAccessbull Social Inclusion
ndash Peer Supportsbull School (PSE)
ndash TutorMentoring bull Community
ndash Mentoring
bull Natural Community Supportndash Accessndash Inclusionndash Forming relationships
Three Main Types of PSETransition ProgramsHart Grigal Sax Martinez Will (2006) httpwwwcommunityinclusionorg
MixedHybrid Model
Substantially Separate Model
Inclusive Individual Support Model
This model provides students with experience on- and off-campus
bull Employment Experience bull WBLbull OJTbull Paid employment
bull Social andor academic classes bull Withwithout students with
disabilitiesbull For credit or audit
This model only provides students participation with other students with disabilities
bull Traditionally referred to as life skills or transition program
bull Pre-established employment experience bull Rotation of pre-established
employment slots on- or off-campus
bull Sheltered Workshop activitiesbull Academic Classes
bull Limited to independent daily living skills
bull Social classes bull Generic social activities on
campus or in community
Not a Campus Based model the focus is on establishing a student-identified career goal that directs the course of study and employment experiencesbull Collaborative interagency approach
bull Agencies id Range of services and share costs
bull Employment Experiencebull WBLbull Internshipsbull Apprenticeships
bull College Courses certificate programs degree programsbull Audit or Credit basedbull Individualized support services
bull Educational coach tutors technology etc
bull Withwithout students with disabilities
A Clear System ndash Staff Roles
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
Collaborative
bull Shared Vision and Goalsbull Well Defined
ndash District PositionPoliciesndash Administrative Role Responsibilitiesndash Staff RolesResponsibilities
bull Plan for Team accountability
A Clear System - Policy
Team Policy
System Check Policy Based on Current Laws and Mandates
ISD Policy
bull Determine what Current Policies Applybull Evaluate need for additional Policies
A Clear System - Policy
Team PolicyDevelop Policy
Based Procedures
System Check From Policy to Procedure Accountability
Policybull align existing legislation
(eg IDEA HEA NCLB WIA SSA Transportation Act DD Act Medicaid Olmstead) to support increased access to PSE for students with intellectual disabilities
Procedurebull AdministrativeDepartment
Decision-Making for curriculumprogram design
bull Special Ed Roles Definedbull Assessment and Portfoliobull Gen Ed amp Voc Ed Roles
defined
Procedures Include
bull Providing Assessment and Accurate student information
bull IEP and Transition Planbull Portfoliobull Process for identifying placement
needs bull District Personnel responsibilitiesbull School-business partnershipsbull Providing program supportsbull Formal amp informal bull Interagency agreements MOUbull Community transition teamsbull Collecting Postschool Outcomes
A Clear System ndash Service Continuum
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Plan for a Range of Disabilitybull All students with disability are entitled to PSETransition
educationbull Individualization requires a multifaceted approach bull PSETransition to prepare the child for life after public school
includes more severely involved ID students
bull httpwwwtransitioncoalitionorgtransitionicsphp
Define Continuum Steps
bull Programs should be defined to include those with the most severe disabilities to the highest performing
bull PSETransition must look different than SecondaryHS
bull Process for determining where students should enter the program and criterion for advancement
Focus on Critical Program Elements
Instructional Strategies bull Instruction designed to
meet educational needndash Academics
bull Appliedbull career and technical
education and trainingbull continuing and adult
educationcollegendash Independent Living ndash Employmentndash Self-Determination
InclusionAccessbull Social Inclusion
ndash Peer Supportsbull School (PSE)
ndash TutorMentoring bull Community
ndash Mentoring
bull Natural Community Supportndash Accessndash Inclusionndash Forming relationships
Three Main Types of PSETransition ProgramsHart Grigal Sax Martinez Will (2006) httpwwwcommunityinclusionorg
MixedHybrid Model
Substantially Separate Model
Inclusive Individual Support Model
This model provides students with experience on- and off-campus
bull Employment Experience bull WBLbull OJTbull Paid employment
bull Social andor academic classes bull Withwithout students with
disabilitiesbull For credit or audit
This model only provides students participation with other students with disabilities
bull Traditionally referred to as life skills or transition program
bull Pre-established employment experience bull Rotation of pre-established
employment slots on- or off-campus
bull Sheltered Workshop activitiesbull Academic Classes
bull Limited to independent daily living skills
bull Social classes bull Generic social activities on
campus or in community
Not a Campus Based model the focus is on establishing a student-identified career goal that directs the course of study and employment experiencesbull Collaborative interagency approach
bull Agencies id Range of services and share costs
bull Employment Experiencebull WBLbull Internshipsbull Apprenticeships
bull College Courses certificate programs degree programsbull Audit or Credit basedbull Individualized support services
bull Educational coach tutors technology etc
bull Withwithout students with disabilities
A Clear System ndash Staff Roles
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
A Clear System - Policy
Team Policy
System Check Policy Based on Current Laws and Mandates
ISD Policy
bull Determine what Current Policies Applybull Evaluate need for additional Policies
A Clear System - Policy
Team PolicyDevelop Policy
Based Procedures
System Check From Policy to Procedure Accountability
Policybull align existing legislation
(eg IDEA HEA NCLB WIA SSA Transportation Act DD Act Medicaid Olmstead) to support increased access to PSE for students with intellectual disabilities
Procedurebull AdministrativeDepartment
Decision-Making for curriculumprogram design
bull Special Ed Roles Definedbull Assessment and Portfoliobull Gen Ed amp Voc Ed Roles
defined
Procedures Include
bull Providing Assessment and Accurate student information
bull IEP and Transition Planbull Portfoliobull Process for identifying placement
needs bull District Personnel responsibilitiesbull School-business partnershipsbull Providing program supportsbull Formal amp informal bull Interagency agreements MOUbull Community transition teamsbull Collecting Postschool Outcomes
A Clear System ndash Service Continuum
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Plan for a Range of Disabilitybull All students with disability are entitled to PSETransition
educationbull Individualization requires a multifaceted approach bull PSETransition to prepare the child for life after public school
includes more severely involved ID students
bull httpwwwtransitioncoalitionorgtransitionicsphp
Define Continuum Steps
bull Programs should be defined to include those with the most severe disabilities to the highest performing
bull PSETransition must look different than SecondaryHS
bull Process for determining where students should enter the program and criterion for advancement
Focus on Critical Program Elements
Instructional Strategies bull Instruction designed to
meet educational needndash Academics
bull Appliedbull career and technical
education and trainingbull continuing and adult
educationcollegendash Independent Living ndash Employmentndash Self-Determination
InclusionAccessbull Social Inclusion
ndash Peer Supportsbull School (PSE)
ndash TutorMentoring bull Community
ndash Mentoring
bull Natural Community Supportndash Accessndash Inclusionndash Forming relationships
Three Main Types of PSETransition ProgramsHart Grigal Sax Martinez Will (2006) httpwwwcommunityinclusionorg
MixedHybrid Model
Substantially Separate Model
Inclusive Individual Support Model
This model provides students with experience on- and off-campus
bull Employment Experience bull WBLbull OJTbull Paid employment
bull Social andor academic classes bull Withwithout students with
disabilitiesbull For credit or audit
This model only provides students participation with other students with disabilities
bull Traditionally referred to as life skills or transition program
bull Pre-established employment experience bull Rotation of pre-established
employment slots on- or off-campus
bull Sheltered Workshop activitiesbull Academic Classes
bull Limited to independent daily living skills
bull Social classes bull Generic social activities on
campus or in community
Not a Campus Based model the focus is on establishing a student-identified career goal that directs the course of study and employment experiencesbull Collaborative interagency approach
bull Agencies id Range of services and share costs
bull Employment Experiencebull WBLbull Internshipsbull Apprenticeships
bull College Courses certificate programs degree programsbull Audit or Credit basedbull Individualized support services
bull Educational coach tutors technology etc
bull Withwithout students with disabilities
A Clear System ndash Staff Roles
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
System Check Policy Based on Current Laws and Mandates
ISD Policy
bull Determine what Current Policies Applybull Evaluate need for additional Policies
A Clear System - Policy
Team PolicyDevelop Policy
Based Procedures
System Check From Policy to Procedure Accountability
Policybull align existing legislation
(eg IDEA HEA NCLB WIA SSA Transportation Act DD Act Medicaid Olmstead) to support increased access to PSE for students with intellectual disabilities
Procedurebull AdministrativeDepartment
Decision-Making for curriculumprogram design
bull Special Ed Roles Definedbull Assessment and Portfoliobull Gen Ed amp Voc Ed Roles
defined
Procedures Include
bull Providing Assessment and Accurate student information
bull IEP and Transition Planbull Portfoliobull Process for identifying placement
needs bull District Personnel responsibilitiesbull School-business partnershipsbull Providing program supportsbull Formal amp informal bull Interagency agreements MOUbull Community transition teamsbull Collecting Postschool Outcomes
A Clear System ndash Service Continuum
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Plan for a Range of Disabilitybull All students with disability are entitled to PSETransition
educationbull Individualization requires a multifaceted approach bull PSETransition to prepare the child for life after public school
includes more severely involved ID students
bull httpwwwtransitioncoalitionorgtransitionicsphp
Define Continuum Steps
bull Programs should be defined to include those with the most severe disabilities to the highest performing
bull PSETransition must look different than SecondaryHS
bull Process for determining where students should enter the program and criterion for advancement
Focus on Critical Program Elements
Instructional Strategies bull Instruction designed to
meet educational needndash Academics
bull Appliedbull career and technical
education and trainingbull continuing and adult
educationcollegendash Independent Living ndash Employmentndash Self-Determination
InclusionAccessbull Social Inclusion
ndash Peer Supportsbull School (PSE)
ndash TutorMentoring bull Community
ndash Mentoring
bull Natural Community Supportndash Accessndash Inclusionndash Forming relationships
Three Main Types of PSETransition ProgramsHart Grigal Sax Martinez Will (2006) httpwwwcommunityinclusionorg
MixedHybrid Model
Substantially Separate Model
Inclusive Individual Support Model
This model provides students with experience on- and off-campus
bull Employment Experience bull WBLbull OJTbull Paid employment
bull Social andor academic classes bull Withwithout students with
disabilitiesbull For credit or audit
This model only provides students participation with other students with disabilities
bull Traditionally referred to as life skills or transition program
bull Pre-established employment experience bull Rotation of pre-established
employment slots on- or off-campus
bull Sheltered Workshop activitiesbull Academic Classes
bull Limited to independent daily living skills
bull Social classes bull Generic social activities on
campus or in community
Not a Campus Based model the focus is on establishing a student-identified career goal that directs the course of study and employment experiencesbull Collaborative interagency approach
bull Agencies id Range of services and share costs
bull Employment Experiencebull WBLbull Internshipsbull Apprenticeships
bull College Courses certificate programs degree programsbull Audit or Credit basedbull Individualized support services
bull Educational coach tutors technology etc
bull Withwithout students with disabilities
A Clear System ndash Staff Roles
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
ISD Policy
bull Determine what Current Policies Applybull Evaluate need for additional Policies
A Clear System - Policy
Team PolicyDevelop Policy
Based Procedures
System Check From Policy to Procedure Accountability
Policybull align existing legislation
(eg IDEA HEA NCLB WIA SSA Transportation Act DD Act Medicaid Olmstead) to support increased access to PSE for students with intellectual disabilities
Procedurebull AdministrativeDepartment
Decision-Making for curriculumprogram design
bull Special Ed Roles Definedbull Assessment and Portfoliobull Gen Ed amp Voc Ed Roles
defined
Procedures Include
bull Providing Assessment and Accurate student information
bull IEP and Transition Planbull Portfoliobull Process for identifying placement
needs bull District Personnel responsibilitiesbull School-business partnershipsbull Providing program supportsbull Formal amp informal bull Interagency agreements MOUbull Community transition teamsbull Collecting Postschool Outcomes
A Clear System ndash Service Continuum
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Plan for a Range of Disabilitybull All students with disability are entitled to PSETransition
educationbull Individualization requires a multifaceted approach bull PSETransition to prepare the child for life after public school
includes more severely involved ID students
bull httpwwwtransitioncoalitionorgtransitionicsphp
Define Continuum Steps
bull Programs should be defined to include those with the most severe disabilities to the highest performing
bull PSETransition must look different than SecondaryHS
bull Process for determining where students should enter the program and criterion for advancement
Focus on Critical Program Elements
Instructional Strategies bull Instruction designed to
meet educational needndash Academics
bull Appliedbull career and technical
education and trainingbull continuing and adult
educationcollegendash Independent Living ndash Employmentndash Self-Determination
InclusionAccessbull Social Inclusion
ndash Peer Supportsbull School (PSE)
ndash TutorMentoring bull Community
ndash Mentoring
bull Natural Community Supportndash Accessndash Inclusionndash Forming relationships
Three Main Types of PSETransition ProgramsHart Grigal Sax Martinez Will (2006) httpwwwcommunityinclusionorg
MixedHybrid Model
Substantially Separate Model
Inclusive Individual Support Model
This model provides students with experience on- and off-campus
bull Employment Experience bull WBLbull OJTbull Paid employment
bull Social andor academic classes bull Withwithout students with
disabilitiesbull For credit or audit
This model only provides students participation with other students with disabilities
bull Traditionally referred to as life skills or transition program
bull Pre-established employment experience bull Rotation of pre-established
employment slots on- or off-campus
bull Sheltered Workshop activitiesbull Academic Classes
bull Limited to independent daily living skills
bull Social classes bull Generic social activities on
campus or in community
Not a Campus Based model the focus is on establishing a student-identified career goal that directs the course of study and employment experiencesbull Collaborative interagency approach
bull Agencies id Range of services and share costs
bull Employment Experiencebull WBLbull Internshipsbull Apprenticeships
bull College Courses certificate programs degree programsbull Audit or Credit basedbull Individualized support services
bull Educational coach tutors technology etc
bull Withwithout students with disabilities
A Clear System ndash Staff Roles
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
A Clear System - Policy
Team PolicyDevelop Policy
Based Procedures
System Check From Policy to Procedure Accountability
Policybull align existing legislation
(eg IDEA HEA NCLB WIA SSA Transportation Act DD Act Medicaid Olmstead) to support increased access to PSE for students with intellectual disabilities
Procedurebull AdministrativeDepartment
Decision-Making for curriculumprogram design
bull Special Ed Roles Definedbull Assessment and Portfoliobull Gen Ed amp Voc Ed Roles
defined
Procedures Include
bull Providing Assessment and Accurate student information
bull IEP and Transition Planbull Portfoliobull Process for identifying placement
needs bull District Personnel responsibilitiesbull School-business partnershipsbull Providing program supportsbull Formal amp informal bull Interagency agreements MOUbull Community transition teamsbull Collecting Postschool Outcomes
A Clear System ndash Service Continuum
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Plan for a Range of Disabilitybull All students with disability are entitled to PSETransition
educationbull Individualization requires a multifaceted approach bull PSETransition to prepare the child for life after public school
includes more severely involved ID students
bull httpwwwtransitioncoalitionorgtransitionicsphp
Define Continuum Steps
bull Programs should be defined to include those with the most severe disabilities to the highest performing
bull PSETransition must look different than SecondaryHS
bull Process for determining where students should enter the program and criterion for advancement
Focus on Critical Program Elements
Instructional Strategies bull Instruction designed to
meet educational needndash Academics
bull Appliedbull career and technical
education and trainingbull continuing and adult
educationcollegendash Independent Living ndash Employmentndash Self-Determination
InclusionAccessbull Social Inclusion
ndash Peer Supportsbull School (PSE)
ndash TutorMentoring bull Community
ndash Mentoring
bull Natural Community Supportndash Accessndash Inclusionndash Forming relationships
Three Main Types of PSETransition ProgramsHart Grigal Sax Martinez Will (2006) httpwwwcommunityinclusionorg
MixedHybrid Model
Substantially Separate Model
Inclusive Individual Support Model
This model provides students with experience on- and off-campus
bull Employment Experience bull WBLbull OJTbull Paid employment
bull Social andor academic classes bull Withwithout students with
disabilitiesbull For credit or audit
This model only provides students participation with other students with disabilities
bull Traditionally referred to as life skills or transition program
bull Pre-established employment experience bull Rotation of pre-established
employment slots on- or off-campus
bull Sheltered Workshop activitiesbull Academic Classes
bull Limited to independent daily living skills
bull Social classes bull Generic social activities on
campus or in community
Not a Campus Based model the focus is on establishing a student-identified career goal that directs the course of study and employment experiencesbull Collaborative interagency approach
bull Agencies id Range of services and share costs
bull Employment Experiencebull WBLbull Internshipsbull Apprenticeships
bull College Courses certificate programs degree programsbull Audit or Credit basedbull Individualized support services
bull Educational coach tutors technology etc
bull Withwithout students with disabilities
A Clear System ndash Staff Roles
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
System Check From Policy to Procedure Accountability
Policybull align existing legislation
(eg IDEA HEA NCLB WIA SSA Transportation Act DD Act Medicaid Olmstead) to support increased access to PSE for students with intellectual disabilities
Procedurebull AdministrativeDepartment
Decision-Making for curriculumprogram design
bull Special Ed Roles Definedbull Assessment and Portfoliobull Gen Ed amp Voc Ed Roles
defined
Procedures Include
bull Providing Assessment and Accurate student information
bull IEP and Transition Planbull Portfoliobull Process for identifying placement
needs bull District Personnel responsibilitiesbull School-business partnershipsbull Providing program supportsbull Formal amp informal bull Interagency agreements MOUbull Community transition teamsbull Collecting Postschool Outcomes
A Clear System ndash Service Continuum
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Plan for a Range of Disabilitybull All students with disability are entitled to PSETransition
educationbull Individualization requires a multifaceted approach bull PSETransition to prepare the child for life after public school
includes more severely involved ID students
bull httpwwwtransitioncoalitionorgtransitionicsphp
Define Continuum Steps
bull Programs should be defined to include those with the most severe disabilities to the highest performing
bull PSETransition must look different than SecondaryHS
bull Process for determining where students should enter the program and criterion for advancement
Focus on Critical Program Elements
Instructional Strategies bull Instruction designed to
meet educational needndash Academics
bull Appliedbull career and technical
education and trainingbull continuing and adult
educationcollegendash Independent Living ndash Employmentndash Self-Determination
InclusionAccessbull Social Inclusion
ndash Peer Supportsbull School (PSE)
ndash TutorMentoring bull Community
ndash Mentoring
bull Natural Community Supportndash Accessndash Inclusionndash Forming relationships
Three Main Types of PSETransition ProgramsHart Grigal Sax Martinez Will (2006) httpwwwcommunityinclusionorg
MixedHybrid Model
Substantially Separate Model
Inclusive Individual Support Model
This model provides students with experience on- and off-campus
bull Employment Experience bull WBLbull OJTbull Paid employment
bull Social andor academic classes bull Withwithout students with
disabilitiesbull For credit or audit
This model only provides students participation with other students with disabilities
bull Traditionally referred to as life skills or transition program
bull Pre-established employment experience bull Rotation of pre-established
employment slots on- or off-campus
bull Sheltered Workshop activitiesbull Academic Classes
bull Limited to independent daily living skills
bull Social classes bull Generic social activities on
campus or in community
Not a Campus Based model the focus is on establishing a student-identified career goal that directs the course of study and employment experiencesbull Collaborative interagency approach
bull Agencies id Range of services and share costs
bull Employment Experiencebull WBLbull Internshipsbull Apprenticeships
bull College Courses certificate programs degree programsbull Audit or Credit basedbull Individualized support services
bull Educational coach tutors technology etc
bull Withwithout students with disabilities
A Clear System ndash Staff Roles
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
Procedures Include
bull Providing Assessment and Accurate student information
bull IEP and Transition Planbull Portfoliobull Process for identifying placement
needs bull District Personnel responsibilitiesbull School-business partnershipsbull Providing program supportsbull Formal amp informal bull Interagency agreements MOUbull Community transition teamsbull Collecting Postschool Outcomes
A Clear System ndash Service Continuum
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Plan for a Range of Disabilitybull All students with disability are entitled to PSETransition
educationbull Individualization requires a multifaceted approach bull PSETransition to prepare the child for life after public school
includes more severely involved ID students
bull httpwwwtransitioncoalitionorgtransitionicsphp
Define Continuum Steps
bull Programs should be defined to include those with the most severe disabilities to the highest performing
bull PSETransition must look different than SecondaryHS
bull Process for determining where students should enter the program and criterion for advancement
Focus on Critical Program Elements
Instructional Strategies bull Instruction designed to
meet educational needndash Academics
bull Appliedbull career and technical
education and trainingbull continuing and adult
educationcollegendash Independent Living ndash Employmentndash Self-Determination
InclusionAccessbull Social Inclusion
ndash Peer Supportsbull School (PSE)
ndash TutorMentoring bull Community
ndash Mentoring
bull Natural Community Supportndash Accessndash Inclusionndash Forming relationships
Three Main Types of PSETransition ProgramsHart Grigal Sax Martinez Will (2006) httpwwwcommunityinclusionorg
MixedHybrid Model
Substantially Separate Model
Inclusive Individual Support Model
This model provides students with experience on- and off-campus
bull Employment Experience bull WBLbull OJTbull Paid employment
bull Social andor academic classes bull Withwithout students with
disabilitiesbull For credit or audit
This model only provides students participation with other students with disabilities
bull Traditionally referred to as life skills or transition program
bull Pre-established employment experience bull Rotation of pre-established
employment slots on- or off-campus
bull Sheltered Workshop activitiesbull Academic Classes
bull Limited to independent daily living skills
bull Social classes bull Generic social activities on
campus or in community
Not a Campus Based model the focus is on establishing a student-identified career goal that directs the course of study and employment experiencesbull Collaborative interagency approach
bull Agencies id Range of services and share costs
bull Employment Experiencebull WBLbull Internshipsbull Apprenticeships
bull College Courses certificate programs degree programsbull Audit or Credit basedbull Individualized support services
bull Educational coach tutors technology etc
bull Withwithout students with disabilities
A Clear System ndash Staff Roles
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
A Clear System ndash Service Continuum
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Plan for a Range of Disabilitybull All students with disability are entitled to PSETransition
educationbull Individualization requires a multifaceted approach bull PSETransition to prepare the child for life after public school
includes more severely involved ID students
bull httpwwwtransitioncoalitionorgtransitionicsphp
Define Continuum Steps
bull Programs should be defined to include those with the most severe disabilities to the highest performing
bull PSETransition must look different than SecondaryHS
bull Process for determining where students should enter the program and criterion for advancement
Focus on Critical Program Elements
Instructional Strategies bull Instruction designed to
meet educational needndash Academics
bull Appliedbull career and technical
education and trainingbull continuing and adult
educationcollegendash Independent Living ndash Employmentndash Self-Determination
InclusionAccessbull Social Inclusion
ndash Peer Supportsbull School (PSE)
ndash TutorMentoring bull Community
ndash Mentoring
bull Natural Community Supportndash Accessndash Inclusionndash Forming relationships
Three Main Types of PSETransition ProgramsHart Grigal Sax Martinez Will (2006) httpwwwcommunityinclusionorg
MixedHybrid Model
Substantially Separate Model
Inclusive Individual Support Model
This model provides students with experience on- and off-campus
bull Employment Experience bull WBLbull OJTbull Paid employment
bull Social andor academic classes bull Withwithout students with
disabilitiesbull For credit or audit
This model only provides students participation with other students with disabilities
bull Traditionally referred to as life skills or transition program
bull Pre-established employment experience bull Rotation of pre-established
employment slots on- or off-campus
bull Sheltered Workshop activitiesbull Academic Classes
bull Limited to independent daily living skills
bull Social classes bull Generic social activities on
campus or in community
Not a Campus Based model the focus is on establishing a student-identified career goal that directs the course of study and employment experiencesbull Collaborative interagency approach
bull Agencies id Range of services and share costs
bull Employment Experiencebull WBLbull Internshipsbull Apprenticeships
bull College Courses certificate programs degree programsbull Audit or Credit basedbull Individualized support services
bull Educational coach tutors technology etc
bull Withwithout students with disabilities
A Clear System ndash Staff Roles
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
Plan for a Range of Disabilitybull All students with disability are entitled to PSETransition
educationbull Individualization requires a multifaceted approach bull PSETransition to prepare the child for life after public school
includes more severely involved ID students
bull httpwwwtransitioncoalitionorgtransitionicsphp
Define Continuum Steps
bull Programs should be defined to include those with the most severe disabilities to the highest performing
bull PSETransition must look different than SecondaryHS
bull Process for determining where students should enter the program and criterion for advancement
Focus on Critical Program Elements
Instructional Strategies bull Instruction designed to
meet educational needndash Academics
bull Appliedbull career and technical
education and trainingbull continuing and adult
educationcollegendash Independent Living ndash Employmentndash Self-Determination
InclusionAccessbull Social Inclusion
ndash Peer Supportsbull School (PSE)
ndash TutorMentoring bull Community
ndash Mentoring
bull Natural Community Supportndash Accessndash Inclusionndash Forming relationships
Three Main Types of PSETransition ProgramsHart Grigal Sax Martinez Will (2006) httpwwwcommunityinclusionorg
MixedHybrid Model
Substantially Separate Model
Inclusive Individual Support Model
This model provides students with experience on- and off-campus
bull Employment Experience bull WBLbull OJTbull Paid employment
bull Social andor academic classes bull Withwithout students with
disabilitiesbull For credit or audit
This model only provides students participation with other students with disabilities
bull Traditionally referred to as life skills or transition program
bull Pre-established employment experience bull Rotation of pre-established
employment slots on- or off-campus
bull Sheltered Workshop activitiesbull Academic Classes
bull Limited to independent daily living skills
bull Social classes bull Generic social activities on
campus or in community
Not a Campus Based model the focus is on establishing a student-identified career goal that directs the course of study and employment experiencesbull Collaborative interagency approach
bull Agencies id Range of services and share costs
bull Employment Experiencebull WBLbull Internshipsbull Apprenticeships
bull College Courses certificate programs degree programsbull Audit or Credit basedbull Individualized support services
bull Educational coach tutors technology etc
bull Withwithout students with disabilities
A Clear System ndash Staff Roles
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
Define Continuum Steps
bull Programs should be defined to include those with the most severe disabilities to the highest performing
bull PSETransition must look different than SecondaryHS
bull Process for determining where students should enter the program and criterion for advancement
Focus on Critical Program Elements
Instructional Strategies bull Instruction designed to
meet educational needndash Academics
bull Appliedbull career and technical
education and trainingbull continuing and adult
educationcollegendash Independent Living ndash Employmentndash Self-Determination
InclusionAccessbull Social Inclusion
ndash Peer Supportsbull School (PSE)
ndash TutorMentoring bull Community
ndash Mentoring
bull Natural Community Supportndash Accessndash Inclusionndash Forming relationships
Three Main Types of PSETransition ProgramsHart Grigal Sax Martinez Will (2006) httpwwwcommunityinclusionorg
MixedHybrid Model
Substantially Separate Model
Inclusive Individual Support Model
This model provides students with experience on- and off-campus
bull Employment Experience bull WBLbull OJTbull Paid employment
bull Social andor academic classes bull Withwithout students with
disabilitiesbull For credit or audit
This model only provides students participation with other students with disabilities
bull Traditionally referred to as life skills or transition program
bull Pre-established employment experience bull Rotation of pre-established
employment slots on- or off-campus
bull Sheltered Workshop activitiesbull Academic Classes
bull Limited to independent daily living skills
bull Social classes bull Generic social activities on
campus or in community
Not a Campus Based model the focus is on establishing a student-identified career goal that directs the course of study and employment experiencesbull Collaborative interagency approach
bull Agencies id Range of services and share costs
bull Employment Experiencebull WBLbull Internshipsbull Apprenticeships
bull College Courses certificate programs degree programsbull Audit or Credit basedbull Individualized support services
bull Educational coach tutors technology etc
bull Withwithout students with disabilities
A Clear System ndash Staff Roles
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
Focus on Critical Program Elements
Instructional Strategies bull Instruction designed to
meet educational needndash Academics
bull Appliedbull career and technical
education and trainingbull continuing and adult
educationcollegendash Independent Living ndash Employmentndash Self-Determination
InclusionAccessbull Social Inclusion
ndash Peer Supportsbull School (PSE)
ndash TutorMentoring bull Community
ndash Mentoring
bull Natural Community Supportndash Accessndash Inclusionndash Forming relationships
Three Main Types of PSETransition ProgramsHart Grigal Sax Martinez Will (2006) httpwwwcommunityinclusionorg
MixedHybrid Model
Substantially Separate Model
Inclusive Individual Support Model
This model provides students with experience on- and off-campus
bull Employment Experience bull WBLbull OJTbull Paid employment
bull Social andor academic classes bull Withwithout students with
disabilitiesbull For credit or audit
This model only provides students participation with other students with disabilities
bull Traditionally referred to as life skills or transition program
bull Pre-established employment experience bull Rotation of pre-established
employment slots on- or off-campus
bull Sheltered Workshop activitiesbull Academic Classes
bull Limited to independent daily living skills
bull Social classes bull Generic social activities on
campus or in community
Not a Campus Based model the focus is on establishing a student-identified career goal that directs the course of study and employment experiencesbull Collaborative interagency approach
bull Agencies id Range of services and share costs
bull Employment Experiencebull WBLbull Internshipsbull Apprenticeships
bull College Courses certificate programs degree programsbull Audit or Credit basedbull Individualized support services
bull Educational coach tutors technology etc
bull Withwithout students with disabilities
A Clear System ndash Staff Roles
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
Three Main Types of PSETransition ProgramsHart Grigal Sax Martinez Will (2006) httpwwwcommunityinclusionorg
MixedHybrid Model
Substantially Separate Model
Inclusive Individual Support Model
This model provides students with experience on- and off-campus
bull Employment Experience bull WBLbull OJTbull Paid employment
bull Social andor academic classes bull Withwithout students with
disabilitiesbull For credit or audit
This model only provides students participation with other students with disabilities
bull Traditionally referred to as life skills or transition program
bull Pre-established employment experience bull Rotation of pre-established
employment slots on- or off-campus
bull Sheltered Workshop activitiesbull Academic Classes
bull Limited to independent daily living skills
bull Social classes bull Generic social activities on
campus or in community
Not a Campus Based model the focus is on establishing a student-identified career goal that directs the course of study and employment experiencesbull Collaborative interagency approach
bull Agencies id Range of services and share costs
bull Employment Experiencebull WBLbull Internshipsbull Apprenticeships
bull College Courses certificate programs degree programsbull Audit or Credit basedbull Individualized support services
bull Educational coach tutors technology etc
bull Withwithout students with disabilities
A Clear System ndash Staff Roles
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
This model provides students with experience on- and off-campus
bull Employment Experience bull WBLbull OJTbull Paid employment
bull Social andor academic classes bull Withwithout students with
disabilitiesbull For credit or audit
This model only provides students participation with other students with disabilities
bull Traditionally referred to as life skills or transition program
bull Pre-established employment experience bull Rotation of pre-established
employment slots on- or off-campus
bull Sheltered Workshop activitiesbull Academic Classes
bull Limited to independent daily living skills
bull Social classes bull Generic social activities on
campus or in community
Not a Campus Based model the focus is on establishing a student-identified career goal that directs the course of study and employment experiencesbull Collaborative interagency approach
bull Agencies id Range of services and share costs
bull Employment Experiencebull WBLbull Internshipsbull Apprenticeships
bull College Courses certificate programs degree programsbull Audit or Credit basedbull Individualized support services
bull Educational coach tutors technology etc
bull Withwithout students with disabilities
A Clear System ndash Staff Roles
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
This model only provides students participation with other students with disabilities
bull Traditionally referred to as life skills or transition program
bull Pre-established employment experience bull Rotation of pre-established
employment slots on- or off-campus
bull Sheltered Workshop activitiesbull Academic Classes
bull Limited to independent daily living skills
bull Social classes bull Generic social activities on
campus or in community
Not a Campus Based model the focus is on establishing a student-identified career goal that directs the course of study and employment experiencesbull Collaborative interagency approach
bull Agencies id Range of services and share costs
bull Employment Experiencebull WBLbull Internshipsbull Apprenticeships
bull College Courses certificate programs degree programsbull Audit or Credit basedbull Individualized support services
bull Educational coach tutors technology etc
bull Withwithout students with disabilities
A Clear System ndash Staff Roles
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
Not a Campus Based model the focus is on establishing a student-identified career goal that directs the course of study and employment experiencesbull Collaborative interagency approach
bull Agencies id Range of services and share costs
bull Employment Experiencebull WBLbull Internshipsbull Apprenticeships
bull College Courses certificate programs degree programsbull Audit or Credit basedbull Individualized support services
bull Educational coach tutors technology etc
bull Withwithout students with disabilities
A Clear System ndash Staff Roles
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
A Clear System ndash Staff Roles
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
Staff Roles
bull Well defined team accountabilityndash Educational responsibilityndash Vocational responsibilityndash Community Partnership development
responsibilitybull Collaboration responsibility
ndash Familiesndash Transition portfoliosndash Agencies
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
A Clear System ndash Accountability
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
Accountability
Program Trackingbull Student involvement
bull Account for all PSETransition students at some level
bull Functional vocational evaluationbull Placement requirements for each level of
district programbull Updated regularly
bull Availability of age-appropriate instructional environments for students at least 18 years of age
bull ParentalFamily involvementbull Post-secondary education options
bull Track scope of all student placements and success across Programs
bull Governmental Agency involvementbull Community involvementbull Post School Outcomes
Student Trackingbull Relate data and progress to IEP
goalsobjectives and Transition Planndash Academicndash Vocational ndash Employment ndash Independent Livingndash Self Determination ndash Social
bull Governmental agency services
httpwwwtransitioncoalitionorgtransitionicsphp
Instructional Support and
Accountability httpwwwesc11netPage1280
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
32
Federal Transition Requirements
bull Beginning not later than the first IEP to be in effect when the child turns 16 and updated annually thereafter the IEP must include ndash Appropriate measurable postsecondary goals
based upon age appropriate transition assessments related to training education employment and where appropriate independent livinghellip 34CFR sect300320( b)( 1)
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
33
Federal Transition Requirements
bull The transition services (including course of study) needed to assist the child in reaching those goals 34CFR sect300320( b)( 2)
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
A Clear System ndash Individualization
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
Not a One-Size-Fits All Proposition
bull A Discovery Process Program Driven by ndash Assessmentndash IEP
bull Transition Planbull GoalsObjectivesbull Identified need for supports
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
To find what you seek in the road of life the best proverb of all is that which saysLeave no stone unturned
Edward Bulwer Lytton
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
Multiple Considerations
bull Abilitiesbull Interestsbull Culturebull Community
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
Hoffman and Vargas (2005) Karp BaileyHughes and Fermin (2004) and Pennington (2004) PSE can include the following possibilities
bull Streamlining Kndash16 educational systems to avoid duplication of courses and to reduce remediation rates
bull Preparing students for the rigor of the postsecondary curriculum
bull Clearly communicating expectations to students about the level of preparation that is required for college-level work
bull Presenting college as a viable option for students particularly those whose family members are not college graduates or those who may not have planned to attend college themselves
bull Expanding the curricular options beyond the traditional high school curriculum
bull Increasing student motivation to complete a college degree
bull Providing a range of appropriate supports for students in college-level courses
bull Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates
bull Increasing the affordability and availability of college
Center for High School ExcellenceLearning Point Associateswwwlearningptorg
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
A Clear System ndash Self-Determination amp Advocacy
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
40
Federal Transition Requirements
sectthe public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals 34CFR 300321( b)( 1) 1048708 If the child does not attend the IEP Team meeting the public agency must take other steps to ensure that the childrsquos preferences and interests are considered 34CFR bull 300321( b)( 2)
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
Self Advocacy
Self Determination Family Involvement
Community Connection Cultural Sensitivity
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
Deliberate CurriculumResources
bull Agency connectionsbull Instruction
ndash Developing Skills for Independencendash Access to trainingndash Access to communityndash Access to interestsndash Access to employment
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
A Clear System ndash Interagency AgreementsCommunity Partnerships
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
44
bull Multi-agency transition planning for young people is key to providing high quality transition services
bull Interagency Cooperation is the key to a smooth transition from student to consumer
Consumer Responsible Transition
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
45
Federal Transition Requirements
bull To the extent appropriate with the consent of the parents or a child who has reached the age of majority majorityhelliphellipthe
bull sectpublic agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition servicesrdquo CFR34
300321( b)( 3)
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
46
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
47
StateLocal Services
bull VocRehab - DARSndash Eligibility determination to figure out if you qualify for
servicesndash Assessment of vocational needs to learn more about your
interests skills and the services and support you might need
ndash Development of an Individualized Plan for Employment that outlines your goals and the services you will receive
ndash Coordination of services to reach your goal of employmentndash Post-employment services to help you keep your job once
you get it
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
48
Community Service Providers
bull Independent Living Centers (DADS HCS)ndash Independent Living Research Utilization Project
(where you can find contact info for your Statewide Individual Living Council (SILC)httpwwwilruorg
ndash National Council on Independent Living(to find contact info for local-level ILCs)httpwwwncilorg
bull Community Organizationbull Volunteer Opportunitiesbull Social Connections
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
49
Facilitating Stakeholder Relationships
bull Networkingndash Familyndash Government Agenciesndash Community Providers
bull Plan Meetingndash Coordinatendash Participation Insistence
bull Self-DeterminationAdvocacyndash Empower the studentconsumer and family
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
53
50
CLIENT ASSISTANCE PROGRAM(CAP)
bull Judith Sokolow CAP Coordinator Client Assistant Program Advocacy Inc 7800 Shoal Creek Blvd Ste 171-E Austin TX 78757 (512) 454-4816 E-mail infoadvocacyincorgWeb wwwadvocacyincorg
A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
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A System for Postsecondary (PSE) Transition Program Development
Team PolicyDevelop Policy
Based Procedures
Service Continuum for PSETransition
Define Staff Roles
Plan Accountability
Individualize Transition
Plan for Self-Determination and Advocacy
Interagency Agreements Community Partnerships
Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
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Resourcesbull wwwesc11netbull wwwcommunityinclusionorgbull httpimdeterminedorgbull wwwlearningptorgbull wwwThinkCollegenetbull wwwtransitiontocollegenetbull wwweducationumdeduoco
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