Perspectives on Transition: A Dialogue with CDECalifornia Department of EducationNancylynn Ward, Ph.D Candidate Special Ed. Consultant

Cerritos CollegeLucinda Aborn, Ph.D.,CRCDean, Disabled Student Programs and Services Susan Algaze, M.S.Adjunct Faculty

Legal FoundationsFederal LegislationIDEARehabilitation Act of 1973Section 504Section 508State Education mandates California Education Code K- 12Higher Education Community CollegeOther State OrganizationsDepartment of RehabilitationRegional CentersDPSS, Mental Health,

What is the IDEA?Individuals with Disability Education Act of 2004 Is a legal binding document that marks the youths entry into special education and access services designed for the youths disability/ies which is known as the Individual Education Plan (IEPs)

Provide education & experiences that prepare students for the opportunities that lie ahead

Empower students with knowledge & skills to command their futures

Enable students with the foundational knowledge & skills to access opportunities provided in disability policy across the lifespan

What is Transition?Transition is a process that requires collaboration among partners (educators, families, social service providers)

Transition defines a plan for Youths with a disability after the student graduates from high school

Transition is an INVOLVED process for all stakeholders with a vested interest in the Youths process towards independence, employment and opportunities

To understand Transition, one must understand Community of Practice and its philosophy as it pertains to Transition

Legal Considerations: Transition PlanningIs to be considered as a processUse of term as being an outcome-oriented process which means that the educational system needs to demonstrate reasonable and good faith participation in the process.Entities are not legally obligated to the outcomes of Transition planning; rather one should be committed to the plan, but not the end result

Legal Considerations: Transition PlanningOffer of FAPE continues to exist for the Special Education Student if he/she has not officially exited from Special Education by way of a High School diploma. A GED or award of an alternative diploma does not mean a termination of FAPE has occurred

In order for FAPE to cease to exist; a Summary of Performance (EXIT IEP) or a High School Diploma must be awarded

Transition Planning: Key conceptsTo be implemented by 16 years of age

To establish appropriate measurable post-secondary goals based on age appropriate transition assessments related to training, education, employment and independent living skills;

Transition services need to assist the child in reaching those goals

Is a process that involves all the stakeholders

CAHSEE: WHATS NEW AT THE STATE LEVEL?

8/25/09: CA Ed Code Section 60852.3 which, beginning in 2009-2010, would exempt an eligible student from meeting the CAHSEE requirement as a condition of graduation.

Permits an eligible student who has satisfied (or will) all other state and local requirements to receive a high school diploma on or after July 1, 2009.

Required to take the CAHSEE in grade 10 for the purposes of fulfilling the requirements of the federal No Child Left Behind Act of 2001.

Exemption lasts until the State Bd of Educ. either implements an alternate means for SWD to demonstrate achievement in the standards measured by the CAHSEE or determines that an alternate assessment to the CAHSEE is not feasible.

CAHSEE:WHATS HAPPENING AT THE LOCAL LEVEL?

Varies by district and SELPA. Most districts currently have no formal protocol to deal with the new regulation. For now, districts are continuing their boot camps to help students pass the CAHSEE

Some are unofficially suggesting that their Transition students exit SpEd and go to Community College

RESPONSE TO INSTRUCTION

WHAT THE LAW SAYS:

RtI is a tiered process of instruction: Identifies struggling learners early, Applies needed instruction and interventions, Prevents the need for a referral to SpEd, and Addresses the needs of learners who previously did not qualify for SpEd

RtI was added to IDEA in 2004 to try to bring IDEA in line with NCLB and Reading First

IDEA lets states determine the number of tiers and the amount of time in each tier

RESPONSE TO INSTRUCTIONWHAT LOCAL DISTRICTS SHOULD BE DOING?

Be ready to make school-wide changes where roles will have to change.

Deal with the fear, of some parents, that some children may not be identified for SpEd.

Adopt criteria for determining if a student has SLD. (Section 300.307 of federal SpEd Regulations). Must NOT require the use of a severe discrepancy between intellectual ability and achievement model.

RESPONSE TO INSTRUCTION and Special Education EligibilityStudents who do not respond to targeted interventions (Non-responders) are referred for a comprehensive evaluation to determine eligibility for special education and services.

If a student meets the criteria in 34 CFR 300.309 (a) and (b) the need for a comprehensive evaluation to determine eligibility (for SLD) would be established.

Cannot rely on a single procedure as the sole criterion for determining (SpEd) eligibility. Results of RtI2 can be used as one component.

Identification models that incorporate RtI represent a shift in special education toward goals of better achievement and improved behavioral outcomes for children with specific learning disability (SLD).

Response to Instruction and Intervention in California it is RtI2Is a systematic, data-driven approach to instruction covers full spectrum of instruction.

Meets the academic and behavioral needs of students

RtI2 integrates resources from general education, categorical programs, and special education through a comprehensive system of core instruction and interventions to benefit every student.

Each schools model may vary, but should follow the Principles for an Effective Model and the Core Components critical to full implementation of RtI2

IEPS: Individualized Educational Plans

5 General Principles of IEPs: Unique needs, Needed services must be in IEP, Commitment of resources, Individualized, and Legally required components must be present in IEP

Required sections of an IEP: Present Levels of Performance, Goals, Special Education and Services, Transition Plan, Dates of Service, Determination if objectives Achieved, and SOP in lieu of Exit IEP

Components of an IEP: Psycho-Ed Report, Placement, Accommodations, Services, Involvement.

Understanding an IEP: Full IEP, Types of meetings, Dates on IEP, Attendance

Transition Planning: Role of Focused Monitoring and Technical Assistance (FMTA)Transition is a Hot concern at the SED

SED offers Technical Assistance on Transition planning and execution

Compliance issues can be reported to the state; State can, then, begin a complaint investigation and offer assistance to bring the LEA/School District into compliance

Anyone can file a complaint

Summary of PerformanceServes in lieu of an exit IEP

34 CFR 300.305(e)(3) Under state law, the LEA must provide a summary of the students academic achievement and functional performance which shall include recommendations on how to assist the student in meeting the childs post secondary goals.

This officially ends the Students right to FAPE

Summary of Performance SOPRequired by IDEA 2004: The LEA shall provide the child with a summary of the childs academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the childs postsecondary goals.Section 614 mandate does not spell out what is needed in the document.The SOP must be completed during the final year of high school or last year of eligibility due to age. SOP is to be developed in lieu of an Exit IEP.Information is necessary under Section 504 of Rehabilitation Act and the Americans with Disabilities Act to help establish a students eligibility for reasonable accommodations and support in PSE settings. It is also useful in the Voc Rehab Comprehensive Assessment process.These recommendations should not imply that any individual who qualified for special education in high school should automatically qualify for services in the (PSE) or the employment setting. (PSE) settings will continue to make eligibility decisions on a case by case basis.

Summary of Performance SOP

Please refer to offered template:

State has a template that one may choose to use: Please see the following:

http://www.calstat.org/publications/pdfs/SOP.pdf

Shared Mission of Community of PracticeCREATE a coordinated system of educational and vocational rehabilitation services which will provide for SEAMLESS transition from school to employment for students with disabilities.

EMPOWER students with disabilities to maximize employment, economic self-sufficiency, independence, and integration into society.

Is a RESULTS driven effort based on outcomes and numbers of students served.

Thinking Ahead:Local Community of PracticeHigh SchoolsSELPAsCommunity CollegesRegional CentersIndependent Living CentersDepartment of RehabilitationDepartment of Mental Health

Department of Health ServicesChildren Services Foster YouthJuvenile Courts Courts SchoolsFamilies/ParentsYouth

Persistent Problems in Transition: Our Success Depends on Others... Do Our Actions Show That We Understand That?Transition Issues:Cross stakeholder groupsCross AgenciesEmerge across the lifespanFocus on the same intended beneficiaries

Do We :Connect across stakeholdersConnect across agenciesKnow what each other is aiming to doUnderstand why they are doing itKnow how their work will address common problems

UNDERSTANDING BEGINS WITH THE INTERSECTION OF ISSUES

Common goalsCommon strategiesCommon challengesCommon stakeholdersShared work????

www.sharedwork.orgThe Interaction ToolModel the community values at state and national levelsDefine shared goalsCreate shared workLearn by doingImprove sharingCreate a year round programUse the electronic network to build the statewide Community of Practice

RESOURCES AND REFERENCESNational Secondary Transition Technical Center. www.nsttac.org/indicator13/sop/aspxhttp://www.calstat.org/transitionGuide.htmlhttp://www.calstat.org/publications/pdfs/Transition_final_08.pdfhttp://www.calstat.org/publications/pdfs/SOP.pdfwww.sharedwork.orghttp://www.ahead.org/resources/idea/introduction#1http://www.ahead.org/resources/idea/summarynewsletter@wrightslaw.com http://wrightslaw.comhttp://www.cde.ca.gov/ci/cr/ (CDEs RtI2 Web Page)Determining Specific Learning Disability Eligibility Using Response to Instruction and Intervention (RtI2) California Department of Education, Sacramento, 2009(IEPs) For Success, by Barbara D. Bateman, Ph.D., J.D. Secondary Education and Beyond. Learning Disabilities Association 1995National Transition Documentation Summit 2005

Thank youContact Information

Nancylynn Ward, Ph.D. CandidateCalifornia Department Of EducationSpecial EducationSpecial Education Consultant nward@cde.ca.gov

Lucinda Aborn, Ph.D.,CRCDean, Disabled Students Programs and ServicesCerritos College 562-860-2451 x2334. laborn@cerritos.edu

Susan Algaze, M.S. Adjunct FacultyCerritos College 562-860-2451 x5648. salgaze@cerritos.edu

**Nancylynn and Lucinda together go thru the foundations******Nancylynn and Susan**Susan**Susan*Nancylynn and Susan*Susan***Nancylynn and SusanFocus on the Strengths areas*Susan and Nancylynn*******Nancylynn and Lucinda*Maybe we could have a couple of three questions to start off with1. Should we have an MOU with local school district?2. Who is responsible for what?3. Just had note from School counselor, completed eval of student, he needs these things here are the websites and costs please purchase forthwith!4. Complaints that DSPS does not send someone to IEP meeting5. We have a 12+1 program, in these days of budget cuts should we continue, sometimes more trouble that it is worth.

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