Embed Size (px)
Citation preview
Processes and Practices for Postsecondary Transition Planning
A Focus on Age-Appropriate Transition Assessment
Amy Szymanski, M.Ed.Consultant
February/March 2011 Presentation
Intended Outcomes• Participants will:
– Identify the required components within a compliant Individualized Education Program (IEP) Transition Plan
– Age Appropriate Transition Assessment (AATA)• Identify sources of AATA• Give examples of methods for gathering AATA data• Identify features to be in included within the summary of
AATA in Section 4 of the IEP• Summarize information gathered from AATA and describe
the relevance to a student’s postschool goals
The Purpose of IDEA
“To ensure that all children withdisabilities have available to them a freeappropriate public education thatemphasizes special education andrelated services designed to meet theirunique needs and prepare them forfurther education, employment, andindependent living…”
State Performance Plan Links
• Increased Graduation Rates for Students with Disabilities (I-1)
• Reduction of Dropouts (I-2)• Increased Quality and Effectiveness of
the Transition Component (I-13)• Increased Postsecondary Success for
Students with Disabilities (I-14)
4
Ed Resources Ohio
www.edresourcesohio.orgOhio Operating StandardsProcedures and Guidance
IEP AnnotationSecondary Transition Tab
Transition Planning
Problem solve with the student and family:
“What does the student plan to do after graduation?”– Future Planning– Age 14 Statement– Measureable Post School Goals
“In relation to these goals, where is the student now?”– AATA
“What does the student need to do this year and in subsequent years to be “transition ready” by graduation?”– Annual Goals and Services– Course of Study– Transition Services – Linkages to Adult Services
Start Young with Career Development to prepare students to participate in Future Planning
This student wanted to be a bank teller, just like her mom
8
Future Planning
• Future planning is the opportunity each and every year to have meaningful discussions with the student and family about the student’s future
• Inviting the student to the IEP is one tangible way to promote and facilitate active student participation.
Changes through the Years
• The Vision/Future Plan should change through the years – from a school- focused, adult (family)
influenced view
To an– adult world picture that is primarily
directed by the student with support from the IEP team and family
Future Planning Development Tool: “How Are We Doing?”
• To help guide the development of the future planning and vision
• To encourage families and students to participate in the process
• To assure that Future Planning which guides the development of the transition plan are student/family driven
10
Miguel’s Future Planning Statement
Miguel is 16 and plans to attend college and obtain a degree in history or meteorology. He would like to be a college professor in history or a meteorologist (and study global warming). Miguel enjoys perfecting his golf game and communicates with friends via social networking sites. He lives with his mother now, but would like to live in a dorm at college in a private room.
12
Jeffrey’s Future Plans
Jeffrey will live with his parents after high school. His family may consider a supervised living situation in the community for him, eventually. His family sees him being employed in the community doing tasks that make use of his skill with using his hands and his interests in tools, computers and plumbing. He also likes attending sporting events in the community. Jeff would benefit from ongoing adult education in the areas such as daily living skills and sexuality.
Age 14 Requirements
• “For each child with a disability beginning at age 14 (or younger if determined appropriate by IEP team), the IEP shall include a statement, updated annually, of transition service needs of the child under the applicable components of the child’s IEP that focuses on courses of study (such as participating in advanced placement courses or a vocational education program).”
Ohio Operating Standards
IEP Part 4: Age 14 Statement
• Based on information from Section 1, Future
Planning, and Section 3, Profile, and, as appropriate, data and information from Section 6, Present Levels of Academic Achievement and Functional Performance and/or the results of age-appropriate transition assessments (Section 4)
IEP Annotation
IEP Part 4: Age 14 Statement
• Describe in this section the child’s needs related to transition to and through the first years of high school and the course of study.
IEP Annotation
IEP Part 4: Age 14 StatementQuestions for the IEP Team to Consider
-What classes will the child need to prepare for the intended job/career?
--Does the child intend to go to college?
- Is this child planning to enroll in a career/tech program during high school?
-What classes will provide the child with skills needed in order to achieve the child’s post-school goals?
-Does the child need accommodations and/or services to support achievement and progress in the child’s course of study?
-How do the child’s plans for the future match up with the child’s preferences, interests, needs, and skills?
-Are accommodations and services the child currently receives providing opportunities for the child to attain the level of independence needed as an adult?
-Does the child know how to: ) describe to others how his or her disability affects his or her learning, working, and living and 2) advocate for appropriate accommodations?
Courses of Study: “Ohio Core”• How do students with disabilities participate in
the Ohio Core Curriculum? • How does this affect course of study?
• 1st time 9th graders in 2010-11 • Course of study must include how student will
complete Core• Consider implications for graduation and diploma• See guidance at www.ode.state.oh.us keyword
search “Core” for specific guidance about options for student participation in Core coursework
Course of Study - CORE
For SWD graduating in 2014 & afterCORE must be included in transition plan
• 3 Options to Meet Graduation Requirementso Required CORE courseworko Opt-out provision for required CORE
courseworko Based on IEP goals and objectives
1919
Information from Jeffrey’s Age 14 Statement
• Modified general curriculum• Some in general education classroom• Some in resource room (smaller class
size)• Life Skills class• Opportunities for paid work experience, in
school and in the community
20
Information in Miguel’s Age 14 Transition Statement
• Miguel will be enrolled in college prep courses, taking the honors level math and science courses.
• He needs accommodations for taking notes. He needs to continue practicing keyboarding, as a computer might be an appropriate accommodation for him for note taking.
• His current behavior plan provides "time out" when he gets anxious, but the team is in the process of revising the behavior plan with the idea that he will need ways to cope with his anxiety into adulthood. Time out will not be an appropriate accommodation for college or for future workplaces.
Age 16 Requirements
Post-Secondary Goals that are:1.Measurable2.Based on Age Appropriate Transition Assessment
– Team should gather information before the student’s IEP for age 16
Includes: 3.A goal for Education/Training 4.A goal for Employment5.A goal for Independent Living (for some students)
– Need assessment data that indicates a need or no need related to individual student
Age 16 RequirementsResults in a ‘coordinated set of activities’:• Connected Annual Goal(s)
– Meaningful steps to progress towards Post School goals
• Aligned Course of Study– Prepares student to engage in post school
education/training/employment/independent living
• Supporting Transition Services – Align with the individual student’s post school
goal– Reflect experiences, skills, knowledge, etc. .
Needed for student to be “transition ready”
Indicator 138 Elements
23 23
Web-based Examples and Nonexamples Indicator 13 Checklist
• The document walks through the 8 items of the Indicator 13 Checklist for 14 different students (ages 16 – 21).
– Students with specific learning disabilities: Allison, Jason, John
– Student with autism: Alex– Student with emotional behavioral disorder: Jamarreo– Students with intellectual disabilities: Jeremy, Jodi,
Lissette, Paulo, Stephanie– Students with severe, complex disabilities: David, Kevin,
Lilly, Rolanda
Steps to “The Document”
• www.nsttac.org• Click on Indicator 13• Click on Training Materials• Click on “the document”, anywhere in blue
The Processes and Practices Transition Planning Tool
This tool expands on each element in the Indicator 13 Checklist
Indicator 13Element 1: Measureable Post-School Goals
Element 2: PS Goals Updated Annually
28
Compliance RequirementsIndicator 13 Checklist
• ST 1. Is there an appropriate
measurable postsecondary goal or
goals in each area?
(note: ST = Secondary Transition)
Postsecondary Goals
• “generally understood to refer to those goals that a child hopes to achieve after leaving secondary school (i.e., high school)” (IDEA 2004 Part B Regulations, §300.320(b), discussion of Final Rule p. 46,668)
• Post School Goals are NOT the process of pursuing or moving toward the desired outcome.
Indicator 13 - Element 1 Measurable Postsecondary Goals
Measurable Postsecondary Goals:• Based on student’s preferences, interests,
needs and strengths (PINS)• Informed by and based on data/results of age-
appropriate transition assessment• Increases in detail and becomes explicit as
student nears graduation• Specific to a type of adult outcome• May or may not change from year to year
Formula for Writing a Postsecondary Goal*
_________ _____ will_____ ________(After high school) Student Behavior Where and How(After graduation)(Upon completion of high school)
*Taken from the National Secondary Transition Technical Assistance Center (www.nsttac.org)
33
Jeffrey’s Post Secondary GoalsEducation/Training
• Goal: Once Jeffrey has completed high school, he will enroll in adult education classes to further his daily living and independence skills.
Employment• Goal: After leaving high school, Jeffrey will work in
the community with supported or customized employment in a job that makes use of his interests and strengths
Independent Living• Goal: Jeffrey will live at home with his parents after
he finishes high school until he is eventually able to move into a supervised group home.
Miguel’s Measurable Postsecondary Goals
Education and Training
Goal: Upon graduation from high school, Miguel will enroll in a four year college
Employment
Goal: After earning a degree or degrees from a university, Miguel will pursue a career as a college level history professor, or as a meteorologist
Independent Living
Goal: Miguel will live independently in a private dorm room while attending college
Post School Goals: Accountability• Are schools held accountable for the achievement of Post
Schools goals following high school?
– NO. Schools are NOT responsible for student attainment of appropriate, measurable post-secondary goals listed in the transition component of the IEP
– However, districts are responsible for implementation of specific transition services, behavioral interventions, and progress on annual IEP goals that support the student's future planning. As long as the school has provided the course(s) of study, implemented the annual IEP goals, and delivered the transition services and other services identified in the IEP, it has met its obligation
Students with Significant Disabilities
• Students with Significant Disabilities NSTTAC Training Materials
– PowerPoint presentation NOTE: Goals are examples NOT compliant exemplars
– OK Workgroup Examples
http://www.nsttac.org/indicator13/indicator13.aspx
Compliance RequirementsIndicator 13 Checklist
• ST 2. Is (are) the postsecondary
goal(s) updated annually?
(note: ST = Secondary Transition)
Indicator 13 - Element 2 Evidence of Annual Update or Review
• Element 2 requires evidence that post secondary goals are updated annually – Does not mean that they change
• Possible ways to document update/review:
– Notices of an IEP meeting during the previous year
– IEP summary notes that indicate discussion and approval of continuation of PS Goals
– Updated, more detailed, or revised PS Goals– New information in AATA that aligns with PS Goals
Reflect / Review IEP
• Review and reflect on an IEP that you brought to the training– Are the postsecondary goals
measureable?– Do the goals meet the criteria described in
the Indicator 13 checklist?
40
Indicator 13Element 3: Age Appropriate Transition
Assessment
Compliance Requirements Indicator 13 Checklist
• ST 3. Is there evidence that the
measurable postsecondary goal(s) were
based on age appropriate transition
assessment?
(Note: ST = Secondary Transition)
41
42
…..IS……• Selecting assessment tools, settings
and methods to get specific info
…..IS NOT…….
• Ongoing, dynamic and guided by assessment questions
• Summarizing and interpreting test results in relation to adult outcomes
• Including students with disabilities in all whole school career-oriented events and activities
• To inform student’s multi-year transition needs in relation to his/her measurable post-school goals
• Information provided informally by the student, family and others
• Using the same assessment tool or method with all students
• Listing the name of tests and test scores in section 4 of IEP
• Done once or during a certain time period or grade level
• Used only to inform student’s achievement of current IEP annual goals
• Only information gathered by special educators in a separate assessment event
• Only valid if generated by formal tools and gathered by educational professionals
The Age Appropriate Transition Assessment Process…
4343
Implementing the Age Appropriate Transition Assessment
Requirements of IDEA 2004
Mary E. Morningstar, Ph.D.
Adapted from a presentation by Mary Morningstar
44
Test yourself…
TRUE FALSE
1. Transition assessment uses a specific protocol, and it is important to administer it as instructed.
FALSE
Schools often base the entire assessment process on a pre-established protocol designed by the district and based on a commercial product, and not on the needs of the student (Cohen & Spenciner, 1996). In reality, transition assessments should be developed and individualized with each student in mind. Student participation in developing the types and methods of assessment is the best way to go.
45
TRUE FALSE
2. Transition assessment is an ongoing process that takes place throughout and across the secondary school years
TRUE
While transition assessment is often thought of as a once-a-year event completed by one person and occurring over a short period of time to develop the IEP, it is in fact most useful when thought of within a broader context (Cohen and Spenciner, 1996). In order to be effective and meaningful to the student and the school program, the transition assessment process must be ongoing throughout the school year.
46
3. Information for the AATA is only information gathered from age 14 and older.
TRUE FALSE
FALSE
While IDEIA REQUIRES that information be gathered starting at age 14, it is important to document what we already know about the student from previous experiences. Much information can be collected related to the student’s learning style, medical background, preferences and interests well before age 14.
47
TRUE FALSE
4. Transition assessment is primarily for youth with severe disabilities
FALSEMany assessment approaches may be created with one disability population in mind, other assessments are appropriate for all youth. What is most important is for you to familiarize yourself with each assessment measure and determine it’s usefulness to the overall transition process. Don’t assume that a certain instrument or method is not appropriate for a particular student because of his or her label or disability category. Oftentimes, accommodations can be made so that a particular assessment can used effectively to meet the ability level of the student.
48
5. The purpose of AATA is to provide data that serves as the common thread in the transition process. It is used as the basis for defining measureable post-secondary goals and services aligned with/ or in support of the student’s identified future plans
TRUEThe information obtained from AATA assists to prioritize educational activities and experiences, assists in progress monitoring and will allow teams to identify gaps in important skill development related to the post-secondary goals.
TRUE FALSE
49
TRUE FALSE
6. “Age-Appropriate” means Developmental Age.
FALSE Age Appropriate refers to CHRONOLOGICAL Age …….
NOT Developmental. AATA should include activities, assessments, content, environments, instruction and/or materials that reflect a student’s chronological age and focus and inform future environments, regardless of the functioning level of the student or the current skill levels
5050
Yvette : 17 year old studentPS Goal: To work for a pet groomer
Assessment Info• Reads on first
grade level
• Cries when she is corrected
• Enjoys playing with young children / juvenile games
Developmental View• Focus on reading first grade
materials/primers
• Ignore her cries (do not reinforce with attention) OR
Comfort her with hugs and rocking (as one would do a young child)
• Play games with her in the classroom such as Candyland
5151
Yvette : 17 year old studentPS Goal: To work for a pet groomer
Assessment Info• Reads on first
grade level
• Cries when she is corrected
• Enjoys playing with young children / juvenile games
Chronological View• What information will she need to
be able to read and understand related to pet grooming? Pet name? Owner Name? Allergies?
• What coping skills will she need when her boss corrects her work? When a customer is unhappy with work?
• Is there are career opportunity that involves both children and pets?
52
TRUE FALSE
7. AATA include only standardized instruments that will render a valid and reliable score
FALSEAATA includes formal and informal assessments. Observation, checklists, interviews are very appropriate and often necessary to gain meaningful information. This is especially true for students with low incidence disabilities that may not respond well to formal, standardized instruments. Types of Non-Standardized or Informal Assessments that might be used include: Interviews and Surveys, Behavior Observation Forms, Rating Scales, Situational Assessments, Curriculum Based Assessments, Environmental or Ecological Assessments, Medical InformationPerson-Centered Planning Procedures
5353
Quick TalkCurrent Practices
• What does transition assessment look like in your district/setting?– Is one person in charge?– How does the team plan assessment activities?– What kind of assessment activities have typically
been used?– What happens to the results?– What type of information do you include in the
summary of the AATA data on the IEP? – How do you go about parent consent?
5454
Element 3: What is the Function of AATA
• Dependent on “Future Planning” statement to set a direction early as place to start
• Can include many of the same sources and methods as any student assessment, but context for interpreting the data is different
• Select assessment methods, settings and tools to answer specific questions about individual students
What is the Purpose of AATA?
• NOT to Direct • NOT to Limit options• Process to use data and facts to
confirm or refute that student’s post school intentions are a good “fit”
5555
But…
• What if the student’s goals are “unrealistic”?
• What if the student hasn’t determined any goals?
57
5858
How To Gather Information
58
5959
How To Gather Information
59
60
6161
Types of Transition Assessments
Formal andInformal
6262
Formal Transition Assessment
• To learn about a wide variety of skill levels in various areas (e.g., vocational, academic, social)
• Published tests: scores that compare students to others
• A starting point
6363
Types of Formal Assessments• Learning style inventories• Academic achievement tests
(Woodcock Johnson)
• Adaptive behavior scales (Vineland)
• Aptitude tests (Differential Aptitude Test)
• Interest inventories (Self-Directed Search [Forms E, R, and Explorer]
6464
Informal Transition Assessments• Observing the student in various academic and
work experiences
• Talking with the student about likes and dislikes
• Setting up experiences to allow the student to try something that that may be of interest
• Often teacher-made
• Often does not result in a score
6565
Types of Informal Assessments• Observation: watching or listening to an individual’s
behavior and recording relevant information • Interviews/ Questionnaires: structured or
unstructured conversations through question-and-answer format
• Environmental Analysis: carefully examining the environment in which an activity normally occurs
• Curriculum based assessments: task-analysis, portfolio assessments, work sample analysis, criterion-referenced tests
(Test, Aspel, & Everson, 2006 - Transition Methods for Youth with Disabilities)
In Summary
Age Appropriate Transition Assessment is:
• Continuous and dynamic, not an event• Planned uniquely for each student• Guided by questions that describe what
needs to be known about the student• Defines any gap between current skills
and demands of future endeavors• Specific to the context of the student’s
future intentions and environments6666
What does AATA on the IEP look like?(Section 4)
1. Name the assessment or type of assessment method
2. List the date(s) or refer to time period in which it was conducted
3. Summarize results relevant to postsecondary goals
4. Synthesize information across assessment results
5. Link the results to postsecondary environments
6767
Age Appropriate Transition Assessment Information
• According to the WAIS-R administered on 09/10/09, Jamarreo’s performance IQ is in the high average range while his Verbal IQ is in the low average range. He also performed in the high average range on the Differential Aptitude Test –Mechanical Comprehension and Spatial Reasoning subtests. These results suggest Jamarreo has potential of meeting his postsecondary goals of being a self-employed welder.
Age Appropriate Transition Assessment Information
• Jamarreo reported to his special education case manager on 3/22/06 during an informal interview that he has worked part time in his uncle’s metal shop for the past year and is interested in welding as a career. Career Planning Survey completed in 2005 and then the Work Adjustment Inventory completed March, 2009 suggest Jamarreo has strengths in the area of mechanical work and will likely be a “serious, dedicated employee.”
Postsecondary Goal:Employment
• Upon graduation from high school, Jamarreo will work part-time as a shop helper in his uncle’s shop to gain experience in the automotive repair industry.
Age Appropriate Transition Assessment Information
• According to the Woodcock Johnson, administered 9/15/05, his academic achievement in reading and written language is below average. His psychological report and placement paperwork has identified Jamarreo has having an emotional and behavioral disorder as well as a specific learning disability in written expression, oral language processing, and reading. With the provision of the testing accommodations identified in Jamarreo’s IEP (extended time and separate testing location), he demonstrated proficiency on all end of course exams required for 10th and 11th grade. These findings suggest that Jamarreo may need time limited supports after graduation from high school as he transitions into a postsecondary educational setting and employment.
Postsecondary Goal: Education and Training
• Upon graduation from high school, Jamarreo will attend Central Piedmont Community College and participate in the welding industry certificate program meeting the requirements to attain an Entry Level Welding Certificate.
Postsecondary Goal:Education & Employment
• After graduation from Central Piedmont Community College, Jamarreo will obtain a small business license and contract out his services as a welder in his uncle’s shop.
Age Appropriate Transition Assessment Information
• In an informal interview with his family in preparation for the IEP meeting, mother noted concerns about Jamarreo’s lack of concern for legal consequences of his behavior. His uncle and mother are pleased that Jamarreo intends on furthering his education and are proud of the skills he has developed thus far.
Age Appropriate Transition Assessment Information
• An audiological report was completed as part of the three year reevaluation. A note from his pediatrician dated 8/15/09 states he continues to require use of a hearing aid and will need assistance with proper maintenance and care.
Postsecondary Goal: Independent Living
(1) After graduation, Jamarreo will follow the laws of his community, demonstrating an understanding of the need for laws to ensure his and others’ safety.
(2)After graduation, Jamarreo will maintain his hearing equipment by attending annual check ups with audiologist.
Resources for AATA Development
• NSTTAC AATA Tool Kithttp://www.nsttac.org/products_and_resources/tag.aspx
• “Quick Book” from the Transition Services Liaison Project in SD
http://www.sstr1.org/files/Transition_QuickbookIEPChecklistFinal091407.pdf
7777
Resources for AATA Development
• Career Direction Formula Taken from: How to find Work that Works for People with Asperger Syndrome by Gail Hawkins
Career Direction FormulaHow to find Work that Works for People with Asperger Syndrome
- Gail Hawkins
• Sample Interest List• Brain Stretching Chart• Job Viability Checklist
Slide Adapted from Chris Filler, OCALI
79
80
Interest List
81
Brain Stretching
Untangling yarn in fabric store
Detailing team for cars
Department Store Removing string from new clothing, rugs, blankets, etc.
Packaging Company
Gift Wrapping Stock Area
Crafts Store Cleaning Artist
82
Viability1. What Type of Social Skills?2. Specific Social Understanding and
Knowledge?3. Types and Quality of Communication Skills?4. Steps in the Task/Job?5. Ability to Request Help?6. Type and Level of Fine Motor Skills?7. ….and more…..
Reflect / Review IEP
• Review and reflect on an IEP you brought to the training
• Does the AATA information:– provide a summary of the student’s preferences, interests,
needs and strengths?– Do assessment tools/methods gather specific info?Are results summarized/interpreted in relation to adult outcomes?Are the questions ongoing and/or dynamic?Can you determine a multi-year focus on transition needs? Is information provided informally by the student, family and others?
• Can you identify other needed information? – How would you gather that additional information?
83
Indicator 13Element 4: Transition Services Aligned to Outcomes
84
Compliance Requirements Indicator 13 Checklist
• ST 4. Are there transition services in the
IEP that will reasonably enable the
student to meet his or her
postsecondary goal(s)?
(Note: ST=Secondary Transition)
What are Transition Services?• The term transition services is defined as a
coordinated set of activities for a student with a disability designed: – To be within a results-oriented process– To improve the academic and functional
achievement of the student with a disability
– To facilitate movement from school to post-school activities including:• postsecondary education• vocational education • integrated employment (including supported employment) • continuing and adult education • adult services • independent living or community participation
What are Transition Services?Multiple Types
• Transition services are based on the individual child’s needs, taking into account their strengths, preferences, and interests
• Transition Services can include, but are not limited to:– Instruction– Related service– Community experience– Development of employment and other post-school adult
living objectives, including acquisition of daily living skills (when appropriate)
– Functional vocational evaluation
• Not required that each student receive each type of service
Transition Services
• Transition Services are designed to help make a connection or a link – Not a single isolated activity– Viewed as part of a larger plan to move
successfully towards adult outcomes– NOT a Single Service…part of a Multi-Year
Plan
At Least One Service per Goal
• Each Post School Goal must have at least one identified and associated transition service
• The same service can be identified for more than one post school goal
Who is the Person or Agency Responsible?
• School district must assure needed services are available
• May be provided by other agencies• Student or parent can not be listed as person
responsible• If an agency fails to provide or pay for a planned
service, the school must reconvene the IEP meeting and determine another source for or way to provide the needed transition service
Possible Transition Services for Jamarreo
• Work-based instruction with a local welder• Instruction related to workplace social behavior• Referral to Medicaid for augmentative communication device
coverage (i.e., hearing aid)
What else??
Upon graduation from high school
Miguel will enroll in a four year college
After earning a degree from a university, Miguel will pursue a career as a college level history professor, or as a meteorologist.
Miguel will live independently in a private dorm room while attending college.
Transition Area 16 17 18
Instruction Verbal prompt to use counting back strategy
Fade verbal prompt use iPod picture cue
Competent, consistent use of coping strategies
Community Experiences Research colleges that provide compatible academic program and dorm facilities
Narrow college choicesConduct college visits, including disability services offices
Application to college has been submitted
Employment Objectives Job shadowing in careers of interest (history professor, meteorologist)
Summer intern job related to career of interest
Gather enough information to make an informed decision between history and math as a major in for bachelor degree
Adult Living Objectives Review AATA results with Miguel, with emphasis on him understanding his sensory needs
Work with Miguel on having him identify strategies to accommodate his needs
Advocate for his needs in college and community
Linkages with Adult Services
Invite mental health counselor to IEP
Assist Miguel in making referral to adult mental health provider
Complete intake/eligibility with adult system mental health provider
Related Services Speech Path to work on turn taking in conversation
Assistive Tech for note taking he can use in college
Social skill competence
Course of Study College prep with honors courses in math and science
Be academically prepared to pursue advanced degrees
Miguel's Backwards Planning ChartThis is what should be
accomplished by the time he
leaves high school
Steps to close the gap
93
After leaving high school, Jeffrey will work in the community with supported or customized employment in a job that makes use of his interests and strengths
Once Jeffrey has completed high school, he will enroll in adult education classes to further his daily living and independence skills
Jeffrey will live at home with his parents after he finishes high school until his is eventually able to move into a supervised group home.
Transition Area 16 17 18 19 20 21
Instruction Functional Behavior Assessment, BIP
Observation of transition in various environments in and out of school
Implement cues, prompts, supports interventions with work supervisors
Continue Transition without incident from one activity to another
CommunityExperiences
Observational Assessment of skills related to community ex: safety, shopping, etc.
Access community setting to practice social and safety skills
Continue Explore potential adult education classesCommunity Travel assessment
Participate in adult service class of choice
Enroll in selected adult service classes
EmploymentObjectives
Interest Inventories, i.e. ChoicemakerBecker Reading Free
Job Shadow in areas matching preference and strengths
Supervised in school work experiences
Job Coach for community job
Job Coach for community job
Part-time supported employment in the community
Adult Living Objectives
ELSADaily grooming checklist with video game reward
Instruct in grooming skills specific to work place
Daily hygiene routines following gym class
Use Video Modeling re: appearances in various community environments
Independent, consistent with hygiene and personal appearance
Linkages with Adult Services
Invite SSA to IEP meetingExplore waivers
Make referral to RSC
Application to SSI Continue RSC and DD meetings and updates
Meet with Potential adult service providers
Waiting list for group homeJob coach
Related Services Choose a communication device or systemSpeech/AT eval
How to use device in structured social environments (SLP/AT Specialist)
Instruct in use of device in specific work situations(SLP)
Expand instruction use of device in additional work environments
Travel Training Communicate with peers and adults at work and home
Jeffrey’s Backward Planning Chart
Transition Service and/or AATA Resource Examples
Ohio Career Information System• www.ocis.orgCareer One Stop• http://www.careeronestop.org/O*Net OnLine• http://online.onetcenter.org/Drive of Your Life• http://www.driveofyourlife.org/
Reflect / Review IEP
Review and reflect on an IEP that you brought to the training– Do these services link to the Post School
goals in the Transition Plan?– Are there other services that would be more
appropriate or additional services that might need to be added?
Indicator 13Element 5: Course of Study Alignment
Course of Study Aligns to Outcomes
96
Compliance Requirements Indicator 13 Checklist
• ST 5. Do the transition services include
courses of study that will reasonably
enable the student to meet his or her
postsecondary goal(s)?
(note: ST = Secondary Transition)
Courses of Study: “Ohio Core”• How do students with disabilities participate in
the Ohio Core Curriculum? • How does this affect course of study?
• 1st time 9th graders in 2010-11 • Course of study must include how student will
complete Core• Consider implications for graduation and diploma• See guidance at www.ode.state.oh.us keyword
search “Core” for specific guidance about options for student participation in Core coursework
Courses of Study: “What is It?”
• Multi-Year Focus • Descriptions of how the student will be involved in
the general curriculum• Examples:
– Advanced academics = 4-year college preparation – Regular academics = 2-year college or employment
preparation – Career and technical = technical school or
employment preparation– Applied academics = employment or independent
living preparation– Community-based training = preparation for specific
environments
Courses of Study“What is Included?”
• What supports will the student require in order to enroll and participate in the appropriate course(s) of study?
• Prerequisite courses?• Career assessments?• Accommodations?• Safety issues that need addressed?• Hybrid: Individualized Courses of Study?
– College Prep with Consumer Education– College Prep with Life Skills Instruction– Applied Academics and Community Based
Experiences
Course of Study:“How to Decide”
• Discuss the following:– What classes will the student need to prepare for
his/her intended job or career?– Does the student intend to go to college?– Is the student planning to enroll in a career/tech
program while in high school?– Will the student require direct experience and
instruction in life skills?– Does the student need authentic experiences in order
to learn?– What classes will provide the student with skills
needed to achieve post school goals?
Course of Study:“How to Decide”
– Does the student need accommodations or services to support achievement and progress in the general curriculum?
– Are accommodations and services the student receives now providing the skills the student will need for independence as an adult?
– Does the student know how to describe to others how his/his disability affects learning, living and working?
– Can the student self-advocate for appropriate adult accommodations?
Course of Study: Important Considerations
• Future Planning and Age 14 Statement should provide helpful information related to the transition service needs that are addressed in the course of study
• Courses of Study will reflect multiple years and be multi-focus
• Course of Study for each post school goal may be different
Reflect / Review IEP
• Review and reflect on an IEP that you brought to the training– Does the course of study in your IEP meet
the requirements of Indicator 13 Checklist Element 5?
– Would you suggest any changes or additions?
Indicator 13: Element 6Annual Goals Aligned to Post School Outcomes
105
Compliance Requirements Indicator 13 Checklist
• ST 6. Is (are) there annual IEP goal(s) related
to the student’s transition services needs?
(note: ST = Secondary Transition)
•
107
Linking Annual IEP Goal(s) to Postsecondary Goals
• Each postsecondary goal must have an associated annual goal(s)–At least one–Designed to assist student to make
progress towards the stated postsecondary goal(s)
Indicator 13Element 7: Student Invited to IEP
108
Compliance Requirements Indicator 13 Checklist
• ST 7: Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed?
Examples of Evidence
• Students of any age are required to be invited to IEP meetings where transition is discussed– PR-02 addressed to student– Student signature as attendee on IEP
• If student does not attend:– District required to take other steps to ensure
student’s interests and preferences are considered• For example: AATA information that includes
student’s PINS
Indicator 13Element 8: Agencies Invited to IEP Meetings
Agencies invited to IEP meetings
111
Compliance Requirements Indicator 13 Checklist
• ST 8. If appropriate, is there evidence
that a representative of any participating
agency was invited to the IEP Team
meeting with the prior consent of the
parent or student who has reached the
age of majority?(Note: ST = Secondary Transition)
Reflect / Review IEP
• Use the information provided in this presentation related to agency services and eligibility as you review and reflect on an IEP that you brought to the training– Have agency referrals been made or considered?– Have representatives been invited to the IEP
transition meetings • Has prior consent been obtained from the parent or
student who has reached the age of majority?
– Should other agencies be considered?
State Support Team Region 1Postsecondary Transition Resources
Amy Szymanski, [email protected]
1-800-346-8495 ext. 146
www.sstr1.orgTransition
Training Materials
