September 15, 2011 Dr. Ed O’Leary September 15, 2011 Dr. Ed O’Leary

September 15, 2011September 15, 2011

Dr. Ed O’LearyDr. Ed O’Leary

September 15, 2011September 15, 2011

Dr. Ed O’LearyDr. Ed O’Leary

Purpose:Purpose: A free appropriate A free appropriate

public education... public education... designed to meet designed to meet their unique needs their unique needs and prepare and prepare students for students for further further educationeducation, , employment and employment and independent living.independent living.

Purpose:Purpose: A free appropriate A free appropriate

public education... public education... designed to meet designed to meet their unique needs their unique needs and prepare and prepare students for students for further further educationeducation, , employment and employment and independent living.independent living.

Shift in emphasis Shift in emphasis to:to: ResultsResults oriented oriented

approach.approach. Focus on Focus on

improved improved resultsresults..

Shift in emphasis Shift in emphasis to:to: ResultsResults oriented oriented

approach.approach. Focus on Focus on

improved improved resultsresults..

Over the past 17 years, a number of federal and state Over the past 17 years, a number of federal and state efforts to improve access to transition planning and efforts to improve access to transition planning and services to improve education, employment and services to improve education, employment and community living outcomes for youth with disabilities community living outcomes for youth with disabilities have emerged.have emerged.

As a result some improvement has been made including As a result some improvement has been made including increases in graduation rates, enrollment in increases in graduation rates, enrollment in postsecondary education and number of youth entering postsecondary education and number of youth entering the workforce.the workforce.

While this progress is encouraging, education and While this progress is encouraging, education and employment outcomes continue to lag substantially employment outcomes continue to lag substantially behind that of their peers without disabilities.behind that of their peers without disabilities.

NLTS 2, ODEPNLTS 2, ODEP

Over the past 17 years, a number of federal and state Over the past 17 years, a number of federal and state efforts to improve access to transition planning and efforts to improve access to transition planning and services to improve education, employment and services to improve education, employment and community living outcomes for youth with disabilities community living outcomes for youth with disabilities have emerged.have emerged.

As a result some improvement has been made including As a result some improvement has been made including increases in graduation rates, enrollment in increases in graduation rates, enrollment in postsecondary education and number of youth entering postsecondary education and number of youth entering the workforce.the workforce.

While this progress is encouraging, education and While this progress is encouraging, education and employment outcomes continue to lag substantially employment outcomes continue to lag substantially behind that of their peers without disabilities.behind that of their peers without disabilities.

NLTS 2, ODEPNLTS 2, ODEP

The The primary focusprimary focus of Federal and State monitoring of Federal and State monitoring activities shall be on:activities shall be on:

•ImprovingImproving educationaleducational results and functional results and functional outcomesoutcomes for all children with disabilities; and for all children with disabilities; and

•Ensuring that States meet the program Ensuring that States meet the program requirements under Part B/Part C, with a particular requirements under Part B/Part C, with a particular emphasis on those requirements that are most emphasis on those requirements that are most closely related to improving educational/early closely related to improving educational/early intervention resultsintervention results for children with disabilities. for children with disabilities.

6

Monitoring must use quantifiable indicators and qualitative indicators Monitoring must use quantifiable indicators and qualitative indicators needed to measure performance in the following priority areas: needed to measure performance in the following priority areas:

Provision of a free appropriate public education in the least restrictive Provision of a free appropriate public education in the least restrictive environment/provision of appropriate early intervention services to environment/provision of appropriate early intervention services to infants and toddlers with disabilities in natural environments.infants and toddlers with disabilities in natural environments.

State exercise of general supervisory authority, including: State exercise of general supervisory authority, including: • child findchild find• effective monitoringeffective monitoring• the use of resolution sessions, mediation, and the use of resolution sessions, mediation, and • a system of transition servicesa system of transition services - - secondary transition secondary transition and early and early

childhood transition childhood transition

Disproportionate representation of racial and ethnic groups in special Disproportionate representation of racial and ethnic groups in special education and related services, to the extent the representation is the education and related services, to the extent the representation is the result of inappropriate identification. result of inappropriate identification.

7

Indicator 13Indicator 13Transition Services in SchoolsTransition Services in Schools

Indicator 14 Indicator 14 Employment and Postsecondary Employment and Postsecondary

OutcomesOutcomes

Indicator 13Indicator 13Transition Services in SchoolsTransition Services in Schools

Indicator 14 Indicator 14 Employment and Postsecondary Employment and Postsecondary

OutcomesOutcomesO’Leary, E. 2008O’Leary, E. 2008O’Leary, E. 2008O’Leary, E. 2008

Present Present Level of Level of

PerformanPerformancece

Present Present Level of Level of

PerformanPerformancece

Annual Annual GoalsGoals

Annual Annual GoalsGoals

Short Term Short Term ObjectivesObjectivesShort Term Short Term ObjectivesObjectives

O’Leary, E., 1998 © CopyrightO’Leary, E., 1998 © Copyright

Includes: Courses of studyIncludes: Courses of study

Includes:Includes:•InstructionInstruction•Related servicesRelated services•Community experiencesCommunity experiences•Employment and other Employment and other post- post- school adult living school adult living objectivesobjectives

When appropriate:When appropriate:•Daily living skillsDaily living skills•Functional vocational Functional vocational evaluationevaluation

Step IStep IMeasurable Measurable

Post-Post-secondary secondary

GoalsGoals



GoalsGoals

Step II:Step II:Present Levels Present Levels

of Academic of Academic Achievement Achievement

and Functional and Functional

PerformancePerformance

Step III:Step III:TransitioTransitio

n n ServicesServices

Step IV:Step IV:Measurable Measurable

Annual GoalsAnnual Goals

Age-Age-appropriatappropriate transition e transition assessmenassessmen

tsts

•TrainingTraining•Education Education •EmploymentEmployment•Independent Independent Living Living Skills – where Skills – where appropriateappropriate

O’Leary, E., 2005 © Copyright

Living independentlyLiving independently Enjoying self-determinationEnjoying self-determination Making choicesMaking choices Pursuing meaningful careersPursuing meaningful careers Enjoying full inclusion and integration in the economic, Enjoying full inclusion and integration in the economic,

political, social, cultural, and economic mainstream of political, social, cultural, and economic mainstream of American society.American society.

Living independentlyLiving independently Enjoying self-determinationEnjoying self-determination Making choicesMaking choices Pursuing meaningful careersPursuing meaningful careers Enjoying full inclusion and integration in the economic, Enjoying full inclusion and integration in the economic,

political, social, cultural, and economic mainstream of political, social, cultural, and economic mainstream of American society.American society.

Congress finds that:Congress finds that:Disability is a natural part of the human experienceDisability is a natural part of the human experience and in and in no way diminishes the right of individuals to participate in no way diminishes the right of individuals to participate in or contribute to society.or contribute to society.

Congress finds that:Congress finds that:Disability is a natural part of the human experienceDisability is a natural part of the human experience and in and in no way diminishes the right of individuals to participate in no way diminishes the right of individuals to participate in or contribute to society.or contribute to society.

This includes such things as:This includes such things as:

Broad definition:Broad definition: Formal process of Formal process of

cooperative cooperative planning planning that will that will assist students with assist students with disabilities to move disabilities to move from school into the from school into the adult world.adult world.

Broad definition:Broad definition: Formal process of Formal process of

cooperative cooperative planning planning that will that will assist students with assist students with disabilities to move disabilities to move from school into the from school into the adult world.adult world.

One of the most critical practices to One of the most critical practices to immediately improve the development and immediately improve the development and

delivery of transition services that will impact delivery of transition services that will impact post school results is to actively engage the post school results is to actively engage the

student in all discussions and decision making student in all discussions and decision making in their IEPin their IEP

One of the most critical practices to One of the most critical practices to immediately improve the development and immediately improve the development and

delivery of transition services that will impact delivery of transition services that will impact post school results is to actively engage the post school results is to actively engage the

student in all discussions and decision making student in all discussions and decision making in their IEPin their IEP

Schools must INVITE student’s to their IEP Schools must INVITE student’s to their IEP meeting if a purpose of that meeting is the meeting if a purpose of that meeting is the consideration of the MPG’s and transition consideration of the MPG’s and transition services.services.

There is no requirement for student’s to attend There is no requirement for student’s to attend or participate in their IEP.or participate in their IEP.

However, if a student does not attend the However, if a student does not attend the schools must take steps to ensure that the schools must take steps to ensure that the student’s preferences and interests are student’s preferences and interests are considered.considered.

Schools must INVITE student’s to their IEP Schools must INVITE student’s to their IEP meeting if a purpose of that meeting is the meeting if a purpose of that meeting is the consideration of the MPG’s and transition consideration of the MPG’s and transition services.services.

There is no requirement for student’s to attend There is no requirement for student’s to attend or participate in their IEP.or participate in their IEP.

However, if a student does not attend the However, if a student does not attend the schools must take steps to ensure that the schools must take steps to ensure that the student’s preferences and interests are student’s preferences and interests are considered.considered.

Is there evidence that the Is there evidence that the student was invited to the IEP student was invited to the IEP

team meeting?team meeting?

Every student who’s IEP will be in effect when Every student who’s IEP will be in effect when the student turns 16 years of age, or younger if the student turns 16 years of age, or younger if determined appropriate by the IEP team, must determined appropriate by the IEP team, must be invited to their IEP meeting.be invited to their IEP meeting.

Documented evidence in the IEP or cumulative Documented evidence in the IEP or cumulative folder that the student invitation was signed by folder that the student invitation was signed by the LEA and dated prior to the date of the IEP the LEA and dated prior to the date of the IEP conference.conference.

Every student who’s IEP will be in effect when Every student who’s IEP will be in effect when the student turns 16 years of age, or younger if the student turns 16 years of age, or younger if determined appropriate by the IEP team, must determined appropriate by the IEP team, must be invited to their IEP meeting.be invited to their IEP meeting.

Documented evidence in the IEP or cumulative Documented evidence in the IEP or cumulative folder that the student invitation was signed by folder that the student invitation was signed by the LEA and dated prior to the date of the IEP the LEA and dated prior to the date of the IEP conference.conference.

Parent Notice is NOT an invitation to the Parent Notice is NOT an invitation to the student to attend their IEP meeting.student to attend their IEP meeting.

Invitation to attend does not mean equal Invitation to attend does not mean equal opportunity for participation or decision opportunity for participation or decision making.making.

Parent Notice is NOT an invitation to the Parent Notice is NOT an invitation to the student to attend their IEP meeting.student to attend their IEP meeting.

Invitation to attend does not mean equal Invitation to attend does not mean equal opportunity for participation or decision opportunity for participation or decision making.making.

InviteInvite or or InformInform

InviteInvite implies the intent to implies the intent to participateparticipate

InformInform does not does not

ParticipationParticipation requires preparation requires preparation

Who Talked The Most – The LeastWho Talked The Most – The LeastWho Talked The Most – The LeastWho Talked The Most – The Least

Teacher DirectedTeacher Directed 29.05 minutes29.05 minutes

Student Self-DirectedStudent Self-Directed 33.57 minutes33.57 minutes

Student directed meetings are not Student directed meetings are not statistically significantly longer than statistically significantly longer than teacher-directed meetings. teacher-directed meetings.

Teacher DirectedTeacher Directed 29.05 minutes29.05 minutes

Student Self-DirectedStudent Self-Directed 33.57 minutes33.57 minutes

Student directed meetings are not Student directed meetings are not statistically significantly longer than statistically significantly longer than teacher-directed meetings. teacher-directed meetings.

Average Length of Average Length of MeetingMeeting

Average Length of Average Length of MeetingMeeting

For more than a decade, the New Jersey Office of Special Education Programs has sponsored regional Dare to Dream Student Leadership conferences that highlight the importance of student self-advocacy and leadership.

Each conference features presentations from accomplished students and young adults with disabilities who have demonstrated exemplary self-advocacy and leadership skills.

The Student Leadership conferences have long been a positive and empowering experience for thousands of New Jersey’s students. http://www.youtube.com/watch?v=Yv5N6eugyik

Another critical practice to improve results is Another critical practice to improve results is to help students determine and define their to help students determine and define their

measurable post secondary goals. measurable post secondary goals.

Another critical practice to improve results is Another critical practice to improve results is to help students determine and define their to help students determine and define their

measurable post secondary goals. measurable post secondary goals.

Is there an appropriate measurable Is there an appropriate measurable postsecondary goal or goals that postsecondary goal or goals that coverscovers

• education or trainingeducation or training• employment, andemployment, and• as needed, independent living?as needed, independent living?

Step IStep IMeasurable Post-secondary Measurable Post-secondary

GoalsGoals


GoalsGoals

Age-appropriate Age-appropriate transition transition

assessmentsassessments

•TrainingTraining / /Education Education •EmploymentEmployment•Independent Living Skills Independent Living Skills – – (as needed)(as needed)


Measurable Annual GoalsMeasurable Annual Goals

Educators/SystemsEducators/Systems

Measurable Post secondary Measurable Post secondary GoalsGoals

Student’sStudent’s

Measurable Annual GoalsMeasurable Annual Goals

Educators/SystemsEducators/Systems

Measurable Post secondary Measurable Post secondary GoalsGoals

Student’sStudent’s

The IEP contains a measurable postsecondary The IEP contains a measurable postsecondary goal or goals for the student in goal or goals for the student in education/training, employment and if education/training, employment and if applicable, independent living skills.applicable, independent living skills.

The goal can be counted or measured.The goal can be counted or measured.

The goal will occur The goal will occur afterafter the student the student graduates/terminates from school.graduates/terminates from school.

The MPG’s align with other information – The MPG’s align with other information – present level of performance, student present level of performance, student interests, student preferences.interests, student preferences.

The IEP contains a measurable postsecondary The IEP contains a measurable postsecondary goal or goals for the student in goal or goals for the student in education/training, employment and if education/training, employment and if applicable, independent living skills.applicable, independent living skills.

The goal can be counted or measured.The goal can be counted or measured.

The goal will occur The goal will occur afterafter the student the student graduates/terminates from school.graduates/terminates from school.

The MPG’s align with other information – The MPG’s align with other information – present level of performance, student present level of performance, student interests, student preferences.interests, student preferences.

There is no requirement for public agencies to determine whether There is no requirement for public agencies to determine whether the postsecondary goals have been met once a child is no longer the postsecondary goals have been met once a child is no longer eligible for FAPE. eligible for FAPE.

FAPE must be made available to all children residing in the State in FAPE must be made available to all children residing in the State in mandatory age ranges. However, the obligation to make FAPE mandatory age ranges. However, the obligation to make FAPE available does not apply to children who have graduated from high available does not apply to children who have graduated from high school with a regular high school diploma or to children who have school with a regular high school diploma or to children who have exceeded the mandatory age range.exceeded the mandatory age range.

When a child's eligibility for FAPE terminates under these When a child's eligibility for FAPE terminates under these circumstances, the LEA must provide a summary of the child's circumstances, the LEA must provide a summary of the child's academic achievement and functional performance, including academic achievement and functional performance, including recommendations on how to assist the child in meeting the child's recommendations on how to assist the child in meeting the child's postsecondary goals. postsecondary goals.

Nothing in the Nothing in the IDEA IDEA requires the LEA to measure the child’s progress requires the LEA to measure the child’s progress on these postsecondary transition goals, or provide any special on these postsecondary transition goals, or provide any special education services to the child after the child has graduated from a education services to the child after the child has graduated from a regular high school or exceeded the mandatory age range for FAPE.regular high school or exceeded the mandatory age range for FAPE.

If the goal is measurable and occurs after the student If the goal is measurable and occurs after the student has left…I am concerned about liability issues when has left…I am concerned about liability issues when student’s don’t meet the stated goals after school.student’s don’t meet the stated goals after school.

NSTTAC ResponseNSTTAC Response……IDEA 2004 does IDEA 2004 does not not require that LEAs are held require that LEAs are held accountable for the attainment of postsecondary accountable for the attainment of postsecondary goals. The stated measurable postsecondary goals goals. The stated measurable postsecondary goals are required components of transition planning. are required components of transition planning. There are numerous mediating factors that There are numerous mediating factors that positively or negatively affect an adult's acquisition positively or negatively affect an adult's acquisition of goals, for which a school could not be held of goals, for which a school could not be held accountable. The purpose of the legislation and this accountable. The purpose of the legislation and this indicator is that a student's education program indicator is that a student's education program support their goals beyond secondary school. support their goals beyond secondary school.

NSTTAC Indicator 13 Checklist Frequently Asked Questions and Responses – Question # 14 www.nsttac.org/pdf/i13checklistqa.pdf

Age appropriate transition assessments are Age appropriate transition assessments are critical in assisting students in determining critical in assisting students in determining

and defining their measurable post secondary and defining their measurable post secondary goals. goals.

Age appropriate transition assessments are Age appropriate transition assessments are critical in assisting students in determining critical in assisting students in determining

and defining their measurable post secondary and defining their measurable post secondary goals. goals.

Is there evidence that the Is there evidence that the measurable postsecondary measurable postsecondary goals were based on goals were based on age-age-appropriate transition appropriate transition assessmentassessment??






GoalsGoals



GoalsGoals










tsts




GoalsGoals


GoalsGoals

Age-appropriate Age-appropriate transition transition

assessmentsassessments

•TrainingTraining / /Education Education •EmploymentEmployment•Independent Living Skills Independent Living Skills – (where appropriate)– (where appropriate)


Who’sWho’s

TheThe

Smartest?Smartest?

Who’sWho’s

TheThe

Smartest?Smartest?

Division of Career Development & Transition

Transition assessment is "the ongoing process of collecting data on the individual’s strengths, needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal, and social environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the IEP" (Sitlington, 1996).

Division of Career Development & Transition

Transition assessment is "the ongoing process of collecting data on the individual’s strengths, needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal, and social environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the IEP" (Sitlington, 1996).

Measurable Postsecondary Goals Measurable Postsecondary Goals – – Help Help students define their MPG’sstudents define their MPG’s

Course of study Course of study – – Help students determine Help students determine and plan courses and educational and plan courses and educational experiencesexperiences

Transition services Transition services – – coordinated set of coordinated set of activities activities ––

what needs to happenwhat needs to happen by when, and by when, and who will be responsible to carry out and who will be responsible to carry out and

oversee each activityoversee each activity

Promotes self advocacy and self-awarenessPromotes self advocacy and self-awareness

1.1. Explain the purpose of assessments to students (MPG’s, Explain the purpose of assessments to students (MPG’s, course selection, develop long range plan and activities).course selection, develop long range plan and activities).

2.2. Describe the variety of assessments (career, self Describe the variety of assessments (career, self determination, life skills, etc.) assessment tools and the determination, life skills, etc.) assessment tools and the different kinds of results.different kinds of results.

3.3. With the student, decide which assessments/assessment With the student, decide which assessments/assessment tools.tools.

4.4. Conduct assessments.Conduct assessments.

5.5. With the student review results:With the student review results: What the results meanWhat the results mean Why the results Why the results How the information can be usedHow the information can be used

6.6. Have students report on assessments – what – why - the Have students report on assessments – what – why - the results and how they used the information to define their results and how they used the information to define their MPG’s.MPG’s.

““if an evaluation is specific and individualized to a student AND if an evaluation is specific and individualized to a student AND impacts a student’s eligibility for special education and related impacts a student’s eligibility for special education and related services or changes those services, it may be an services or changes those services, it may be an evaluationevaluation under under IDEA that would require consent.” IDEA that would require consent.” Letter to Sarzynski (OSEP 2005)

1.1. Some transition Some transition assessmentsassessments involve only the review of existing involve only the review of existing data, and while part of an evaluation, parental consent is not data, and while part of an evaluation, parental consent is not required.required. 34 CFR § 300.300(d).

2.2. Many transition assessments are used as a screening device for Many transition assessments are used as a screening device for all students (general and special education students) or with an all students (general and special education students) or with an individual student to determine appropriate instructional individual student to determine appropriate instructional strategies and/or to monitor progress. In such cases, the strategies and/or to monitor progress. In such cases, the transition assessment is not an evaluation, and parental consent transition assessment is not an evaluation, and parental consent would not be required.would not be required.

34 CFR §§300.300 (d)(1)(ii), 300.302

Excluding the above two examples, which covers Excluding the above two examples, which covers most circumstances, if a particular transition most circumstances, if a particular transition assessment administered to a specific student assessment administered to a specific student would impact the student’s eligibility for special would impact the student’s eligibility for special education and related services or change those education and related services or change those services, then parental consent would be services, then parental consent would be required.required.

Ultimately, whether parental consent is Ultimately, whether parental consent is necessary for a particular assessment should be necessary for a particular assessment should be determined on a case-by-case basis.determined on a case-by-case basis.

Barbara Goldsby, Supervisor, Secondary Transition ServicesCDE, Exceptional Student Leadership Unit, Denver, CO

‘‘Career Cruising’Career Cruising’ TPITPI Enderle Severson Transition Rating Enderle Severson Transition Rating

ScaleScale Instrument for Client and Agency Instrument for Client and Agency

Planning – ICAPPlanning – ICAP

NSTTAC – NSTTAC.ORGNSTTAC – NSTTAC.ORGProducts and ResourcesProducts and ResourcesTransition Assessment GuideTransition Assessment Guide

What is transition assessment?What is transition assessment? Why conduct transition assessments?Why conduct transition assessments? How do I select instruments?How do I select instruments? How do I conduct an age appropriate transition How do I conduct an age appropriate transition

assessment?assessment? Sample Instruments Sample Instruments Informal Assessment Informal Assessment Formal Assessment Formal Assessment Informative links to Podcasts and other sources of Informative links to Podcasts and other sources of

information about age appropriate transition information about age appropriate transition assessmentassessment

Self-Determination Assessments American Institute for Research Self –

Determination Assessment

ARC Self-Determination Scale

ChoiceMaker Self-Determination Assessment

Field and Hoffman Self-Determination Assessment Battery

http://education.ou.edu/zarrowhttp://education.ou.edu/zarrow

Self-Determination Assessments American Institute for Research Self –

Determination Assessment

ARC Self-Determination Scale

ChoiceMaker Self-Determination Assessment

Field and Hoffman Self-Determination Assessment Battery

http://education.ou.edu/zarrowhttp://education.ou.edu/zarrow

Adaptive Behavior and Transition Adaptive Behavior and Transition AssessmentsAssessments

Transition Planning Inventory (TPI)Transition Planning Inventory (TPI)ProEd, Austin TX www.proedinc.comProEd, Austin TX www.proedinc.com

Scales of Independent BehaviorScales of Independent BehaviorRiverside Publishing www.riverpub.comRiverside Publishing www.riverpub.com

Informal Assessments for Transition PlanningInformal Assessments for Transition PlanningProEd, Austin TX www.proedinc.comProEd, Austin TX www.proedinc.com

Enderle-Severson Transition Rating ScaleEnderle-Severson Transition Rating Scalewww.estr.netwww.estr.net

Casey Life SkillsCasey Life Skillswww.caseylifeskills.orgwww.caseylifeskills.org

Adaptive Behavior and Transition Adaptive Behavior and Transition AssessmentsAssessments

Transition Planning Inventory (TPI)Transition Planning Inventory (TPI)ProEd, Austin TX www.proedinc.comProEd, Austin TX www.proedinc.com

Scales of Independent BehaviorScales of Independent BehaviorRiverside Publishing www.riverpub.comRiverside Publishing www.riverpub.com

Informal Assessments for Transition PlanningInformal Assessments for Transition PlanningProEd, Austin TX www.proedinc.comProEd, Austin TX www.proedinc.com

Enderle-Severson Transition Rating ScaleEnderle-Severson Transition Rating Scalewww.estr.netwww.estr.net

Casey Life SkillsCasey Life Skillswww.caseylifeskills.orgwww.caseylifeskills.org

On-Line Individual Interest On-Line Individual Interest InventoriesInventories

My FutureMy Futurewww.myfuture.com/toolbox/workinterest.htmlwww.myfuture.com/toolbox/workinterest.html

I Oscar (Occupation and Skill Computer-Assisted I Oscar (Occupation and Skill Computer-Assisted Researcher)Researcher)

www.ioscar.orgwww.ioscar.org

Career VoyagesCareer Voyageshttp://www.careervoyages.gov/http://www.careervoyages.gov/

Career ClustersCareer Clusterswww.careerclusters.orgwww.careerclusters.org

On-Line Individual Interest On-Line Individual Interest InventoriesInventories

My FutureMy Futurewww.myfuture.com/toolbox/workinterest.htmlwww.myfuture.com/toolbox/workinterest.html

I Oscar (Occupation and Skill Computer-Assisted I Oscar (Occupation and Skill Computer-Assisted Researcher)Researcher)

www.ioscar.orgwww.ioscar.org

Career VoyagesCareer Voyageshttp://www.careervoyages.gov/http://www.careervoyages.gov/

Career ClustersCareer Clusterswww.careerclusters.orgwww.careerclusters.org

Occupational Outlook HandbookOccupational Outlook Handbook

www.bls.gov/oco/home.htmwww.bls.gov/oco/home.htm

www.bls.gov/k12/index.htm (Exploring Careers)www.bls.gov/k12/index.htm (Exploring Careers)

Job VideosJob Videos

http://www.acinet.org/acinet/videos.asp?id=27,&nodeid=27http://www.acinet.org/acinet/videos.asp?id=27,&nodeid=27

Students with Moderate to Severe Students with Moderate to Severe DisabilitiesDisabilities

Choose and Take Action – www.sopriswest.comChoose and Take Action – www.sopriswest.comSet of instructional activities designed to teach students with moderate to severe Set of instructional activities designed to teach students with moderate to severe cognitive disabilities self-determination skills to introduce students to a variety of cognitive disabilities self-determination skills to introduce students to a variety of jobs and career possibilities and help them to identify what is most important to jobs and career possibilities and help them to identify what is most important to them about a job.them about a job.

Occupational Outlook HandbookOccupational Outlook Handbook

www.bls.gov/oco/home.htmwww.bls.gov/oco/home.htm

www.bls.gov/k12/index.htm (Exploring Careers)www.bls.gov/k12/index.htm (Exploring Careers)

Job VideosJob Videos

http://www.acinet.org/acinet/videos.asp?id=27,&nodeid=27http://www.acinet.org/acinet/videos.asp?id=27,&nodeid=27

Students with Moderate to Severe Students with Moderate to Severe DisabilitiesDisabilities

Choose and Take Action – www.sopriswest.comChoose and Take Action – www.sopriswest.comSet of instructional activities designed to teach students with moderate to severe Set of instructional activities designed to teach students with moderate to severe cognitive disabilities self-determination skills to introduce students to a variety of cognitive disabilities self-determination skills to introduce students to a variety of jobs and career possibilities and help them to identify what is most important to jobs and career possibilities and help them to identify what is most important to them about a job.them about a job.

Engaging students in the planning, discussion Engaging students in the planning, discussion and decision making of all courses and and decision making of all courses and

educational experienceseducational experiences

Engaging students in the planning, discussion Engaging students in the planning, discussion and decision making of all courses and and decision making of all courses and

educational experienceseducational experiences

Do the transition services include Do the transition services include courses of study that will courses of study that will reasonably enable the student to reasonably enable the student to meet his or her postsecondary meet his or her postsecondary goal(s)?goal(s)?






GoalsGoals



GoalsGoals










tsts



IncludesIncludes1.1.Courses of studyCourses of study

2.2.Coordinated set of ActivitiesCoordinated set of Activities - Instruction- Instruction - Employment and other post-school adult living - Employment and other post-school adult living objectivesobjectives - Related services- Related services - - Community experiencesCommunity experiences - Employment and other post-school adult living objectives- Employment and other post-school adult living objectives

When appropriate:When appropriate: - Daily living skills- Daily living skills - Functional vocational evaluation- Functional vocational evaluation

Step III:Step III:Transition ServicesTransition Services







Locate the course of study (instructional program Locate the course of study (instructional program of study) or list of courses of study in theof study) or list of courses of study in the student’s student’s IEP.IEP.

The courses of study is a multi-year description of The courses of study is a multi-year description of coursework from the student’s current to coursework from the student’s current to anticipated exit year that is designed to help the anticipated exit year that is designed to help the student achieve their desired post-school goal(s).student achieve their desired post-school goal(s).

The courses of study align with the student’s The courses of study align with the student’s identified postsecondary goal(s).identified postsecondary goal(s).

Locate the course of study (instructional program Locate the course of study (instructional program of study) or list of courses of study in theof study) or list of courses of study in the student’s student’s IEP.IEP.

The courses of study is a multi-year description of The courses of study is a multi-year description of coursework from the student’s current to coursework from the student’s current to anticipated exit year that is designed to help the anticipated exit year that is designed to help the student achieve their desired post-school goal(s).student achieve their desired post-school goal(s).

The courses of study align with the student’s The courses of study align with the student’s identified postsecondary goal(s).identified postsecondary goal(s).

The ARD/IEP team helps the student identify the courses and educational experiences that will prepare them for post-secondary life.

Focus on:— Courses of study [all courses and educational

experiences]— How the educational program can be planned

and relate directly to the student’s goals beyond secondary education

— Show how those courses are linked to the MPG’s

Promotes the concept that the high school program focuses on post-school results.

Help students and family select courses of study that are meaningful and motivate students to complete their education.

The ARD/IEP team helps the student identify the courses and educational experiences that will prepare them for post-secondary life.

Focus on:— Courses of study [all courses and educational

experiences]— How the educational program can be planned

and relate directly to the student’s goals beyond secondary education

— Show how those courses are linked to the MPG’s

Promotes the concept that the high school program focuses on post-school results.

Help students and family select courses of study that are meaningful and motivate students to complete their education.

If the student and parent areIf the student and parent are aware of and agreeaware of and agree to to a change in a course and that changea change in a course and that change would not would not have a direct impact on the student achieving his have a direct impact on the student achieving his or her desired post-school outcome;or her desired post-school outcome; or if the or if the student taking the coursestudent taking the course would not require any would not require any accommodations or modificationsaccommodations or modifications (which would (which would require goals and objectives); then this change require goals and objectives); then this change would not be consideredwould not be considered a substantive changea substantive change and and wouldwould not necessitate another IEP meeting.not necessitate another IEP meeting.

If the student and parent areIf the student and parent are aware of and agreeaware of and agree to to a change in a course and that changea change in a course and that change would not would not have a direct impact on the student achieving his have a direct impact on the student achieving his or her desired post-school outcome;or her desired post-school outcome; or if the or if the student taking the coursestudent taking the course would not require any would not require any accommodations or modificationsaccommodations or modifications (which would (which would require goals and objectives); then this change require goals and objectives); then this change would not be consideredwould not be considered a substantive changea substantive change and and wouldwould not necessitate another IEP meeting.not necessitate another IEP meeting.

Developing a ‘BIG PICTURE’ long range Developing a ‘BIG PICTURE’ long range coordinated plan of activities and services that coordinated plan of activities and services that

will result in the student achieving their will result in the student achieving their desired post secondary goalsdesired post secondary goals

Developing a ‘BIG PICTURE’ long range Developing a ‘BIG PICTURE’ long range coordinated plan of activities and services that coordinated plan of activities and services that

will result in the student achieving their will result in the student achieving their desired post secondary goalsdesired post secondary goals

Are there transition services in the IEP that Are there transition services in the IEP that will reasonably enable the student to meet will reasonably enable the student to meet his or her postsecondary goal(s)? his or her postsecondary goal(s)?






For each measurable postsecondary goal area For each measurable postsecondary goal area there should be some type of instruction, there should be some type of instruction, related service, community experience, related service, community experience, employment and other post-school adult living employment and other post-school adult living objective, daily living skill and/or functional objective, daily living skill and/or functional vocational evaluation listed in association with vocational evaluation listed in association with meeting the measurable postsecondary goal.meeting the measurable postsecondary goal.

The transition services and activities The transition services and activities (actions/steps) described under all of these (actions/steps) described under all of these areas is a coordinated plan for the transition areas is a coordinated plan for the transition from school to post-school adult life.from school to post-school adult life.

For each measurable postsecondary goal area For each measurable postsecondary goal area there should be some type of instruction, there should be some type of instruction, related service, community experience, related service, community experience, employment and other post-school adult living employment and other post-school adult living objective, daily living skill and/or functional objective, daily living skill and/or functional vocational evaluation listed in association with vocational evaluation listed in association with meeting the measurable postsecondary goal.meeting the measurable postsecondary goal.

The transition services and activities The transition services and activities (actions/steps) described under all of these (actions/steps) described under all of these areas is a coordinated plan for the transition areas is a coordinated plan for the transition from school to post-school adult life.from school to post-school adult life.

The CSA must show evidence that:The CSA must show evidence that:

1.1. Activities are individualized and Activities are individualized and student specific.student specific.

2.2. Activities lead toward the achievement of the Activities lead toward the achievement of the student’s measurable postsecondary goalsstudent’s measurable postsecondary goals

3.3. Activities should show a minimum of 2 yearsActivities should show a minimum of 2 years

4.4. The activities demonstrate coordination between The activities demonstrate coordination between school, family, student and/or outside agency(ies)school, family, student and/or outside agency(ies)

The CSA must show evidence that:The CSA must show evidence that:

1.1. Activities are individualized and Activities are individualized and student specific.student specific.

2.2. Activities lead toward the achievement of the Activities lead toward the achievement of the student’s measurable postsecondary goalsstudent’s measurable postsecondary goals

3.3. Activities should show a minimum of 2 yearsActivities should show a minimum of 2 years

4.4. The activities demonstrate coordination between The activities demonstrate coordination between school, family, student and/or outside agency(ies)school, family, student and/or outside agency(ies)

Multi year - at least a 2 year description of coordinated Multi year - at least a 2 year description of coordinated activities/strategies to help students achieve their activities/strategies to help students achieve their measurable post secondary goals measurable post secondary goals while they are still in while they are still in high schoolhigh school

Should complement the course of study, include Should complement the course of study, include steps/activities needed for successful post school steps/activities needed for successful post school transitiontransition

If there are transition services listed that are likely to be If there are transition services listed that are likely to be provided or paid for by an outside agency then you provided or paid for by an outside agency then you need to obtain written consent before inviting agency need to obtain written consent before inviting agency representative to the IEP meeting.representative to the IEP meeting.

Multi year - at least a 2 year description of coordinated Multi year - at least a 2 year description of coordinated activities/strategies to help students achieve their activities/strategies to help students achieve their measurable post secondary goals measurable post secondary goals while they are still in while they are still in high schoolhigh school

Should complement the course of study, include Should complement the course of study, include steps/activities needed for successful post school steps/activities needed for successful post school transitiontransition

If there are transition services listed that are likely to be If there are transition services listed that are likely to be provided or paid for by an outside agency then you provided or paid for by an outside agency then you need to obtain written consent before inviting agency need to obtain written consent before inviting agency representative to the IEP meeting.representative to the IEP meeting.

• Attend and actively participates in all IEP meetings, discussions and Attend and actively participates in all IEP meetings, discussions and decisionsdecisions • Share with the IEP team your desired post secondary goals (what you Share with the IEP team your desired post secondary goals (what you want to do after completing school – education, training, employment, want to do after completing school – education, training, employment, independent living)independent living)

• Describes areas in which help or assistance is needed;Describes areas in which help or assistance is needed;

• Updates the IEP team on how well you are doing in Updates the IEP team on how well you are doing in classes, work and community experiences;classes, work and community experiences;

• Learn about your disability, know your strengths and learn how to Learn about your disability, know your strengths and learn how to advocate for the accommodations, modifications and supports that advocate for the accommodations, modifications and supports that you need in order to succeed during in school and the communityyou need in order to succeed during in school and the community

Role of the StudentRole of the Student

• Support your child’s active participation in their IEP meeting.Support your child’s active participation in their IEP meeting.

• Visit with your child about their post secondary goals and dreams.Visit with your child about their post secondary goals and dreams.

• Help your child develop a plan for the future including an education Help your child develop a plan for the future including an education plan that matches their desired post secondary goals.plan that matches their desired post secondary goals.

• Learn about community agencies, supports, services and programs Learn about community agencies, supports, services and programs that can help your child when they complete school.that can help your child when they complete school.

• Take responsibility for some of the activities/strategies in the Take responsibility for some of the activities/strategies in the transition plan.transition plan.

• Help your child learn about and understand their disability and their Help your child learn about and understand their disability and their strengths.strengths.

• Help your child learn how to advocate for themselves so they receive Help your child learn how to advocate for themselves so they receive the necessary accommodations, supports and services.the necessary accommodations, supports and services.

Role of the Parent/FamilyRole of the Parent/Family

• Invite the student, parent and appropriate agency(s) to the IEP Invite the student, parent and appropriate agency(s) to the IEP meeting.meeting.

• Assist the student and family in identifying post secondary goals and Assist the student and family in identifying post secondary goals and developing transition services.developing transition services.

•Provide the skills, knowledge and experiences necessary to prepare Provide the skills, knowledge and experiences necessary to prepare the student in their achieving their desired post secondary goals.the student in their achieving their desired post secondary goals.

• Become familiar with community, regional and state post school Become familiar with community, regional and state post school services supports, programs that work with and assist person with services supports, programs that work with and assist person with disabilities and their requirements.disabilities and their requirements.

• Be responsible for some of the activities/strategies in the student’s Be responsible for some of the activities/strategies in the student’s transition plan.transition plan.

• Provide self advocacy and self determination training.Provide self advocacy and self determination training.

• Assist the student in taking an active role in their IEP planning, Assist the student in taking an active role in their IEP planning, discussion and decision making.discussion and decision making.

Role of the SchoolRole of the School

Rehabilitation Act Rehabilitation Act

Coordination with Education OfficialsCoordination with Education OfficialsThe State plan shall contain plans, policies, and procedures for The State plan shall contain plans, policies, and procedures for coordination between VR and education officials. The plan, policies and coordination between VR and education officials. The plan, policies and procedures must be designed to facilitate the transition of the students procedures must be designed to facilitate the transition of the students with disabilities from the receipt of educational services in school to the with disabilities from the receipt of educational services in school to the receipt of vocational rehabilitation services…This agreement must at a receipt of vocational rehabilitation services…This agreement must at a minimum provide for:minimum provide for:

consultation and technical assistance consultation and technical assistance to assist educational agencies in to assist educational agencies in planning for the transition of students with disabilities from school to planning for the transition of students with disabilities from school to post‑school activities, including vocational rehabilitation services;post‑school activities, including vocational rehabilitation services;transition planning by personnel of the designated State agency and transition planning by personnel of the designated State agency and educational agency educational agency for students with disabilities that facilitates the for students with disabilities that facilitates the development and completion of their individualized education programs.development and completion of their individualized education programs. the roles and responsibilitiesthe roles and responsibilities, including financial responsibilities, of each , including financial responsibilities, of each agency, including provisions for determining State lead agencies and agency, including provisions for determining State lead agencies and qualified personnel responsible for transition services; andqualified personnel responsible for transition services; andprocedures for outreach to and identification of students with disabilitiesprocedures for outreach to and identification of students with disabilities who need the transition services.who need the transition services.

Rehabilitation Act - Required Rehabilitation Act - Required Collaboration Collaboration

Each student determined to be eligible for VR services Each student determined to be eligible for VR services or, if under an or, if under an order of selection, each eligible student served under the order, order of selection, each eligible student served under the order, an an IPE must be developed and approved before the student leaves the IPE must be developed and approved before the student leaves the secondary school settingsecondary school setting.. Regulations at 34 CFR Regulations at 34 CFR 361.22361.22

It is important to note that It is important to note that VR agencies must collaborate with state VR agencies must collaborate with state education agencies in providing transition services to all students education agencies in providing transition services to all students with disabilities with disabilities and are and are required to conduct outreach and identify required to conduct outreach and identify those students with disabilities who may need transition services.those students with disabilities who may need transition services.

Section 101[a][11][D][iv] of the Rehabilitation ActSection 101[a][11][D][iv] of the Rehabilitation Act

This includes students receiving special education and related This includes students receiving special education and related services under the IDEA and students with disabilities covered only services under the IDEA and students with disabilities covered only by Section 504 of the Rehabilitation Act (Section 504). by Section 504 of the Rehabilitation Act (Section 504).

Documents

September 15, 2011 Dr. Ed O’Leary September 15, 2011 Dr. Ed O’Leary