It’s A Brave New World: An Introduction to Secondary Transition March 24, 2009 12:00 PM - 1:00 PM; 7:00 PM - 8:00 PM Co

1. It’s A Brave New World: An Introduction to Secondary Transition March 24, 2009 12:00 PM - 1:00 PM; 7:00 PM - 8:00 PM Conference Call # 1-888-727-6732 Passcode: 530162#

2. Why Focus on Transition

3. Why Focus on Transition? Getting a high school diploma is not enough The challenge is not only to ensure all students achieve high academic standards, but also gain skills needed to achieve their desired post-school goals and assume adult responsibilities in their communities Storms, J., O’Leary, E., Williams, J (2000). Transition requirements: A guide for states, districts, schools, universities and families, p. 6

4. What is Transition? Is focused on your child’s preferences and interests Address your child’s individual needs Plans for a successful outcome for your child Is a coordinated set of activities, services and goals Promotes the movement of your child from high school to adulthood

5. Steps to a Successful Transition Your child will begin to explore their goals for life after high school and develop a plan to achieve these goals. Step One

6. Step Two Design a program, at school and in the community, beginning at age 14, to help your child gain the skills necessary to achieve his/her goals. This should include information on:

7. Step Three Develop a team of people who will help your child reach his/her goals. This may be people in the family, in the school and in the community.

8. Step Four Your child will graduate with skills and knowledge to help him/her:

9. Transition ServicesWhat the Law States

10. What Parents Want to Know…. What is the purpose of transition planning?

11. Individuals with Disabilities Education Act IDEA 2004 Primary Purpose • To ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent livingH.R.1350 (IDEA 2004)

12. What Parents Want to Know…. Which students must have transition planning and when does transition planning start?

13. Age Requirement Transition services must be addressed in the IEP of the student in the year in which the student turns 14 years of age The IEP team does not have to wait until the student’s approaching 14th birthday year to consider the student’s transition needs Pennsylvania Chapter 14 Regulations 7/2008

14. What Parents Want to Know…. Who in the middle school or high school is responsible to work with my son/daughter on transition?

15. Chapter 14: Special Education Services & Programs 14.131. Individualized Education Program (b) In addition to the requirements incorporated by reference in 34 CRF 300.29, 300.344(b) and 300.347(b) (relating to transition services; IEP team: and content of IEP), each school district shall designate person(s) responsible to coordinate transition activities. 15

17. A Process for Addressing Transition Step One: Identify the student’s post-school desired goals or vision. (Assessment) Step Two: Describe the student’s Present Levels of Academic Achievement / Functional Performance (Assessment) Step Three: Determine Agency Linkages and Supports Step Four: Design a Transition Plan that includes courses of study and activities/services (transition grid) Step Five: Determine Measurable Annual Goals that lead to post-school goals (academic, transition, etc)

18. Identify the student’s post-school desired goals or vision. (Based on Assessment)

19. How does the student set goals for the time after high school?

20. Assessment is A process of gathering relevant information to plan, evaluate, or make decisions (academic assessment, transition assessment, career assessment, vocational assessment). Information can be gathered from multiple people and places over a period of time. 20

21. Assessment ≠ test Assessment= gathering information

22. Post-School GoalsCharacteristics Measurable statements: • Based on Individual’s Assessment Data • Identifies where student will be AFTER high school • NOT intended to describe events that occur IN high school • NOT the same thing as IEP measurable annual goal • Addresses • Post-Secondary Education/Training • Employment • Independent Living

23. Gathering information on interests and preferences

24. Sharing information on the student’s interests and preferences with the I.E.P. team • student’s presentation at the I.E.P. meeting • sending information to the I.E.P. team

25. How does the school collect information on interests and preferences?

26. Understanding her/his disability • Student must understand his/her disability before he/she can self-advocate

27. Post School Goals

28. Post Secondary GoalsCharacteristics • based on information gathered on interests and preferences • identifies where the student will be AFTER high school • NOT intended to describe events tht occur IN high school • NOT the same thing as I.E.P. measurable annual goals

29. Post-School Goals Characteristics • Each post-school area must be addressed by the IEP team • Used for planning course(s) of study • Lead to measurable annual goal(s) • Link to agencies/community to support outcome

30. Sample Post School Goal:

31. Post Secondary Education and Training • The I.E.P. team must discuss each goal area. • Possible goals: • Going to training school after high school and list the area of interest • Going to a 2-4 year college and area of interest • The IEP team has determined that this goal area is not needed for the student at this time

32. Sample Post School Goal:

33. Employment • The I.E.P. team must discuss each goal area • Possible goals: • has a goal of working in an auto repair shop after high school • has a goal of working in a retail store after high school • The IEP team has determined that this goal area is not needed for the student at this time

34. Sample Post School Goal:

35. Sample Post Secondary GoalIndependent Living • Possible goals: • a goal of living independently • a goal of living with friends in a supervised community setting • a goal of living with her/his family • The IEP team has determined that this goal area is not needed for the student at this time

36. What Parents Want to Know…. Does an I.E.P. have to have a goal for each of the 3 areas?

38. More Assessments…….. Gathering information to help us know if the student can reach these goals Abilities- talents or acquired skills Abilities- talents or acquired skills

39. Matching assessments to goals… • Will this student do well in college? • Will this student be able to be admitted to and succeed in the cosmetology program? • Will student be able to plan and manage cooking meals? • Will student be able to travel independently to work?

40. Step Two: Describe the student’s Present Levels of Academic Achievement / Functional Performance (Based on Assessment)

41. Present Levels Must: • Identify strengths and prioritize needs • Describe effect of disability on performance • Provide a starting point for development of annual goals • Guide development of other areas of the IEP • Be data driven (measurable and observable) • Reference post-school transition goals.

42. Example: Not measurable: “Diane is doing better in math.”

43. Example: Measurable: “Diane adds, subtracts, multiplies, and divides multiple-digit computation problems with fewer than 3 errors on a mixed-skill math probe……”

44. Sample PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE: Phillip Phillip is an 11th grade student, with a learning disability in reading and written language. He is currently enrolled in the career and technology (CTE) program for Auto Body Repair, with a half day at the High School where he is fully included in general education classes. He is on track for graduation with a regular diploma based on credits in his high school and career and technology programs

45. Sample PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE: Phillip At the beginning of 8th grade, Phillip had an assistive technology evaluation for assistance with reading in the content areas. Based on the evaluation, the district purchased “scan and read” software for use in his general education classes. He used it for reading assignments in 8th and 9th grade in science, health, and social studies. When he used the scan and read software in these classes he maintained grades in the 75% - 85% (C-B range) However, since the middle of 10th grade, while Phillip willingly uses it as needed with his tech manuals at the career and technology center, he resists using it during his half day at the high school. He feels that he is doing well enough without it, doesn’t need it for his classes, and doesn’t want to call attention to himself. Since he has stopped using his scan and read software his grade averages have declined and he is now averaging 65% - 78% (D-C range), with the exception of English, in which he typically earns grades in the 60% - 70% (D range)

46. Sample PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE: Phillip While Phillip acknowledges that he struggles with reading, he also states that he is able to “get by” in classes by listening, making his own study guides for tests, and making his own graphic organizers for vocabulary. He states that the best strategy for him to understand difficult text is to re-read the material, and he also uses pencil marks and highlighters to mark what he considers to be important. He points out that he already comes in early to work on his reading three days a week.

47. Sample PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE: Phillip Phillip’s parents are supportive of his current career path, but report that they want him to keep his options open because he is so young to choose a career. They express concern that his reading skills will be an obstacle to success in the adult world. While they are not adamant about his use of the scan and read, they would like him to at least try it out in his general education classes this year. They would also like Phillip to explore whether this type of adaptation would be acceptable at a postsecondary program, as well as to find out what other accommodations are allowable. An informal parent survey, as well as the Comprehensive Informal Inventory of Knowledge and Skills for Transition, were given by the district, and indicate that Phillip is self sufficient and age appropriate in all areas of independent living.

48. Sample PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE: Phillip Phillip’s written language is described by his teachers as “functional.” He uses correct capitalization and end punctuation, and expresses his thoughts in brief, concise sentences without additional detail. In a typical 1-2 paragraph answer, he makes 1-2 grammatical errors of tense and case, and on about one third of writing assignments, he omits one or more important words without realizing it. If he is reminded to read his passage aloud, or to read it to himself, he is able to correct about 50% of his errors. When the PA Scoring Rubric is applied to his writing, his mean score is a “2.”

49. Sample PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE: Phillip • Needs: In order to meet his post-school goals, Phillip has the following specific needs: • Develop/improve reading comprehension skills in summarizing and identifying supporting details. • Improve written language by working on proofreading and self-correcting of errors. • Develop self management skills related to speed of task completion, and to more effectively discriminate when a particular task is complete while working on projects in the Auto Repair Shop. • Integrate the use of assistive technology into his career preparation, by continuing to use Scan and Read technology and exploring, its applications to content area classes. • Understand, and be able to articulate his needs for accommodations in current and post-secondary settings.

50. Step Three: Determine Agency Linkages and Supports