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Secondary Transition – 2012 Back-to-School UPDATES

Secondary Transition – 2012 Back-to-School UPDATES. Patricia L. Anderson, Ph.D. CT State Department of Education Bureau of Special Education patricia.anderson@ct.gov 860-713-6923. Good News!. Indicator #13 Cumulative Data. News that Could be Better.

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Secondary Transition – 2012 Back-to-School UPDATES

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  1. Secondary Transition – 2012 Back-to-School UPDATES Patricia L. Anderson, Ph.D. CT State Department of Education Bureau of Special Education patricia.anderson@ct.gov 860-713-6923

  2. Good News!

  3. Indicator #13 Cumulative Data

  4. News that Could be Better . . .

  5. Change in Indicator #13 2011-12 Data

  6. SDE Activities • 2012 SEDAC Desk Audit • Review for timely and accurate data • Five districts reported 100% compliance with Indicator #13 but were missing key transition criteria: • Postsecondary Education/Training PSOGS or annual goal • Employment PSOGS or annual goal • Age-appropriate transition assessment • Student invited to transition planning PPT • Outside agency invited to transition planning PPT

  7. SDE Activities • 2012 General Supervision Program File Review • Transition Post-School Outcome Goal Statements and annual goals and objectives • PSOGS and annual goals based upon age-appropriate transition assessment • Student invited to transition planning PPT • Outside agency invited to transition planning PPT • Verification that the student has been informed of his/her rights, if any, that will transfer to the student upon reaching the age of majority (18)

  8. SDE Activities • 2012 Indicator #13 Citations of Non-Compliance • Transition Post-School Outcome Goal Statements (PSOGS) and annual goals and objectives (IEP pages 4-7) • Postsecondary Education/Training • Employment • PSOGS and annual goals based upon age-appropriate transition assessment (IEP pages 4-7) • Student invited to transition planning PPT • Outside agency invited to transition planning PPT • Course of Study (IEP page 6, #6) • Transition Services • Interaction with Student Success Plans

  9. SDE Corrective Actions • Root Cause Analysis • Targeted professional development (PD) and technical assistance (TA) • Review and revise policies, procedures and practices (including district checks and balances) • Subsequent review of selected IEPs for transition-age students • District student post-school outcomes/transition services data collection • Subsequent verification of transition data

  10. Results Driven Accountability - OSEP • The primary focus of Federal and State monitoring activities shall be on- • improving educational RESULTS and functional OUTCOMES for all children with disabilities • ensuring that States meet . . . the program requirements, with . . . emphasis on those most related to improving results 20 U.S.C. 1416(a)(2) Sec. 616(a)

  11. Transition Planning Continuum – Indicator #13 Started in 2005 2012 – 99.7% GOAL

  12. LRE and Transition to Work Placements – OSEP Letter • Is the PPT required to include work placement in a transition-age student’s IEP? • IDEA does not use the term “transition work placement” – “coordinated set of activities” • IDEA does not require a specific service, placement, or course of study . . . • Leaves such decisions up to the PPT to develop an individualized program for each student

  13. LRE and Transition to Work Placements – OSEP Letter • Is the PPT required to provide parents with “notice of placement” when determining a student’s work placement? • IDEA requires that “written notice” be provided to parent before a change in educational placement . . . • If work placement is in the IEP – it is part of a student’s program and the provision of FAPE • “If proposing or refusing to initiate or change a work placement that is part of a student’s transition services, LEA is required to provide written notice.”

  14. LRE and Transition to Work Placements – OSEP Letter • Can segregated work be considered an appropriate outcome, particularly with appropriate assessment in a LRE before such a placement occurs? • IDEA requires that students must be educated with other students without disabilities whenever possible • Placement decisions must be made by the PPT and be based on LRE principles • IDEA does not prohibit segregated employment, but LRE provisions would apply equally to the employment/work placement portion of student’s IEP

  15. LRE and Transition to Work Placements – OSEP Letter • Is the LEA required to provide supplemental aids and services to allow the student to participate in the least restrictive work placement possible? • Supplementary aids must be provided in all education-related, extracurricular and nonacademic settings to enable students with disabilities to be educated with nondisabled students to the maximum extent appropriate • Supports must enable the student to advance appropriately toward obtaining annual goals and to be involved in and make progress in the general education curriculum (i.e., work placement)

  16. LRE and Transition to Work Placements – OSEP Letter • Is the LEA required to provide supplemental aids and services to allow the student to participate in the least restrictive work placement possible? • When a PPT includes a work placement in a student’s IEP transition services, supplementary aids and services that are needed to enable the student to participate in the work placement with students with and without disabilities must be provided • Any supplementary aids and services that are identified in the IEP must be provided by the LEA

  17. LRE and Transition to Work Placements – OSEP Letter • How must LRE for work placements be monitored? • If evidence that LEAs making placements that are inconsistent with IDEA, SDE must • Review justification for LEA actions • Assist in planning/implementing corrective actions • Review due process complaints regarding transition work placements

  18. LRE and Transition to Work Placements – OSEP Letter • Are States required to consider a student’s work placement when they report the number of students participating in regular education? • Educational time spent in age-appropriate community-based settings that include individuals with and without disabilities, such as college campuses or vocational sites, should be counted as time spent inside the regular classroom. • See 2002 TWNDP SDE Memo

  19. Transition Initiatives • DDS/BRS – Transition to Work/ Employment First Pilot • DDS early sign off for BRS services • DDS picks up students in June • Increased agency/LEA collaboration • Low parent expectations for competitive employment • Difficulty developing student independence – especially related to transportation

  20. Transition Initiatives • Transition Task Force – • Development of Transition STANDARDS in line with the Common Core State Standards • Crosswalk of the SSP with IEPs, 504 Plans, SOPs, and Individualized Healthcare Plans • Guideposts to Success http://www.ncwd-youth.info/guideposts

  21. Transition Initiatives • Community-Based Transition Services – • Replication this fall of spring 2012 training regarding community-based transition service models and best-practices • 3 – 4 professional learning community sessions on topics/needs identified at statewide trainings • Facilitation of structured networking opportunities for districts planning to develop or expand transition services into 100% community-based settings and more focus on taking college classes (including fifth-year/bridge-year services).

  22. Transition Initiatives • Transition Implementation Tools – • District Secondary Transition Self-Assessment • Transition checklists, portfolios, process guides • Incorporate Guideposts for Success for all students • State Leadership Team focus on statewide employment policies/procedures • Development of transition online training modules with SERC • Explore development of standards-based certificates

  23. College and Career Readiness – ACT National 2012 Report • 60% of 2012 high school graduates at risk of not succeeding in college and career. • College readiness levels remain particularly low among African American and Hispanic students. • A disconnect between the types of careers that graduates are interested in pursuing and the types of jobs likely to be available to them.

  24. College and Career Readiness – Predictors of Postschool Employment Outcomes (2012) • Holding a paid, community-based job while in high school • Being male • More independence in self-care • Higher social skills • More household responsibilities during adolescence • Higher parent expectations related to future work

  25. Competitive Employment

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