Transition 101 & OTI Foundations

1. 5th Oklahoma Transition Institute Transition 101 & OTI Foundations Jim Martin University of Oklahoma at Norman – Zarrow Center Kim Eason Oklahoma Department of Career Tech – Stillwater, OK

2. Introductions • Name • Affiliation • Position • What do you hope to get out of today’s workshop?

3. Agenda • Why? • Transition big ideas matched to OK IEP • Transition education steps • Overview of the 5th Oklahoma Transition Institute • State Performance Plan and Oklahoma’s Performance

4. A Few of the Sponsors National Secondary Transition Technical Assistance Center

5. OK Transition Council

6. Quiz Time 10 Questions to Test Your Knowledge – and to explain WHY Transition Education

7. Question 1 • What percent of former students with IEPs receive government benefit payments? • 10% of former students with IEPs receive government benefit payments

8. Question 2 • What percent of students with IEPs dropped out of high school? • 28% of high school students dropped out of high school

9. Question 3 • Two years after leaving high school, what percent of students with IEPs worked? • 70% of former students had worked, but two years after leaving high school only 40% working compared to 63% of same age peers without high school IEPs.

10. Question 4 • Which domain is the biggest area of concern for former high school students with IEPs? • Reading Math Social Skills Health Care • Social skills are the most problematic for all categories of youth • 6 in 10 have moderate social skill scores

11. Question 5 • What percent attend • Career tech programs? • 2-year community or junior colleges? • 4-year colleges? • What percent attend • 5% Career tech programs • 20% two-year community or junior colleges • 10% two years later • 9% four-year colleges (6% two years later)

12. Question 6 • What percent of student with IEPs in high school self-identify in postsecondary education? • A third (approximately 33%) of postsecondary students with IEPs in high school self-identify. • 52% believe they do not have a disability. • 7% believe they have a disability but didn’t tell. • 40% identified having a disability, but 12% did not receive services.

13. Question 7 • Assume 100 students. How many will • Graduate? • Enroll in higher education? • Will graduate within five years of starting? • Assume 100 students. How many will • 72 on average will graduate. • 22 on average will enroll in higher education. • 4 will graduate within five years of starting.

14. Question 8 • Two years after leaving high school, what percent of former students with IEPs live with parents? • 75% still live with parents. • Similar rate to same age peers without IEPs.

15. Question 9 • Former students with IEPs rate of being arrested and on probations is less than, equal to, or greater than same age peers who did not have IEPs in high school? • Equal to

16. Question 10 • What skills and experiences predict post high-school success?

17. Predictors of Postschool Success • Students having a paid job during high school years • Students being actively involved in the IEP and transition planning and implementation process • Students understanding their disability, limits, and strengths • Students having high self-determination skills

18. Bonus Question • What is the purpose of special education as defined by IDEA 2004?

19. The Purpose ofSpecial Education “ . . . 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 living.”

20. The Reason Why - 1

21. The Reason Why -2

22. Four Transition Big Ideas

23. Transition Big Idea #1 • Students need to answer: • Where do I want to live after leaving high school? • Where do I want to work after leaving high school? • Where do I want to learn after leaving high school? • Answers become postsecondary goals on the IEP.

24. Transition Big Idea #2 • Students need to answer: • What skills do I need to learn to live where I want? • What skills do I need to learn to work where I want? • What skills do I need to go to school where I want? • Answers to these questions become annual transition goals.

25. Transition Big Idea #3 • Students need to answer: • What supports do I need to live, learn, and work where I want to after leaving high school? • Answers to these questions become coordinated services to accompany annual transition goals.

26. Transition Big Idea #4 • Students need to answer this question: • What classed do I take in school to be prepared to work, learn, and live where I want after leaving school? • The answer to this question becomes the course of study.

27. Transition Education Steps

28. Seven Transition Steps • Student actively participates in IEP & Transition Planning Process. • Student completes and learns the results of a three-part transition assessment process. • Student writes Present Level section. • Student develops course of study. • Students develop goals, then work on attaining their goals. • Student collaborates with parents and educators to develop post-school linkages. • Students build Summary of Performance.

29. Step 1: Involve Student in IEP Planning Process • Teach students to become active participants in own IEP meetings. • Teach students terms and process. • Students write script of what to say and when. • Practice. • Inform parents and team members.

30. Teacher-Directed IEP Meetings: What Percent Did These People Talk?

31. Who Talked at IEP Meetings?

32. Self-Directed IEP - 11 Lessons • Begin meeting by stating purpose. • Introduce everyone. • Review past goals and performance. • Ask for others’ feedback. • State your school and transition goals. • Ask questions if you do not understand. • Deal with differences in opinion. • State what support you will need. • Summarize your goals. • Close meeting by thanking everyone. • Work on IEP goals all year.

33. Answer This Question Who talked most about transition?

35. The IEP Team consists of students, family, educators, and support staff. All--especially the student and family--must communicate to develop an effective and meaningful plan.

36. Step 2 Students Complete a Three-Part Transition Assessment Process

37. Transition Assessment • IDEA 2004 says we need to use transition assessments to assist students in selecting post-school goals. • IDEA 2004 does not define the type of transition assessment, how many to do, or when to do it

38. 3-Part Transition Assessment Model • Career Interest Assessments and Exploration • Used to help students select employment post-school goals • Independent Living Assessments • Used to help students select independent living post-school and annual goals • Self-Determination Assessments • Used to help students identify annual transition goals

39. On-Line Free Interest Inventories • On-Line Individual Interest Inventories • My Future • http://www.myfuture.com/toolbox/workinterest.html • I Oscar • www.ioscar.org • Career Clusters • www.careerclusters.org (download in pdf format) • Dept of Labor • www.onetcenter.org

40. Casey Life Skills(www.caseylifeskills.org) • Web based and FREE!!! • Spanish, French or English, with numerous supplemental assessments • Youth and caregiver formats • Automatically scored and sent to you • Can obtain class summaries • Provides different levels of questions for students across functioning levels • Level 1 basic skills • Level 4 complex skills

41. AIR Self-Determination Assessment • Parent Version • Teacher Version • Student Version • Available at • http://education.ou.edu/zarrow • Cost: free

42. Step 3: Student Writes Present Level Statements • Teach and facilitate students and families to express the transition present level of performance statement. • Use the Student-Directed Transition Planning program to help students and families to learn how to express their own present level of transition performance. Go to: http://education.ou.edu/zarrow

43. Step 4: Student Develops Course of Study • Develop course of study • Listing of courses, extracurricular activities, and community activities to enable students to reach postsecondary goals • Teach students to become engaged in developing their own course of study.

44. Step 5: Students Develop then Attain IEP and Personal Goals • Teach students to attain their own Goals--both IEP and personal. • Take Action lesson package teaches goal attainment skills. JM

46. Step 6: Students Assist in Building Post-school Linkages • Develop transition service linkages to assist student to obtain postsecondary goals. • Linkages to service provides • Rehabilitation • College or postsecondary education disability support office • Supported employment program • Transportation support

47. Step 7: Write Student-Directed Summary of Performance • Students start writing own summary of performance as early as middle school. • The OSDE Form 15 is based on this concept • Provides a script for students to become involved in transition education discussions.

48. Go to: http://education.ou.edu/zarrow

49. Answers to Frequently Asked Questions • Written parent consent is required for other agencies to attend meetings. • Students on IEPs, who graduate or age out, may NOT reenroll in public school for transition services. • Students who withdraw and obtain a General Educational Development (GED) may reenroll to acquire a diploma. • LEAs are not required by federal law to evaluate a student for the purpose of going to college.

50. Overview of the 5th Oklahoma Transition Institute (OTI)