Transition Plans

1. Transition Transition Plans Indicator 13, IDEA, & Successful Students Based on information presented by OCALI - Secondary Transition Planning, June 9 & 10, 2011 M. Elia, 2012

2. Let’s Look At… • Future Planning • Age 14 Transition Statement • Age Appropriate Transition Assessment (AATA) • Course of Study M. Elia, March 2012

3. Future Planning Statement • Pointer – points the direction of the IEP • The first step of the process – must create an accurate picture • Changes over time. • Starts out parent driven (elementary) • Student driven through high school (with parent input) • Opportunity to have meaningful discussion with parents and child each year in regards to their future. M. Elia, March 2012

4. Future Planning Statement • If the first step is not meaningful, appropriate, and accurate, the plan will lack purpose and be ineffective. • Must include: • PINS – Preferences, Interests, Needs, Strengths • Parent & Student Input • IEP alignment • See Future Planning Development Tool M. Elia, March 2012

5. M. Elia, March 2012

6. Age 14 Transition Statement • A Statement of Transition Service’s Needs of the Child that Focuses on the Child’s Course Of Study. Include all of these things! M. Elia, March 2012

7. Developing the Age 14 Transition Statement M. Elia, March 2012

8. Course of Study COS should “lean” in the right direction Links goals to student’s course of study. Ohio Core College Prep, “Integrated”, or combination of courses? Functional Curriculum? Must be REASONABLE to meet goals. Ensure they have what they need to meet postsecondary goals. If not meet Ohio Core for Math (Pre Algebra) or English (Intervention) MUST indicate it! M. Elia, March 2012

9. Age Appropriate Transition Assessment • Look at your current data through a different lens! • Interpret what info you currently have as applied to adult contexts. • Ask, how does this work toward future goals? • Include Previously gathered info! (Date it) • PINS • Age appropriate means chronological, not developmental age. • Include Implications for Post School Goals & Implications for Current Program M. Elia, March 2012

10. See handout M. Elia, March 2012

11. Types of Assessments • Informal : • Interviews • Checklists • Questionnaires • Learning Style Assessments • Observations • Formal: • Inventories • Adaptive Behavior Scales • Brigance • ELSA • Achievement Tests • Evaluations • Preference Inventories Insert headings in the “bank” of IEP Anywhere with types of assessments and the implications for post school goals and current programs. M. Elia, March 2012

12. Practice M. Elia, March 2012

13. It’s All about the C’s! M. Elia, March 2012

14. There should be a transtion goal on the IEP, or • Tie an existing IEP goal into one of the post secondary transition goals. • Write a statement in the present levels linking to the transition goals. • Goals for study skills, behavior tie in more easily • I use a statement that includes “_____ will need a goal to improve ______ and to prepare for post secondary education or training.” Link to Annual Goals Annual goal acts as a connector to the transition plan. M. Elia, March 2012

15. Post Secondary Education Goal • Post Secondary Employment Goal • Independent Living Goal (optional) • Goals: • Based on AATA • Continue and refines the AGE 14 statement. • Can change each year – refine @ HS • Will be general at this point, but must be REALISTIC and tie into COS. 3 Goals “…the Act requires a child’s IEP to include measurable postsecondary goals in the areas of training, education, and employment, and, where appropriate, independent living skills.  Therefore, the only area in which postsecondary goals are not required in the IEP is in the area of independent living skills….  It is up to the child’s IEP Team to determine whether IEP goals related to the development of independent living skills are appropriate and necessary for the child to receive FAPE.”  [Emphasis added] 71 Fed. Reg. 46668 (Aug. 14, 2006).   M. Elia, March 2012

16. Transition Goals M. Elia, March 2012

17. Post Secondary Education Goal Sample Goals • “Upon completion of high school, Sarah will… • … enroll in a college, university, or trade school.” • …obtain post secondary education/ training in a field related to _____________ • …work in a supervised employmentsetting.” M. Elia, March 2012

18. Post Secondary Employment Goal Sample Goals This goal can be combined with Post Secondary Ed Goal, but some SERC’s do not recommend it. • “After graduation from high school, Sarah will… • “work full time in a field related to _________.” • “work at a sheltered workshop.” • “obtain employment in a field related to her post secondary education / training.” M. Elia, March 2012

19. Independent Living Goal • Optional • More likely used with students with more severe disabilities (CD/MD). • If you do not have one, must explain why! • Upon graduation from high school, Joe will… … live in a semi independent setting, with the assistance of a caregiver. … live independently in a dorm while attending college. … utilize public transportation to get to and from his job at a sheltered workshop. … use functional math skills to assist in independent living. M. Elia, March 2012

20. Indicator 13 Checklist M. Elia, March 2012

21. Indicator 13 Checklist M. Elia, March 2012

22. Compliant or Complacent?? • (Educ.) After graduation Paulo will participate in training to improve his work skills in his job at the grocery store. • (Ind. Living) Rosalie should continue to use her facial expressions as a reliable mode to communicate her preferences as well as practice increasing her communication skills via eye gaze at concrete objects. • (Employment)After graduation, Jeremy will be employed part time in the community with supports. • (Employment) The summer after leaving high school, Jodi will obtain a part time position in a community retail. • (Educ.) After graduation, Paul will get a job at a grocery store, where he enjoyed job shadowing experiences during school. M. Elia, March 2012

23. Compliant or Complacent?? • (Educ.) Upon graduation from high school, Jamie will successfully complete welding courses at Central Piedmont Community College to attain the Entry Level Welding Certificate. • (Ind. Living) Rolanda wants to participate in a community recreation program after graduation. • (Educ.) The fall after high school, Jodi will enroll in courses (non degree) at Gaston Community College. • (Employment) After high school, Evan will explore job opportunities that match his skills. WILL Don’t use the word explore! Evan will obtain, will work, etc. M. Elia, March 2012

24. Other Agency Involvement • “Bridge the Gap” from educational assistance at school to the “real world.” • MUST be included – in invitation, services, etc. • Can include: • BVR • Educational Service Centers (MCESC, TCESC) • MCBDD (MRDD) • Social Security • SST M. Elia, March 2012

25. Transition Services • Based on individual child’s needs, taking into account PINS • Can include, but not limited to… • Instruction • Related services • Community experience • Functional Vocational Evaluation • Employment Development • Acquisition of daily living skills • At least one per goal. • A great place to incorporate outside agencies. • The same service can be associated with more than one goal! • Services are what WE are going to do to help the students. M. Elia, March 2012