Transition Services and the Reauthorization of IDEA

1. Transition Services and the Reauthorization of IDEA All County Task Force Meeting February 16, 2006

2. Presentation Goals Overview of Changes in Federal Law: Changes from IDEA 1997 to IDEA 04 Kent State Longitudinal Study Ohio Department of Education Transition Task Force: Goals and Updates Summary of Performance (a regional model to consider) Regional Dialogue and Planning

3. Today’s Presenters Reena Fish, Transition Coordinator, Northwest Local School District Robert Baer, Coordinator, Ohio Longitudinal Transition Study Susie Rutkowski, Manager of Disabilities Education, Great Oaks Institute of Technology and Career Development Rose Kahsar, Parent Mentor, Mt. Healthy City School District Holly Boroff, Consultant, SWOSERRC

5. High Quality High Schools “Structure career and technical education programs around already-proven models that feature quality college and career readiness curricula and emphasize the need for learning beyond high school.” -Ohio State Board of Education Task Force on Quality High Schools for a Lifetime of Opportunities, November 2004

6. High Schools That Work Easing the Transition of CTE Students to Postsecondary Education, Advanced Training and Apprenticeships “Entering most high-demand, technical occupations that pay family-supporting wages now requires completion of some training or education beyond high school. Making pathways from high school to further education seamless and easily navigable is essential to preparing young people for the future.”

7. This cone is adapted from the work of Sugai and Horner (UofOregon) The model integrates tiers of supports for both reading and behavior. Each tier is designed to enable student success by providing high quality culturally responsive, research-validated instruction in both behavior and reading. Green = school-wide tier (Tier 1) of supports and includes our core reading and behavior curricula. School-wide instruction should meet the needs of approximately 80% of our students’ learning needs Yellow = Targeted tier(Tier 2) of supports. Given strong school-wide or universal supports we can expect that about 10 - 5% of our students may require additional instruction and supports through more specific instruction in addition to the core curricula to ensure success. Red = Intensive (Tier 3). When effective school-wide instruction and targeted supports are in place, a small percentage of students (5 -1% of our students) will require additional supports. These are intensive and often individualized. If we get the conditions right there may be children who can be educated in our buildings who currently would not have adequate supports to be educated there. Note that the green goes around each tier, indicating that all students receive core instruction.This cone is adapted from the work of Sugai and Horner (UofOregon) The model integrates tiers of supports for both reading and behavior. Each tier is designed to enable student success by providing high quality culturally responsive, research-validated instruction in both behavior and reading. Green = school-wide tier (Tier 1) of supports and includes our core reading and behavior curricula. School-wide instruction should meet the needs of approximately 80% of our students’ learning needs Yellow = Targeted tier(Tier 2) of supports. Given strong school-wide or universal supports we can expect that about 10 - 5% of our students may require additional instruction and supports through more specific instruction in addition to the core curricula to ensure success. Red = Intensive (Tier 3). When effective school-wide instruction and targeted supports are in place, a small percentage of students (5 -1% of our students) will require additional supports. These are intensive and often individualized. If we get the conditions right there may be children who can be educated in our buildings who currently would not have adequate supports to be educated there. Note that the green goes around each tier, indicating that all students receive core instruction.

8. Transition and IDEA 04 Definition Section: Transition Services… A.) A coordinated set of activities for a child with a disability that is designed to be within a results-oriented process, that is, focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; B.) Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and C.) Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation.

9. Transition Planning Beginning not later than the first IEP to be in effect when the child is 16, and updated annually thereafter- (aa) appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; (bb) the transition services (including courses of study) needed to assist the child in reaching those goals…

10. Transition: Evaluations Before Change in Eligibility (ii) Summary of Performance--For a child whose eligibility under this part terminates under circumstances described in clause (i), a local educational agency shall provide the child with a summary of the child’s academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child’s postsecondary goals.

11. THE OHIO LONGITUDINAL TRANSITION STUDYPHASE II – EXIT AND FOLLOWUPContact rbaer@kent.edu(330) 672-0722 Robert M. Baer, Principal Investigator. Al Daviso, Project Director, Kent State University Lawrence Dennis, Liaison, Office for Exceptional Children Robert Flexer, Consultant, Kent State University Margo Izzo, Consultant, The Ohio State University

12. Why is Ohio Conducting a Followup Study of IEP Graduates? The No Child Left Behind Act (NCLB) of 2001 has emphasized the need for accountability for evidenced-based instruction that led to school-wide academic testing and evaluation. However, the focus of the IDEA has always been twofold—progress in the general curriculum and preparation for productive adult roles and the IDEIA of 2005 now requires evaluation of postschool outcomes. Consequently, the Office for Exceptional Children (OEC) developed a strategic goal that: “By June 2004 [OEC] will develop a longitudinal tracking system for students with disabilities after K-12 departure”

13. What are the Federal Requirements for Postschool Followup? All schools should conduct followup of IEP graduates and dropouts at least once every six years (>50,000 yearly) This evaluation should identify work and education outcomes for IEP students Schools should identify factors that promote postschool success and address these in school improvement efforts

14. Ohio’s Response to Federal Requirements The OEC has submitted a plan that is based on the current OLTS model, which includes: Recruitment of a cross-section of urban, rural, and suburban schools in each SERRC region Training, support, data analysis, and materials development from Kent State University SERRC sponsored regional transition teams that meet 3-4 times per year to recruit and train schools

15. What Kind of Information has been Collected, to Date? 1,342 exit surveys have been coded and analyzed from two cohorts exiting 2004 and 2005 94% from student interviews From 9 SERRC regions 74% from high schools, 21% from JVS Exit sample compared to Ohio in ethnicity and disability*. 205 followup surveys are coded and analyzed for students who exited in 2004 and were followed up in 2005 Only about ½ of schools who conducted exit surveys followed up after graduation because followup schedule conflicted with IEPs Followup sample compared to Ohio but harder to followup urban and students with learning disabilities* *as compared to Ohio statistics reported for students who exited special education in 2000 as reported in the 24th Annual Report to Congress.

16. OLTS Findings – How Well Did Transition Plans Address Goals? Postsecondary Education 67% well or very well Employment 80% well or very well Independent Living 63% well or very well Community/Leisure 66% well or very well

17. OLTS Findings – Secondary Programs – Student Ratings

18. OLTS Findings – Anticipated Outcomes

19. OLTS Findings – Anticipated Fields of Work

20. OLTS Findings – Anticipated Independent Living/ Leisure

21. OLTS Findings (Cohort I) Planned vs. Current Fields of Employment

22. OLTS Findings (Cohort I) Postschool Work and VR Services

23. Work Outcomes by Cluster in %

24. Adult Service Utilization by Cluster (currently receiving services) in %

25. Reasons for Not Working of Unemployed Graduates (N=44)

26. Income Support by Cluster %

27. OLTS Findings (Cohort I) Planned vs. Current Postsecondary Ed.

28. Education Outcomes by Cluster in %

29. Education Supports of Graduates Who Were Attending College (N=69)

30. Reasons for Not Attending Postsecondary Education as Planned (N=67)

31. Planned and Current Living Arrangements

32. Planned and Current Transportation and Voting Registration

33. Predictors of Postschool Engagement (Work or College)

34. Major Findings Need to bolster supports for students entering postsecondary education Need to assure students entering employment have job by graduation Need to focus on in-school outcomes of proficiency and employment experience Need to address issue of students needing remedial academics in college

35. Update on State Transition Initiatives

36. State Transition Work Group OEC/CTAE 20 Team-Member Organization 4 Full-Day Meetings Fall 2004 12 Strategic Directions 2005 – Transition Summit in Washington, D.C.

37. Ohio Association of Supervisors and Coordinators for Exceptional Students Buckeye Association of School Administrators Ohio Association for Supervision and Curriculum Ohio Association of Pupil Services Administrators Ohio Middle School Association Ohio School Board Association Ohio School Psychologist Association Ohio Association of Secondary School Administrators Ohio Association of JVSD Superintendents Ohio Coalition Ohio Board of Regents Ohio Association of Career Technical Education Ohio Advisory Panel for Exceptional Children Ohio Association of Community Colleges Ohio Education Service Center Association Ohio Youth Services Education Districts Task Force Members

38. ODE Representatives Lawrence Dennis, OEC Joyce Brouman, CTAE Mike Armstrong, OEC Vicki Melvin, CTAE Administration Stephanie Metzger, OEC Program and Services Kathy Shibley, CTAE-Pathways, Programs and Services

39. Purpose of Task Force Set Direction for OEC Implement Secondary Transition Services Improve Post-Secondary Performance Outcomes

40. Vision It was the belief of this work group that the ultimate vision is a unified system of service delivery for all students designed to produce high school graduates with the knowledge and skills they need to succeed in college or the workplace and to be good, responsible citizens.

41. Transition Services WorkgroupStrategic Direction 12 point plan

42. Strategic Direction A To provide coordinated on-going professional development Outcome: A1. Establish a statewide trainer-of trainer model for professional development.

43. Strategic Direction B Infuse flexibility into educational structure Outcomes: B1. Redesign the continuum for career technical options that is integrated with all of transition B2. Develop new job description and training for role of “transition access coordinator" (old VOSE/WSC) B3. Connect the work of the High School Reform Task force with efforts of the Transition Work Group

44. Strategic Direction C Create flexible, multiple mastery based assessments Outcomes: C1. Develop alternative versions of assessments which align with diverse learning styles C2. Expand window of opportunity for when students are assessed. C3. Identify new ways to use various assessments of student learning.

45. Strategic Direction D Define student outcomes as an opportunity for work and further education. Outcomes: D1. Determine what other states are doing to include additional credentialing to a diploma. D2. Determine “where all of the students have gone” D3. Research what knowledge and skills employers need and determine how that can be credentialed.

46. Strategic Direction E Provide leadership to affect change. Outcomes: E1. Ensure that Ohio has instructional leaders who can motivate change. E2. Ensure our transition outcomes are tied to the High School Reform initiatives. E3. Clear guidance and directives are provided to the state around transition.

47. Strategic Direction F Influence pre-service to coincide with actual practice. Outcomes: F1. Connect High School reform to pre-service training that results in a plan for pre-service education that ensures that educators are risk takers, problem solvers, and critical thinkers.

48. Strategic Direction G Develop effective partnerships with agencies and families. Outcome: G1. Establish highly qualified (TTW) transition specialists to provide transition services in districts

49. Strategic Direction H Implement and support policies and standards. Outcome: H1. Ensure policies and standards are implemented.

50. Strategic Direction I Expand Public Relations. Outcome: I 1. Improve perceptions of transition services and educational practices in Ohio.

51. Strategic Direction J Provide a support structure to identify, explore and disseminate models and resources for instruction and best practice. Outcome: J1. Develop a dynamic matrix of best practice.

52. Strategic Direction K Ensure curriculum and instruction are linked to standards. Outcome: K1. Standards based curriculum and instruction is coordinated statewide.

53. Strategic Direction L Examine current research on 1).Assessment 2) Cultural difference 3). Parent /stakeholder involvement Outcome: L1. Expand our data base and understanding.

54. National Transition Leadership SummitJune 2005 Three Priorities: Flexibility in educational structure Provide leadership to affect change Coordinated and on-going professional development

55. IDEIA Performance Requirements State Performance Plan (SPP) Indicator 13: Percent of youth aged 16 and above with an IEP that includes coordinated, measurable IEP goals and transition services that will reasonably enable the student to meet the post secondary goals. Measurable Target: 100% Required by IDEIA The Individuals with Disabilities Education Improvement (IDEIA) is now requiring States to develop a State Performance Plan. This five year plan requires states to develop a Improvement Activities to address 20 indicators established by the act. Each of these indicators are required to established measurable and rigorous targets for the state to meet. Some of the targets have already been established, while others are being established by the states. Ohio submitted the SPP in November and are currently waiting for review and comment and approval from the U.S. Department of Education, Office of Special Education Programs (OSEP). When approved this plan will be instrumental in guiding the work of the Office for Exceptional Children. Two indicators that relate to the transition services requirements of IDEIA are indicator 13, (SEE ABOVE). As notes this indicator has a measurable target already established by OSEP. The Individuals with Disabilities Education Improvement (IDEIA) is now requiring States to develop a State Performance Plan. This five year plan requires states to develop a Improvement Activities to address 20 indicators established by the act. Each of these indicators are required to established measurable and rigorous targets for the state to meet. Some of the targets have already been established, while others are being established by the states. Ohio submitted the SPP in November and are currently waiting for review and comment and approval from the U.S. Department of Education, Office of Special Education Programs (OSEP). When approved this plan will be instrumental in guiding the work of the Office for Exceptional Children. Two indicators that relate to the transition services requirements of IDEIA are indicator 13, (SEE ABOVE). As notes this indicator has a measurable target already established by OSEP.

56. IDEIA Performance Requirements State Performance Plan (SPP) Indicator 14: Percent of youth who had IEPs, and are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school. Measurable Target: Established by State by June 2007

57. Transition: Evaluations Before Change in Eligibility Summary of Performance--For a child whose eligibility under this part terminates under circumstances described in clause (i), a local educational agency shall provide the child with a summary of the child’s academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child’s postsecondary goals.

58. Summary of Performance This document is designed to assist secondary school personnel develop goals that will foster access to postsecondary education and other transition services for students with disabilities. (STAN)(STAN)

59. Brief History of Transition Assessment The 1990,1997 & 2004 IDEA defined transition services as a “coordinated set of activities” that: Is designed within a results-oriented process, Facilitates movement from school to post-school activities, including post-secondary education, Is based on individual students’ strengths, preferences and interests. (CAROL)(CAROL)

60. IDEA 2004 A comprehensive evaluation.. “shall not be required before the termination of a child's eligibility under this part due to graduation from secondary school with a regular diploma.” Does call for a SUMMARY OF PERFORMANCE – “..a local educational agency shall provide the child with a summary of the child's academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child's postsecondary goals.” Sec. 614c (5) (MARGO) The new IDEA (2004) bill clearly states that assessment for purposes of transition is NOT required. Instead a new entity, Summary of Performance, is required instead.(MARGO) The new IDEA (2004) bill clearly states that assessment for purposes of transition is NOT required. Instead a new entity, Summary of Performance, is required instead.

61. Postsecondary  Education College students with disabilities increased from 2.6% in 1978 to 9.2% in 1998 The National Council on Disability (2004) states that “higher education is key to the economic prospects and independence of youth with disabilities.” (p. 68) National Center for Education Statistics (2000) students with disabilities who graduate from college exhibit similar employment rates and annual salaries compared to their counterparts without disabilities (STAN) ° we have seen tremendous growth in students with disabilities accessing a college education ° Students with disabilities who graduate from college exhibit similar employment rates and salaries as their counterparts w/o disabilities - postsecondary education does level the playing field in terms of adult outcomes! ° We need to have a unified professional response to these challenges or we’ll be undermined in the same way K-12 disability services have been. The report resulting in drastic changes to Sp Ed law said “special education is broken for too many children”. Might the same be said for postsecondary education for students with disabilities?(STAN) ° we have seen tremendous growth in students with disabilities accessing a college education ° Students with disabilities who graduate from college exhibit similar employment rates and salaries as their counterparts w/o disabilities - postsecondary education does level the playing field in terms of adult outcomes! ° We need to have a unified professional response to these challenges or we’ll be undermined in the same way K-12 disability services have been. The report resulting in drastic changes to Sp Ed law said “special education is broken for too many children”. Might the same be said for postsecondary education for students with disabilities?

62. Legal Basis - Postsecondary Section 504/ADA Mandates equal access to “otherwise qualified” individuals with disabilities (civil rights statute) Student (adult now) must self-advocate Student must self-identify and present appropriate documentation Accommodations decided each semester, based on current disability documentation Accommodations “level playing field” but cannot fundamentally alter essential functions or create undue burden (STAN) We’ll not spend time this morning discussion “otherwise qualified” but instead will focus on presenting appropriate documentation. The critical issue is unless the student self-identifies and provides appropriate documentation, the student does not have access to accommodations and supports.(STAN) We’ll not spend time this morning discussion “otherwise qualified” but instead will focus on presenting appropriate documentation. The critical issue is unless the student self-identifies and provides appropriate documentation, the student does not have access to accommodations and supports.

63. (MARGO)(MARGO)

64. Proposed Regulatory Language (continued) (ii) the Performance Summary shall be based on a historical review of functional assessment and evaluation data as well as an interpretation of the effectiveness of accommodations and supports (MARGO)(MARGO)

65. Regulatory Language (continued) (iii) the Performance Summary will: document the student’s disability; provide information on the nature and extent of academic and functional limitations caused by the disability… (c) provide information on the effectiveness of accommodations, supports and assistive technology used… (MARGO)(MARGO)

66. Regulatory Language…. (iv) the Performance Summary should include, whenever possible: (a) the most recent evaluations… (b) student input regarding the functional limitations… and use and effectiveness of accommodations and supports. (MARGO)(MARGO)

67. SOP Sections Student Demographics Primary and Secondary Disability Date of most recent IEP or 504 Summary of Academic and Functional Performance Postsecondary goals Recommendations Student Input Attach relevant evaluations

68. Our Regional Perspective History of the Southwest Ohio Transition Task Force Questions for our dialogue: What has changed (a recap of the law and regulations)? What do we have going for us? What challenges are we facing (in our districts and in our region)? Ideas generation for meeting our challenges… The future of our SWO Transition Task Force