An Overview of Secondary Transition

1. An Overview of Secondary Transition NYCDOE Division of Students with Disabilities & English Language Learners Laura Rodriguez • Deputy Chancellor

2. Agenda • Welcome • Defining Transition & Its Impact on Post School Outcomes • Effective Transition Planning • SPP 13 and the IEP • Closure

3. Goals for This Session • To identify what transition services are and how they impact post school outcomes for students with disabilities • To identify the key components of effective transition planning

4. Playing the Percentages 1. What percent of high school juniors and seniors receiving special education services participate in work based learning experiences? 2. What percent of students with disabilities exit school by dropping out? 3. What percent of students with disabilities exit school with … • No career assessments? • No job readiness training? • No job skills training? • No job search instruction?

5. Playing the Percentages 4. What percent of people ages 21-64 who are not disabled are employed full time? 5. What percent of people ages 21-64 who are disabled are employed full time? Questions 1-4: National Longitudinal Transition Study 2- NLTS Questions 4 & 5 – American Community Survey- Cornell Univ 2007

6. In New York State in 2002, of all students attending their first year of college—1/3 dropped out. New York State PSI Data

7. Students with learning disabilities who received self-determination training are more likely to achieve positive adult outcomes, including being employed at a higher rate of pay per hour as compared to peers who did not receive this training. Wehmeyer and Schwartz (1997)

8. In the United States, for every 100 students who enter ninth grade… • 67 graduate from high school, • 38 of these enter college, • 26 are still enrolled after their sophomore year. • Only 18 graduate with either an associate or bachelor’s degree within six years. Ronald Wolk, Teacher Magazine—2004

9. HS Graduation Rate: Where Are We Now? • NYC has increased its 4-year graduation rate from 46.5 percent for the 2001 cohort to 59 percent for the 2005 cohort. Almost 10 percent more students graduated in the fifth year. • The graduation rate for August 2009 was over 74 percent. • The 4-year graduation rate for students with disabilities has risen and fallen over the past four years. • The 4-year graduation rate for English Language Learners is also low but increasing. NYSED March 9, 2010 News Release http://www.oms.nysed.gov/press/2009_Grad_Rates03092010.html

10. Defining Transition

11. Activity 1: Defining Transition Directions • Copythe Circle Map on to a piece of paper. • Think about what transition is and what transition services mean to you. • Complete the sentence starter in the red circle by placing your answers in the outer blue circle. Time on task: 5 minutes

12. Activity 1: What is Transition? What are Transition Services? Transition Is… Circle Map

13. Transition is… A results-oriented process that is focused on improving the academic and functional achievement of the student with a disability to facilitate the student’s movement from school to post-school activities. Transition Services are… A coordinated set of activities for a student with a disability, designed with a results-oriented process, that promotes movement from school to post-school activities. New York State Education Department Definition

14. Activity 2: Text-Based Transition Team Project Transition to Adulthood National Dissemination Center for Children with Disabilities Directions • Read the article, Transition to Adulthood (NICHCY) and discuss with your table group members. • As a group, define Transition, Transition Services, and list the Impact of Transition Services on Post School Outcomes for Students with Disabilities. Draw upon information derived from the article read. • Work as a team to create a visual representation of your group feedback based on the three areas listed above. • You may use the Tree Map providedto assist with the classification of your text derived ideas or you may choose to use an alternate way to visually represent your collective thoughts. Time on task: 20 minutes

15. Transition Transition Defined Transition Services Impact on Post School Outcomes for SWDs Tree Map

16. How do Transition Services make an impact on special needs students? Transition Services: Impact on Post School Outcomes for SWDs What Role Do Transition Services Play in Determining Post School Outcomes for Students with Disabilities?

17. THE ROLE AND IMPACT OF TRANSITION SERVICES Transition Services Assist The Student In Reaching His Or Her Projected Post-high School Outcomes • Approximately ½ of students with disabilities exiting school feel they can find and keep a job. NYS Post-School Indicator Study (PSI) • Young people with disabilities who participate in career and technical education are more likely to be competitively employed then youth who have not participated. Colly & Jamison – 1998, Mooney & Scholl 2004

18. The KEYS to… Effective Transition planning

19. Components of Effective Transition Planning • Assessment: • Level I Vocational Assessment • Level II Career Vocational Assessment Student-Family-School-Community-Agency Collaborations Career Exploration

20. SE Teacher Student Parents Agency GE Teacher Counselor VESID Administrator It’s a TEAM Effort … who are your partners?

23. The Taxonomy for Transition Programming Student Focused Planning Student Development Interagency Collaboration Family Involvement Program Structure IEP Development Student Participation Planning Strategies Life Skills Instruction Career & Vocational Curricula Employment Skills Instruction Structured Work Experience Assessment Support Services Collaborative Framework Collaborative Service Delivery Program Philosophy Program Policy Strategic Planning Program Evaluation Resource Allocation Human Resource Development Family Training Family Involvement Family Empowerment Adapted from Kohler, P.D.(1996). Taxonomy for Transition Programming, Champaign: University of Illinois

24. TRANSQUAL QUALITY INDICATORS

25. Activity 3: Transition QIs • Directions • Assign table group members the roles of table leader, reporter, scribe, • and timekeeper. • Review , discuss, compare and contrast the two sets of documents with • your table group members. • Taxonomy of Transition Programming • Transition Quality Indicators - TransQUAL • As a group, decide on the big ideas. • Have your scribe list the big ideas for each set of documents. • Assist the scribe in adding feedback from the group including important • points, comments, wonderings, and concerns about each document. • The reporter should be prepared to share table group findings • and responses during a whole group share. Time on task: 30 minutes

26. TRANSITION RESPONSIBLITIES Whatare the responsibilities? Whoare the responsible parties? How do I get to Post School City?

27. Parent Responsibility • Attend Annual IEP Meetings • Participate in Setting Goals • Keep Copies of All Documents Student Responsibility • Attend Annual IEP Meetings • Participate in Setting Goals • Work Towards Accomplishing Goals • Take Appropriate Classes and Programs • Explore Career Goals • Participate in Internships/Job Opportunity Programs • Self Advocate

28. Knowledge Application • CAREER • DEVELOPMENT • Self-knowledge • Who am I? • Career exploration • Where am I going? • Career Plan • How do I get there? • INTEGRATED • LEARNING • What am I learning? • Why am I learning it? • How can I use it? • UNIVERSAL • FOUNDATION SKILLS • (SCANS) • What do I need to know? • What skills are • important for me? Skills QUESTIONS STUDENTS SHOULD BE ABLE TO ANSWER

29. Every Student Should Know… The Answers To The Following Questions Where Am I Going? • Career Information • Labor Market Information • Long/Short Range Goals • Career Research How Do I Get There? • Skills to Develop • Education/Training • Networking • Resume Writing • Interviewing Skills Who Am I? • Interests • Aptitudes • Preferences • Skills • Life Priorities

30. Student/Parent Responsibilities School Responsibilities • Investigate Agencies • Maintain Folder of Important Documents • Ask Questions • Advocate • Identify Transition Team • Invite Parents & Student to Meetings • Provide Academic Instruction • Provide Transition Related Activities to Support Student Post School Goals • Provide Community Experiences • Agency Connections

31. Post-School Goal Options • Post-Secondary Education • Vocational Training • Competitive Employment • Continuing/Adult Education • Armed Forces

32. Planning for… Successful Transitions

33. The Building Blocks of Successful Transition Planning Clear IEPs Good instruction CDOS Standards & SCANS Skills Transition Planning & Services

34. What Makes a Difference in Successful Transitions? • Transition Planning, K-12 • Career Preparation, especially Paid or Unpaid Work Experiences in the Community • Safe, Supportive Educational Environment • Integrated Learning Environments • Attainment of a Standards Based Diploma • Collaboration among Student, Parents, School, Agencies and Community. New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, February 2004 NYSED PSI Data, Seniors 2001 Exit Survey, 3/15/02

35. 1 2 3 4 CDOS What do you know? New York State Career Development Occupational Studies Standards

36. CDOS CDOS

37. CDOS Standard 1 • Kids Ideas • for Meeting Standard 1 • Make lists of the things I’m good at and the things I like to do, and compare them to all different kinds of careers to see which ones I’d be good at. • Think about and write about my dreams for the future. List my goals in life for careers and hobbies and all the things that are important in school and work, like being on time, being prepared and doing the best I can while I’m there. • Interview people who have jobs I’m interested in learning about. Write a summary of the interview and present it to the class • Organize a career fair for school The State says: Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions Students say: If I meet this standard, I will find out about what work is all about. I will also look into all the different kinds of jobs that I will be able to do and be good at. When I find out more about myself, I will also be able to look at different jobs to see what will be best for me.

38. CDOS Standard 2 • Kids Ideas • for Meeting Standard 2 • Make graphs comparing all the skills I need in school and in work to see which ones are the same. • Visit someone at work and write down all of the things that they do in the day. Look for similarities in what an adult does during the work day and what a student does during the school day . Make an oral presentation of my experience to the class. • Do research to find different kinds of jobs that have to do with things I like in school like social studies, math , English, science, gym or technology. The State says: Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings Students say: If I meet this standard, I will be able to show that I can take all of the things I learned in school and use them at work, or any other pace.

39. CDOS Standard 3 • Kids Ideas • for Meeting Standard 3 • Do a project for school where I can use my reading, writing, listening and speaking skills • Create a presentation for science, math or any subject, where I work with a team and use a computer. • Set up a classroom project where we work as a group to design a product or service that will solve a real problem. Try to sell the product or service and donate the profit to a worthy cause The State says: Students will demonstrate mastery of the foundation skills essential for success in the workplace. Students say: If I meet this standard, I will show that I have learned all of the skills needed to be successful in a career.

40. Social Studies The Arts Math Science & Tech Career Dev & Occ Studies Standards English Language Arts Languages Other Than English Health, Phys Ed & Home Ec NYS Standards

41. SCANS SKILLS Secretary’s Commission on Achieving the Necessary Skills • Developed by an advisory committee of employers, employees, union representatives, government officials and educators • Provides a framework of workplace skills necessary for entering and retaining employment

43. WHAT ARE YOUR SKILLS? • Write several jobs you have had on sticky notes – one per sticky note • Decide which set of skills you used the most for each job and place the sticky note on that wall chart Babysitter

44. SPP Indicator 13 Secondary Transition and the IEP

45. What The SED Regulations Say IDEA 2004 requires the State Education Department (SED) to develop and submit a six year State Performance Plan (SPP). The SPP is designed to evaluate the State's efforts to implement the requirements and purposes of IDEA and describe how the State will improve results.  Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the child to meet the postsecondary goals. [20 U. S. C. 1416 (a)(3)(B)]

46. The IEP is the Cornerstone of the Special Education Process Supports participation in the general education curriculum and learning standards Identifies how the resources of the school need to be configured to support the student’s needs Guides the provision of instruction designed to meet a student’s needs IEP Identifies how the student will be prepared for adult living Ensures a strategic and coordinated approach to address a student’s needs Provides an accountability tool

47. IEP Process TRANSITION MUST BE INFUSED THROUGHOUT THE IEP Assessments (Include Levels I, 2, and/or 3 Vocational Assessments, as appropriate) Present Levels of Performance (Page 3,4,5) Transition Services Measurable Post Secondary Goals (LTAOs) (Page 10) SMART Annual Goals, Programs and Services (Pages 4,5,6,7,8,9)

48. LEVEL I Vocational Assessment The Level I Vocational Assessment includes: Student Interview Parent/Guardian Interview Teacher Assessment The Transition IEP process begins with a Level I Vocational Assessment (NYCDOE SOPM, Pg. 220-222) All students classified with a disability who reach age 12.0 as of September 1 of a given year will receive a Level 1 Vocational Assessment. First time students to special education over the age of 12 will also have a Level 1 performed regardless of their age. It should be updated yearly.

49. Participation of the student in transition planning Post-Secondary Goals Present Levels of Performance and transition needs Measurable Annual Goals Transition Activities Statement of responsibilities of the school and participating agencies • Federal Requirements: SPP and APR • 4 secondary transition indicators • SPP 1 % of youth who graduate • SPP2 % of youth who drop out • SPP13 % of youth with transition components in the IEP • SPP14 % of youth who achieve post-school outcomes SPP 13 Self-Review Areas to be reviewed The Secondary Transition IEP Review for Students with Disabilities is a focused self-review of the content of the school district’s IEPs with respect to transition planning and services. The SPP 13 School Self-Review focuses on requirements in the following areas: 49

50. 1 • Look for evidence of: • Present Levels of Educational Performance (PLP) should clearly address… • transition needs of the student across four areas (Employment, Postsecondary Placement, Community Integration, and Independent Living Skills) to prepare him/her for living, learning, and working in the community as an adult • how the student’s disability affects involvement and progress in the general education curriculum and progress in age-appropriate activities Consider all areas (Academics, Social Development , Physical Development, Management Needs) of the PLP when reflecting on transition statements. PLP statements provide the rationale for all goals, accommodations, programs/services and coordinated set of activities. The PLP supports the entire IEP.