Perspectives on Transition: A Dialogue with CDE

1. Perspectives on Transition: A Dialogue with CDE California Department of Education Nancylynn Ward, Ph.D Candidate – Special Ed. Consultant Cerritos College Lucinda Aborn, Ph.D.,CRC Dean, Disabled Student Programs and Services Susan Algaze, M.S. Adjunct Faculty

2. Legal Foundations • Federal Legislation • IDEA • Rehabilitation Act of 1973 • Section 504 • Section 508 • State Education mandates – California Education Code • K- 12 • Higher Education • Community College • Other State Organizations • Department of Rehabilitation • Regional Centers • DPSS, Mental Health,

3. What is the IDEA? Individuals with Disability Education Act of 2004 • Is a legal binding document that marks the youth’s entry into special education and access services designed for the youth’s disability/ies which is known as the Individual Education Plan (IEP’s) • Provide education & experiences that prepare students for the opportunities that lie ahead • Empower students with knowledge & skills to command their futures • Enable students with the foundational knowledge & skills to access opportunities provided in disability policy across the lifespan

4. What is Transition? Transition is a process that requires collaboration among partners (educators, families, social service providers) Transition defines a plan for Youths with a disability after the student graduates from high school Transition is an INVOLVED process for all stakeholders with a vested interest in the Youth’s process towards independence, employment and opportunities To understand Transition, one must understand Community of Practice and its’ philosophy as it pertains to Transition

5. Legal Considerations: Transition Planning • Is to be considered as a process • Use of term as being an “outcome-oriented” process which means that the educational system needs to demonstrate reasonable and good faith participation in the process. • Entities are not legally obligated to the outcomes of Transition planning; rather one should be committed to the plan, but not the “end result”

6. Legal Considerations: Transition Planning • Offer of FAPE continues to exist for the Special Education Student if he/she has not officially exited from Special Education by way of a High School diploma. A GED or award of an alternative diploma does not mean a termination of FAPE has occurred • In order for FAPE to cease to exist; a Summary of Performance (EXIT IEP) or a High School Diploma must be awarded

7. Transition Planning: Key concepts • To be implemented by 16 years of age • To establish appropriate measurable post-secondary goals based on age appropriate transition assessments related to training, education, employment and independent living skills; • Transition services need to assist the child in reaching those goals • Is a process that involves all the stakeholders

8. CAHSEE: WHAT’S NEW AT THE STATE LEVEL? 8/25/09: CA Ed Code Section 60852.3 which, beginning in 2009-2010, would exempt an eligible student from meeting the CAHSEE requirement as a condition of graduation. • Permits an eligible student who has satisfied (or will) all other state and local requirements to receive a high school diploma on or after July 1, 2009. • Required to take the CAHSEE in grade 10 for the purposes of fulfilling the requirements of the federal No Child Left Behind Act of 2001. • Exemption lasts until the State Bd of Educ. either implements an alternate means for SWD to demonstrate achievement in the standards measured by the CAHSEE or determines that an alternate assessment to the CAHSEE is not feasible.

9. CAHSEE:WHAT’S HAPPENING AT THE LOCAL LEVEL? • Varies by district and SELPA. Most districts currently have no formal protocol to deal with the new regulation. For now, districts are continuing their “boot camps” to help students pass the CAHSEE • Some are “unofficially” suggesting that their Transition students “exit” SpEd and go to Community College

10. RESPONSE TO INSTRUCTION – WHAT THE LAW SAYS: • RtI is a tiered process of instruction: Identifies struggling learners early, Applies needed instruction and interventions, Prevents the need for a referral to SpEd, and Addresses the needs of learners who previously did not qualify for SpEd • RtI was added to IDEA in 2004 to try to bring IDEA in line with NCLB and Reading First • IDEA lets states determine the number of tiers – and the amount of time in each tier

11. RESPONSE TO INSTRUCTION WHAT LOCAL DISTRICTS SHOULD BE DOING? • Be ready to make school-wide changes where roles will have to change. • Deal with the fear, of some parents, that some children may not be identified for SpEd. • Adopt criteria for determining if a student has SLD. (Section 300.307 of federal SpEd Regulations). Must NOT require the use of a severe discrepancy between intellectual ability and achievement model.

12. RESPONSE TO INSTRUCTION and Special Education Eligibility • Students who do not respond to targeted interventions (Non-responders) are referred for a comprehensive evaluation to determine eligibility for special education and services. • If a student meets the criteria in 34 CFR 300.309 (a) and (b) the need for a comprehensive evaluation to determine eligibility (for SLD) would be established. • Cannot rely on a single procedure as the sole criterion for determining (SpEd) eligibility. Results of RtI2 can be used as one component. • Identification “models that incorporate RtI represent a shift in special education toward goals of better achievement and improved behavioral outcomes for children with specific learning disability (SLD).”

13. Response to Instruction and Intervention – in California it is RtI2 • Is a systematic, data-driven approach to instruction – covers full spectrum of instruction. • Meets the academic and behavioral needs of students • “RtI2 integrates resources from general education, categorical programs, and special education through a comprehensive system of core instruction and interventions to benefit every student.” • Each school’s model may vary, but should follow the Principles for an Effective Model and the Core Components critical to full implementation of RtI2

14. IEPS: Individualized Educational Plans • 5 General Principles of IEPs: Unique needs, Needed services must be in IEP, Commitment of resources, Individualized, and Legally required components must be present in IEP • Required sections of an IEP: Present Levels of Performance, Goals, Special Education and Services, Transition Plan, Dates of Service, Determination if objectives Achieved, and SOP – in lieu of Exit IEP • Components of an IEP: Psycho-Ed Report, Placement, Accommodations, Services, Involvement. • Understanding an IEP: Full IEP, Types of meetings, Dates on IEP, Attendance

15. Transition Planning: Role of Focused Monitoring and Technical Assistance (FMTA) • Transition is a “Hot” concern at the SED • SED offers Technical Assistance on Transition planning and execution • Compliance issues can be reported to the state; State can, then, begin a complaint investigation and offer assistance to bring the LEA/School District into compliance • Anyone can file a complaint

16. Summary of Performance • Serves in lieu of an exit IEP • 34 CFR 300.305(e)(3) – Under state law, the LEA must provide a summary of the student’s academic achievement and functional performance which shall include recommendations on how to assist the student in meeting the child’s post secondary goals. • This officially ends the Student’s right to FAPE

17. Summary of Performance – SOP Required by IDEA 2004: The LEA “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.” • Section 614 mandate does not spell out what is needed in the document. • The SOP must be completed during the final year of high school or last year of eligibility due to age. SOP is to be developed in lieu of an Exit IEP. • Information is necessary under Section 504 of Rehabilitation Act and the Americans with Disabilities Act to help establish a student’s eligibility for reasonable accommodations and support in PSE settings. It is also useful in the Voc Rehab Comprehensive Assessment process. • “These recommendations should not imply that any individual who qualified for special education in high school should automatically qualify for services in the (PSE) or the employment setting. (PSE) settings will continue to make eligibility decisions on a case by case basis.”

18. Summary of Performance – SOP Please refer to offered template: State has a template that one may choose to use: Please see the following: http://www.calstat.org/publications/pdfs/SOP.pdf

19. Shared Mission of Community of Practice • CREATE a coordinated system of educational and vocational rehabilitation services which will provide for SEAMLESS transition from school to employment for students with disabilities. • EMPOWER students with disabilities to maximize employment, economic self-sufficiency, independence, and integration into society. • Is a RESULTS driven effort based on outcomes and numbers of students served.

20. Thinking Ahead:Local Community of Practice • High Schools • SELPA’s • Community Colleges • Regional Centers • Independent Living Centers • Department of Rehabilitation • Department of Mental Health • Department of Health Services • Children Services – Foster Youth • Juvenile Courts– Courts Schools • Families/Parents • Youth

21. Persistent Problems in Transition:Our Success Depends on Others...Do Our Actions Show That We Understand That? Transition Issues: • Cross stakeholder groups • Cross Agencies • Emerge across the lifespan • Focus on the same intended beneficiaries • Do We : • Connect across stakeholders • Connect across agencies • Know what each other is aiming to do • Understand why they are doing it • Know how their work will address common problems

22. ‘UNDERSTANDING BEGINS WITH THE INTERSECTION OF ISSUES • Common goals • Common strategies • Common challenges • Common stakeholders • Shared work????

23. www.sharedwork.orgThe Interaction Tool • Model the community values at state and national levels • Define shared goals • Create shared work • Learn by doing • Improve sharing • Create a year round program • Use the electronic network to build the statewide Community of Practice

24. RESOURCES AND REFERENCES • National Secondary Transition Technical Center. www.nsttac.org/indicator13/sop/aspx • http://www.calstat.org/transitionGuide.html • http://www.calstat.org/publications/pdfs/Transition_final_08.pdf • http://www.calstat.org/publications/pdfs/SOP.pdf • www.sharedwork.org • http://www.ahead.org/resources/idea/introduction#1 • http://www.ahead.org/resources/idea/summary • newsletter@wrightslaw.com • http://wrightslaw.com • http://www.cde.ca.gov/ci/cr/ (CDE’s RtI2 Web Page) • Determining Specific Learning Disability Eligibility Using Response to Instruction and Intervention (RtI2) California Department of Education, Sacramento, 2009 • (IEPs) For Success, by Barbara D. Bateman, Ph.D., J.D.Secondary Education and Beyond. Learning Disabilities Association 1995 • National Transition Documentation Summit 2005

25. Thank you • Contact Information • Nancylynn Ward, Ph.D. Candidate California Department Of Education Special Education Special Education Consultant nward@cde.ca.gov • Lucinda Aborn, Ph.D.,CRC Dean, Disabled Students Programs and Services Cerritos College 562-860-2451 x2334. laborn@cerritos.edu • Susan Algaze, M.S.Adjunct Faculty Cerritos College 562-860-2451 x5648. salgaze@cerritos.edu