Best Practices in Transition: Getting from Compliance to Quality Services

1. Best Practices in Transition: Getting from Compliance to Quality Services August 1, 2007 Illinois Special Education Directors’ Conference Springfield, IL Dr. Mary E. Morningstar mmorningstar@ku.edu http://www.transitioncoalition.org University of Kansas Department of Special Education

2. Transition Assessment Transition Planning & IEP Interagency & Community Services Family Involvement Student Involvement Inclusion, Access & Accountability Curriculum & Instruction Critical Elements of Transition Transition to Adulthood

3. Education or Training • Employment • Independent Living Age Appropriate Transition Assessments IEP Results Process for Transition Services (adapted from: O’Leary, 2005) Step 1: Measurable Postsecondary Goals Step 3: Needed Transition Services Step 4: Annual IEP Goals Step 2: Present Levels of Academic Performance • a. Course of Study • b. Needed Services: • Instruction • Related Services • Community Experiences • Employment and other post-school adult living objectives • Daily Living skills & Functional Vocational Assessment (when appropriate) Step 5: Summary of Performance

4. Definition of Transition Services “a coordinated set of activities for a student that – (A) 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.”

5. Definition of Transition Services (B) 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. (Section 602, (34).

6. Beginning no later than the first IEP in effect when the student turns 16 and annually thereafter – A student's IEP must include appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills. The IEP must include those transition services (including courses of study) needed to assist the student in reaching postsecondary goals. (Section 614)

7. What are measurable postsecondary goals? A statement that articulates what the student plans to achieve after high school based on student’s strengths, preferences, and interests. Measurable postsecondary goals found in the IEP must include: Education/Training, Employment, and if appropriate, Independent Living(see checklist at www.transitioncoalition.org) • Once postsecondary goals are explicitly stated, IEP team must then plan for goals through… • Transition assessment • Transition services • IEP goals, • Interagency collaboration • …to ensure most likely achievement

8. Examples (adapted from www.nsttac.org): • Upon completion of high school, John will pursue a general associates degree program at a community college in August of 2009. (separate, education or training) • Upon completion of high school, Jason will pursue his undergraduate degree in history and education, to become a high school social studies teacher. (combo: education or training and employment) • Upon completion of high school, Paulo will prepare for work each day by dressing, making his bed, making his lunch, and accessing transportation. (separate, independent living) * A new Indicator 13 Training guide is now available at the National Transition Technical Assistance Center

9. The ongoing process of collecting data on the individual’s strengths, needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal, and social environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the IEP (DCDT Position Statement, Sitlington, 1996) Based on age appropriate transition assessments…. • What are age appropriate transition assessments? • What is the purpose of transition assessments?

10. What and How to Assess Planning for Assessment Using Data Guiding Questions Integrating Data & IEP Transition Assessment:Where Do You Start? Resources: www.transitioncoalition.org: Online module (Transition Assessment: The Big Picture & Assessment Resources www.transitioncoalition.org: pdfs of commercially available assessments & questions to ask (Tools & Resources > Presentations)

11. Transition services (including courses of study) • Transition services must be based uponthe student’sneeds, strengths, preferences and interests and focus on the desired postsecondary goals for the student. • The transition services that must be considered by the IEP team during the planning process include: • instruction, • community experiences, • related services, • the development of employment and other post-school adult living objectives, • and when appropriate, acquisition of daily living skills and functional vocational evaluations.

12. Courses of Study • “multi-year description of coursework to achieve a student’s desired postschool goals” • “meaningful to the student’s future and motivate the student to complete his or her education” • “attention on how the child’s educational program can be planned to help the child make a successful transition to his or her goals for life after secondary school” (O’Leary, 2005).

13. Courses of Study: How Specific Do You Have to Be??? Grade 9: Reading, Study Skills, World Geography, Earth Science, Beginning Foods, Applied Math, Theater Grade 10: Oral and Written Communication, Reading, Applied Math, Intro. To Biology, Geography, Experience Based Career Education Grade 11: Algebra, U.S. History, Natural Resources/Forestry, PE, Computer Studies, Photography, Single Survival, Cooperative Work Experiences Grade 12: Composition, Government, Technical Carpentry, Natural Resources and Forestry (dual enrollment program), Alternative Cooperative Education (1) Sam expresses an interest in pursuing post-secondary education upon graduation from high school. He will need to determine entrance requirements for the colleges he is considering and complete the courses required. Sam should enroll in the college preparatory course at the high school to receive support in the areas of study skills, time management, organizational skills and self-advocacy skills. (2) Suzie expresses an interest in seeking full-time competitive employment or technical skills upon graduation from high school. She should investigate the program options at the regional vocational-technical school and determine necessary prerequisites. If this is not feasible, Suzie should address how she will begin career exploration, job training and community based work experience as part of her high school program. From: Colorado Dept. of Ed. Fast Facts (2000)

14. One year before the student reaches the legal age of majority: • Beginning not later than one year before the student reaches the age of majority under State law… students and parents are to be notified of the specific rights which will transfer to the student once he or she turns 18 & documentation must be found in the IEP. • Documentation of this notification must be included in the IEP at this time. - Notification of meetings - Notification and consent for evaluation - Selection of participants of IEP meetings - Approval of the contents of the IEP - Approval regarding change of placement

15. Course of Study Postsecondary Goals REVISE REVISE

16. Transition Services: Instruction Community Experiences Related Services Employment Other Adult Living Daily Living Functional Vocational Assessment Activities, Strategies & Assessments Goals and Objectives To-do List Interagency Linkages Transition Assessments Responsibilities: Students Parents School Staff Agencies Others

17. Age of Majority Requirements Interagency Linkages: Activities Responsibilities Persons Involved Date of Completion Agreement

18. Caught in Transition… 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.” IDEA 2004 Sec. 614c (5) 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.”

19. For a student whose eligibility terminates due to graduation from secondary school or exceeding the age eligibility for a free appropriate education under State law: (i) a member of the student’s IEP Team … shall provide the student with a written Performance Summary; • (ii) … be based on a historical review of functional assessment and evaluation data as well as an interpretation of the effectiveness of accommodations and supports; • (iii) … specify information and data that documents the student’s disability; provide information on the nature and extent of academic and functional limitations caused by the disability; and provide information on the effectiveness of accommodations, supports and assistive technology previously used to reduce the functional impact of the disability. • (iv) the Performance Summary should include, whenever possible: (a) the most recent evaluations or data that support the narrative above; and (b) student input regarding the functional limitations of her/his disability and use and effectiveness of accommodations and supports. SOPs on TC site

20. Who is Responsible for Transition Outcomes? In the case where a participating agency, other than the educational agency, fails to provide agreed upon services, the educational agency shall reconvene the IEP team to identify alternative strategies to meet the transition objective.

21. Indicator 13(IEPs and Postsecondary Goals) From: D. Test (2006) http://www.nsttac.org/ 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)]

22. Indicator 13 ExampleAdapted from: NSTTAC 2. IEP Goal: Given information about community college programs, John will demonstrate knowledge of the college’s admission requirements by verbally describing these requirements and identifying admission deadlines with 90% accuracy by November, 2006. 1. Measurable Postsecondary Goal: Upon completion of high school, John will enroll in the general Associates Degree program at Ocean County Community College in August of 2009. • 3. Transition Services: • Use of guided notes for lessons • Use of Assistive technology such asaudio-taped texts for English 12 • Instruction related to advocating for needed accommodations • Vocational Rehabilitation referral to determine eligibility for tuition assistance

23. Indicator 13 Example Cont. • 4. Evidence of Invitation: • A consent form signed by John’s father, indicating that the LEA may contact the disability services office at Ocean County Community College • An invitation to conference in the file, mailed to an individual in the disability services office of Ocean County Community College • Invitation to conference of Vocational Rehabilitation for eligibility determination in the file with corresponding parental consent • 5. Transition Assessment: • Student grades • Results of Self-Determination assessments • Career interest inventories • AT assessment • Student interview • Parent questionnaire 6. Course of Study: 12th grade year: Psychology (semester), English 12 (year), Algebra II (year), Band (year), Phys Ed. (semester), Cooperative Work Experience (semester), Advanced Biology (year), Child Development (semester), Resource Room (year)

24. Transition Planning Process Develop a Vision for the Future • Develop Transition IEP • Measurable Postsecondary Goals • Transition Services & Course of Study • Goals, Objectives/Benchmarks • Interagency Linkages Identify Preferences, Interests and Needs Using Age Appropriate Transition Assessments

25. Implement IEP • Instruction • Community Experiences • Related Services • Functional Evaluation • Goals & Objectives • Courses of Study • Interagency Linkages • Evaluate Results • Reconvene the IEP Team • Expand Upon Existing IEP • Reevaluate & Revise Annually

26. Transition Planning • Planning early • Person-centered Approach to Planning • Outcomes tied to Vision for future • IEP focuses on outcomes • Service coordination • Postschool outcomes data • Documentation in the IEP Critical Elements of Transition:Assess for Quality Transition to Adulthood Person-Centered Planning Resources http://www.transitioncoalition.org/cgiwrap/tcacs/new/resources/resources/index.php Postschool Outcomes Study Resources: http://www.psocenter.org/cofp.html

27. Family members attend meetings • Flexible to meet with families • Transition = family as a whole • Involved in decisions • Agreement on outcomes • Information • Person-centered planning Family Involvement Critical Elements of Transition:Assess for Quality Transition to Adulthood Working with Families www.transitioncoalition.org TA Alliance for Parent Centershttp://www.taalliance.org/

28. Decision-making skills and opportunities • Invited to attend meetings • Ideas listened to and respected • Opportunities to learn about options • Self-advocate • Self-Directed IEPs • Parent info. to support students Student Involvement Critical Elements of Transition:Assess for Quality Transition to Adulthood The Self-Determination Center http://web.uccs.edu/education/special/self_determination/index.html Self-Determination Synthesis Project http://www.uncc.edu/sdsp http://www.uncc.edu/sdsp/sd_lesson_plans.asp

29. Academic instruction tied to outcomes • Vocational instruction & experiences • Independent living skills • Social, interpersonal & recreation • Functional curriculum reflects outcomes • Natural & age-appropriate • Transition Programs Post-HS for ALL students Curriculum & Instruction Critical Elements of Transition:Assess for Quality Transition to Adulthood National 18-21 Database: www.transitioncoalition.org Tools & Resources Comprehensive School Reform: http://www.centerforcsri.org/ http://www.naschools.org/ http://www.gatesfoundation.org/Education/ www.schoolredesign.net

30. Enroll in instructional program to meet needs • Social inclusion • Gen. Ed & Voc. Ed. get support • Inclusion leads to positive outcomes • Decision-making process used • Accommodations on IEP & State and District Tests Inclusion, Access & Accountability Critical Elements of Transition:Assess for Quality Transition & Instructional Strategies http://www.ncset.org/topics/default.asp Transition to Adulthood

31. School-business partnerships • Process for identifying needs • Formal & informal supports • Accurate information • Interagency agreements • Local councils • Collecting Postschool Outcomes Interagency & Community Services Critical Elements of Transition: Assess for Quality Transition to Adulthood Community Resource Mapping: http://www.ncset.org/publications/viewdesc.asp?id=939 Interagency and Community Services: http://old.transitioncoalition.org/ics/index.html

32. Ongoing Process to identify strengths, interests & needs related to postsecondary goals • Individualized • Real-world settings • Student-centered • Formal & Informal Methods Critical Elements of Transition: Assess for Quality Transition Assessment Transition to Adulthood Transition Assessment: The Big Picture http://www.transitioncoalition.org