Transition 101 & OTI Foundations

1. 2014 9th Annual OTI Transition 101 & OTI Foundations Dr. Claudia Otto Disability Services Specialist Oklahoma Department of Career &Technology Education Michael Shuttic Director of Partners In Learning/Coordinator of Disability Services St. Gregory’s University

2. Agenda • Why? • Transition big ideas matched to OK IEP • Transition education steps

3. A Few of the Sponsors Department of Rehabilitation Services, OK Department of Career and Technology Education, Oklahoma Rehabilitation Council, ABLE Tech, OUZarrow Center for Learning Enrichment Center

4. OK Transition Council • Department of Rehabilitation Services, (Chair) • Dale Rogers Training Center • Lawton Public Schools • Oklahoma Family Network • DHS Developmental Disabilities Services • NAMIOklahoma • Oklahoma Autism Network • Tech-Now, Inc. • Chickasaw Nation Vocational Rehabilitation • Oklahoma Rehabilitation Council • Owasso Public Schools • Broken Arrow Public Schools • Cheryl Huffman, Consultant • OSU Sponsored Programs, ABLE Tech • Oklahoma Parents Center • Moore Public Schools • OUZarrow Center for Learning Enrichment • Oklahoma Department of Human Services • Metro Technology Centers • State Department of Career and Technology Education • Office of Juvenile Affairs • Oklahoma Developmental Disabilities Council • Partners In Learning, St. Gregory’s University • Oklahoma Child Study Center, Sooner Success • Norman Public Schools • University of Oklahoma, College of Education

5. Quiz Time 10 Questions to Test Your Knowledge – and to explain WHY Transition Education

6. Question 1 • What percent of former students with IEPs receive government benefit payments? • 10% of former students with IEPs receive government benefit payments

7. Question 2 • What percent of students with IEPs dropped out of high school? • 28% of high school students dropped out of high school

8. Question 3 • Two years after leaving high school, what percent of students with IEPs worked? • 70% of former students had worked, but two years after leaving high school only 40% working compared to 63% of same age peers without high school IEPs.

9. Question 4 • Which domain is the biggest area of concern for former high school students with IEPs? • Reading Math Social Skills Health Care • Social skills are the most problematic for all categories of youth • 6 in 10 have moderate social skill scores

10. Question 5 • What percent attend • Career tech programs? • 2-year community or junior colleges? • 4-year colleges? • What percent attend • 5% Career tech programs • 20% two-year community or junior colleges • 10% two years later • 9% four-year colleges (6% two years later)

11. Question 6 • What percent of student with IEPs in high school self-identify in postsecondary education? • A third (approximately 33%) of postsecondary students with IEPs in high school self-identify. • 52% believe they do not have a disability. • 7% believe they have a disability but didn’t tell. • 40% identified having a disability, but 12% did not receive services.

12. Question 7 • Assume 100 students. How many will • Graduate? • Enroll in higher education? • Will graduate within five years of starting? • Assume 100 students. How many will • 72 on average will graduate. • 22 on average will enroll in higher education. • 4 will graduate within five years of starting.

13. Question 8 • Two years after leaving high school, what percent of former students with IEPs live with parents? • 75% still live with parents. • Similar rate to same age peers without IEPs.

14. Question 9 • Former students with IEPs rate of being arrested and on probations is less than, equal to, or greater than same age peers who did not have IEPs in high school? • Equal to

15. Question 10 • What skills and experiences predict post high-school success?

16. Predictors of Post-school Success • Students having a paid job during high school years • Students being actively involved in the IEP and transition planning and implementation process • Students understanding their abilities and impact of disability • Students having high self-determination skills

17. Bonus Question • What is the purpose of special education as defined by IDEA 2004?

18. The Purpose ofSpecial Education “ . . . a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.”

19. Four Transition Big Ideas

20. Transition Big Idea #1 • Students need to answer: • Where do I want to live after leaving high school? • Where do I want to work after leaving high school? • Where do I want to learn after leaving high school? • Answers become postsecondary goals on the IEP.

21. Transition Big Idea #2 • Students need to answer: • What skills do I need to learn to live where I want? • What skills do I need to learn to work where I want? • What skills do I need to go to school where I want? • Answers to these questions become annual transition goals.

22. Transition Big Idea #3 • Students need to answer: • What supports do I need to live, learn, and work where I want to after leaving high school? • Answers to these questions become coordinated services to accompany annual transition goals.

23. Transition Big Idea #4 • Students need to answer this question: • What classed do I take in school to be prepared to work, learn, and live where I want after leaving school? • The answer to this question becomes the course of study.

24. Answer This Question Who talked most about transition?

25. Who Talks during the IEP meeting: Sp Ed teacher 50%, Admin 8%,family 8%, Support Staff 20% and Student 10%

26. 3-Part Transition Assessment Model • Career Interest Assessments and Exploration • Used to help students select employment post-school goals • Independent Living Assessments • Used to help students select independent living post-school and annual goals • Self-Determination Assessments • Used to help students identify annual transition goals

27. AIR Self-Determination Assessment • Parent Version • Teacher Version • Student Version • Available at • http://education.ou.edu/zarrow • Cost: free

28. Answers to Frequently Asked Questions • Written parent consent is required for other agencies to attend meetings. • Students on IEPs, who graduate or age out, may NOT reenroll in public school for transition services. • Students who withdraw and obtain a General Educational Development (GED) may reenroll to acquire a diploma.

29. LEAs are not required by federal law to evaluate a student for the purpose of going to college. • Get a copy of IEP, SOP, testing info to take with you to postsecondary ed • Laws are different—IDEA (K-12), ADA/504 (postsecondary ed) • Self-identification & initiation necessary by the student!

30. Overview of the Oklahoma Transition Institute (OTI)

31. History • Adopted from New Mexico’s transition change efforts • Over past 17 years implemented Institute concept • Based on Dr. Paula Kohler’s Transition Taxonomy

32. Institute Format • Purpose is to gain transition education knowledge to develop local transition improvement plans. • Implement plan. • Repeat process. • Teams expand, divide, build, and divide again.

33. Taxonomy for Transition • Student-focused Planning • Student Development • Family Involvement • Program Structure • Interagency Collaboration

34. Develop a Local Team Plancopy of a page from the transition planning tool shown below

35. Team Function • Teams meet regularly to implement plan and to gain new knowledge. • Teams expand to add new educational and community members. • Team leader and others attend regional meetings to gain new knowledge and review progress on plan implementation.

36. Team Format • 35 teams across the state • Look at team and team leader handout • Arranged at first by Career Tech regions • As teams grow, teams break off into smaller more local groups. • Moore and Norman teams

37. Functioning of High Performing Teams • Meet on a regular basis. • Develop collaborative undertakings to involve all team members. • Add informational content to meetings. • Implement and add to plan. • Bring expanded group to 10thOTI in fall 2015.

38. Facilitate Team Growth • Schedule team in-service opportunities. • Full- and half-day workshops • 60- to 90-minute presentations • Participate in regular phone calls and e-mails to discuss team progress • Attend state-wide transition educational workshops

39. Common Career Areas of Interest to Oklahoma Youth • Medical • Rodeo/Bull Riding • Military • Automotive/Small Engines • Child Care/Teaching • Computers • Writing • Welding/Carpentry

40. Indicator 14 Reasons • What else do we know? • Students had numerous reasons for not working after high school • Health and/or disability – 35% • Unable to find a job – 24% • Other – 12% • Lack of Transportation – 12% • Parents don’t want me to – 12% • Don’t know – 12% • Lack of necessary employment skills – 6% • Don’t want to – 6% • OSDE Post-School Survey (2008)

41. More Indicator 14 Reasons • What else do we know? • Students had numerous reasons for not enrolling in postsecondary education (e.g., not having enough money, not wanting to, started working, needed to help family, did not have time, and decided to take time off).

42. Indicator 14 Education Outcomes

43. Employment Profile • Competitive Employment 70.6% • Family Member’s Business 20.5% • Supported Employment 19.7% • Volunteer/Internship 11.3% • Sheltered Workshop 6.8% • Military 1.3%

44. Contact Information • Dr. Claudia Otto • 405-743-5596 • claudia.otto@okcareertech.org • Michael Shuttic • 405-878-5103 • mshuttic@stgregorys.edu