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Secondary Transition 101 for Parents/Families of Students with Disabilities 2018-2019

Secondary Transition 101 for Parents/Families of Students with Disabilities 2018-2019. Learning Outcomes. Learning Outcomes. Participants will: Know the steps in the secondary transition process. Become familiar with transition planning activities.

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Secondary Transition 101 for Parents/Families of Students with Disabilities 2018-2019

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  1. Secondary Transition 101 for Parents/Families of Students with Disabilities 2018-2019

  2. Learning Outcomes Learning Outcomes Participants will: • Know the steps in the secondary transition process. • Become familiar with transition planning activities. • Know what resources on secondary transition are available for families and students. 2

  3. Transition Planning What is Secondary Transition Planning? • Transition Planning assists a student and their family in “Creating a Vision” of what life will look like in the future. 3

  4. What I DO Want!! What I DON’T Want!! 4

  5. Transition Services • IDEA • Beginning not later than the first Individualized Education Program (IEP) to be in effect when the child turns 16, or younger • Updated annually, thereafter • IEP must include – • Appropriate measurable postsecondary goals based upon age-appropriate transition assessments • Related to postsecondary education or training, employment, and if appropriate, independent living skills (OSEP- Office of Special Education Programs, 2007) • Transition services (including courses of study) needed to assist child in reaching postsecondary goals IDEA §300.320(b) 5

  6. Transition Bill of Rights For Parents of Students Receiving Special Education Services​ • A student with an individualized education program (IEP) has certain rights under both federal and state laws. ​ • This Transition Bill of Rights for parents of students receiving special education will help parents and students understand a student’s rights related to getting an education and other important issues regarding the transition to life after high school. ​ • The Document is available in both English and Spanish: https://portal.ct.gov/SDE/Special-Education/Secondary-Transition-Resources-for-Special-Education-Students 6

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  11. IDEA ‒ CT IEP Forms Transition Planning Page #5 – Post-School Outcome Goals • Must include two Post-School Outcome Goal Statements (PSOGS) one for postsecondary education/ training (5a) and one for employment (5b). • If appropriate, given student needs, a PSOGS should be included for independent living skills (5c). 11

  12. Post-School Outcome Goal Statement (PSOGS) • A Post-School Outcome Goal Statement is “generally understood to refer to those goals that a child hopes to achieve after leaving secondary school” (IDEA 2004 Part B Regulations, §300.320(b)) • NOT the PROCESS of pursuing or moving toward a desired outcome. • It is actually the PSOGS that should determine what is written in the rest of the IEP as well as the services provided 12

  13. Post-School Outcome Goal Statement (PSOGS) Postsecondary Education/Training: • After graduation, Jason will enroll in a 4-year college degree program of his choice • Upon completion of high school, Jamel will participate in welding courses at a technical institute to attain an entry level welding certificate Employment: • After college, Allison will have a career in the field of early childhood education. • Upon exiting from high school, Carlos will obtain supported employment in the area of animal care. 13

  14. Post-School Outcome Goal Statement (PSOGS) • Independent Living: • After graduation, Rolanda will live at home and participate to the maximum extent possible in her daily routines (e.g., feeding, dressing, bathing, activating small appliances/devices, choice making) and environment using technology. • Upon leaving high school, Gorge will independently use public transportation. • Combination Statements: • Upon receiving a diploma, Wayne will independently enroll in a certificate program to become competitively employed within the area of culinary arts. (PE/T, E, ILS) 14

  15. Post-School Outcome Goal Statement (PSOGS) State Department of Education Website https://portal.ct.gov/SDE/Special-Education/Secondary-Transition-Resources-for-Special-Education-Students CT Transition Community of Practice Website https://www.cttransition.org/resources 15

  16. Annual Goals & Objectives • Annual Goals tell you what skills the student will be working on through out the current year to support the post-school goals that were written. • There MUST be at least one separate, appropriate, measurable annual goal for EACH Post-School Outcome Goal Statement written. • Other academic and/or behavior goals written may also support the PSOGS written. 16

  17. Student Learning Goals/Objectives • CT CORE Transition Skills Revised January 2016 • CT CORE Transition Scope & Sequence Checklists • CORE Transition Resource Chart 17

  18. Summary of Performance 2006 Final IDEA Regulations • A public agency must provide a summary of student’s academic achievement andfunctional performance. This summary should include recommendations on how to assist the student in meeting their postsecondary goals. • Summary of Performance • Frequently Asked Questions • SOP Document 18

  19. Purpose of the SOP • Assist the student in the transition from high school to higher education/training, and/or employment • Determine the current impact of the disability • Help establish a student’s eligibility for reasonable accommodations and supports in postsecondary settings • Enhance student’s self-knowledge and self-advocacy skills • Provide follow-up contact information 19

  20. Student Perspective on the Summary of Performance “When I was asked to help my IEP Team write my own SOP, I was amazed at how much I knew about myself and how much I didn’t . . . I had to be brutally honest with myself when critiquing my strengths and weaknesses, because this would be the document that would help or hinder me from receiving adequate technology in the future . . . I found myself really thinking about what I, as a future student without the advocacy of my high school teachers, would need to be independent.” Olivia Walter Kochhar-Bryant & Izzo (2006) 20

  21. Transition Services MUST be: • “Coordinated” Set of Activities • Results-Oriented Process • Movement from School to Post-School • Activities (integrated and inclusive) • IDEA (PL 108-446) 21

  22. Person-Centered Planning • Person-centered planning (PCP) is a set of approaches for discovering what is most important to a person and specifying the opportunities, accommodations, and assistance that will give the person the best chance of experiencing what is most important. • PCP occurs across the lifespan at any age! 22

  23. Charting the LifeCourse

  24. Charting the LifeCourse….... • IS: • About having different conversations • A different way of thinking • Encouraging high expectations • Having life experiences to move the trajectory in the desired direction • Integrating LOTS of different kinds of support, and not just having an “all green life” • ISN’T: • JUST about the “tools” • A “program” • Is for ANYONE, regardless of AGE or ABILITY!

  25. Core Belief: All people and their families have the right to live, love, work, play and pursue their life aspirations in their community.

  26. Trajectory Across Life Stages and Life Transitions Life Transitions And Disability System Transitions My parents have passed away, what do I do? Parents Turn 65 Medicare & SSDI Living Adult Life Transition planning Turning 18. Leaving school at 18 or 21 Leaving Early Childhood/ enter school Getting New Diagnosis

  27. Charting the LifeCourse Integrated Supports STAR 100%

  28. LifeCourseTools LifeCourseEducational Materials http://www.lifecoursetools.com./ (Missouri) https://portal.ct.gov/DDS/LifeCourse/Charting-the-LifeCourse (CT)

  29. Level Up offers the following services to groups and individuals: Career Building Blocks- Explore and understand your interests, skills and work values while learning to use specific career assessment tools to search job opportunities. Informational Interviews - Meet with professionals working in a career field to learn first-hand what the job/industry entails. Gain contacts and build relationships. Job Shadowing Experience - Directly observe what happens within a workplace by shadowing a professional within an identified area of interest. Counseling for Postsecondary Education & Training - Encourage students to embrace lifelong learning. Counsel students to explore college and/or training options after high school. Work Based Learning Experience -Earn minimum wage through this introduction to work with placement in a short term, typical teen job. Minimal on-site support is provided to assist you with navigating your first paid work experience.

  30. Level Up offers the following services to groups and individuals: Assistive Technology – Students will have an increased knowledge of AT available to succeed in school, work and the community. Peer Mentoring – Provides group service to identify students skills, personal strengths, likes and dislikes, social skills and life goals.  Self-Advocacy – Assists students in identifying resources within their family, community and school system to help prepare for employment, education and training. Workplace Readiness Service – Identifies barriers and increases knowledge of appropriate skills to seek, acquire and maintain competitive employment, including the development of social and independent living skills.

  31. Coming Soon! To: Former high school students with disabilities When: 1 year after graduation and/or exiting high school What: Post-School Outcomes Survey 33

  32. https://portal.ct.gov/SDE-EasingIntoSecondaryTransition 34

  33. 2019-2020 Dates October 24, 2019 December 12, 2019 March 5, 2020 June 4, 2020 Location & Dates yet to be finalized 35

  34. Transition Resources Publications • Building a Bridge ‒ New Electronic Manual expected in 2019 • Stepping Forward: A Self-Advocacy Guide for Middle and High School Students Web-based Resources • https://www.ct.gov/connect-ability/site/default.asp‒ Connect-Ability • http://www.cpacinc.org/ – Connecticut Parent Advocacy Center • https://portal.ct.gov/SDE/Special-Education/Bureau-of-Special-Education – State Department of Education – Bureau of Special Education • http://www.ctserc.org – SERC State Education Resource Center • http://www.transitionta.org – National Technical Assistance Center on Transition (NTACT) • http://www.pacer.org/ – PACER CENTER: Champions for Children with Disabilities 36

  35. Revised (12/15): The "IEP Guide - Page by Page"­ - a resource to understand each page of the IEP and prepare for PPT meetings https://portal.ct.gov/SDE/Special-Education/Special-Education-Resources-for-Families 37

  36. http://www.ncwd-youth.info/guideposts 38

  37. www.cttransition.org SERC 2016-2017

  38. CT Secondary Transition Symposium: Every Voice MattersSeptember 20 & 21, 2019Central Connecticut State University 40

  39. Contact Information Alycia Trakas,Education Consultant, CSDE, Bureau of Special Education, Alycia.Trakas@ct.gov; (860) 713-6932 Beth Reel, CT Parent Advocacy Center, breel@cpacinc.org Missy Wrigley, SERC Consultant, wrigley@ctserc.org; (860) 632-1485 ext. 397 41

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