Service Provider Training

1. Service Provider Training Transition to Adult Living: An Information and Resource Guide 2007, California Department of Education Prepared by Diana Blackmon, Ed.D.

2. Training Topics • Why are transition services language required in IEPs? • What are the IDEA ’04 transition service language requirements? • Transition to Adult Living: An Information and Resource Guide • What are the monitoring indicators related to transition? • What are measurable postsecondary goals? • What are age-appropriate transition assessments? • What are annual goals to support postsecondary goals? • What are transition services that support postsecondary goals? • What is a Summary of Performance? • Where are resources that support transition?

3. Transition to Adult Living • Take a few minutes to envision your students when they leave school. • What words describe the outcomes you envision? • Now, let’s look at actual outcomes.

4. Why are transition services required? Compared to their peers without disabilities, people with disabilities experience: • Half the graduation rate • Higher drop out rates (21% v. 10%) • Lower college entrance/completion • Lower employment (35% v. 78%) • Higher dependency on public assistance • Higher poverty rate (26% v. 9%) • Lower life satisfaction rate (34% v. 61%) (pages iv–v, Transition to Adult Living)

5. Why are transition services required? Due to these outcome data collected by the: • National Longitudinal Transition Study I/II • National Council on Disability • National Organization on Disability • National Center for Education Statistics • and others Transition services language in Individualized Education Programs (IEP) have been required by the Individuals with Disabilities Education Act (IDEA) since 1990

6. Why are transition services required? Definition of transition services in the IDEA: … acoordinated set of activities … 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… The data just presented indicates a need for improved “results.”

7. Transition to Adult Living: An Information and Resource Guide • Developed by California Services for Technical Assistance and Training (CalSTAT) through a contract with the • California Department of Education, Special Education Division to • Support schools, districts, and special education local plan areas in the implementation of the secondary transition requirements of the IDEA ’04 and to serve as a • Resource to improve post-school outcomes for students with disabilities

8. National Standards and Quality Indicators for Secondary Education and Transition In addition to the IDEA ’04, a practical foundation of the guide is the National Standards and Quality Indicators for Secondary Education and Transition developed by the National Center on Secondary Education and Transition and the National Alliance for Secondary Education and Transition.

9. National Standards and Quality Indicators for Secondary Education and Transition Throughout the guide, the standards are reflected and provide benchmarks to guide practice: • Schooling School- and work-based instruction • Career preparatory experiences Career awareness, assessment, and preparation • Youth development and leadership Self awareness and self advocacy • Family involvement Meaningful family participation • Connecting activities Connection to post-school options and resources

10. Transition to Adult Living: An Information and Resource Guide The guide contains the following: • Legal requirements and best practices • The IEP process • School- and work-based learning • Family involvement and collaboration • Preparing students for diplomas or certificates • A large appendix with resources such as agencies, Web sites, curricula, and sample assessments and goals

11. Secondary Transition in IDEA ’04 What language remains the same as the IDEA ‘97? • An expectation of coordinated services • Transition planning based on the student's interest and preferences • Including instruction, related services, community experiences, development of employment or other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and a functional evaluation • Transition services • Transferring rights at the age of majority

12. Secondary Transition IDEA ’04 What language is new in the IDEA ’04? • Transition language in the IEP at age 16 • Measurable postsecondary goals • Based on age-appropriate assessments related to: • Training, education, employment, and, where appropriate, independent living skills • Providing a Summary of Performance upon school exit

13. What indicators will measure transition services language and outcomes? • The U.S. Department of Education, Office of Special Education Programs (OSEP) developed 20 indicators that states will be held accountable for, ranging from early intervention to postsecondary outcomes, and how services are delivered and monitored. • States must develop a State Performance Plan (SPP) that address these indicators and submit an Annual Performance Report (APR) on progress. • The 20 indicators will replace the Key Performance Indicators previously used by the California Department of Education to monitor special education in California. • The complete list of indicators can be viewed at: • U.S. Department of Education, Special Education and Rehabilitative Services or • www.calstat.org

14. Indicator 13 % of youth ages 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)] Indicator 14 % of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school [20 U.S.C.1416(a)(3)(B)] What indicators will measure transition services language and outcomes?

15. What indicators will measure transition services language and outcomes? The U.S. Department of Education, Office of Special Education Programs (OSEP), funds two technical assistance centers to support the transition indicators: Indicator 13 National Secondary Transition Technical Assistance Center (NSTTAC) Indicator 14 Nation Post-School Outcomes Center

16. Is there a measurable postsecondary goal or goals in this area? Is (are) there annual IEP goals that reasonably enable a child to meet the postsecondary goal(s)? Are there transition services in the IEP that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post-school? For transition services that are likely to be provided or paid for by other agencies with parent (or child once the age of majority is reached) consent, is there evidence that representatives of the agency(ies) were invited? Is there evidence that the measurable postsecondary goals were based on age-appropriate transition assessments? Do the transition services include courses of study that focus on improving the academic and functional achievement of the child to facilitate movement from school to post-school? Measures for Indicator 13

17. Measures for Indicator 14 • Collected one year after the student leaves school including: • Student Demographic Profile • Post-school Survey • The Post-school Survey will collect data on involvement in competitive employment and/or post-school education

18. What indicators will measure transition services language and outcomes? • Indicator 14 (post-school outcomes) will be a sampling number to be agreed upon between OSEP and state departments • Indicator 13 (transition services language) will NOT be a sampling, ALL IEPS for students 16 years old must have transition language

19. What are Postsecondary Goals? The IDEA ’04 requires: appropriate, measurable post-secondary goals based on age-appropriate assessments related to training, education, employment, and, where appropriate, independent living skills • Postsecondary goals are what the student plans to do upon school exit.

20. Postsecondary Goals Q. If IEP teams write post-school goals and the student does not achieve those goals upon school exit, are schools/districts or state departments going to be held responsible? A. No, according to NSTTAC.

21. Postsecondary Goals According to NSTTAC, if a postsecondary goal is indicated in the areas of education or training, employment, and, where appropriate, independent living, if it is measurable (i.e., is something that can occur or not occur), and if will happen when the student leaves school, it is measurable.

22. Postsecondary Goals The IDEA indicates the need for: … measurable post-secondary goals … related to training, education, employment, and, where appropriate, independent living skills Q. What is the difference between training and education?

23. Postsecondary Goals A. The NSTTAC Indicator 13 Checklist uses the definition of post-school “training” and “education” from the National Post-School Outcomes Center’s Post-School Data Collection Protocol: • Training = a program leading to high school completion or certificate like adult education or a short-term training program like a vocational program.

24. Postsecondary Goals • Education = community or technical colleges (generally two-year programs) or college or university (generally four-year programs) • A student may have either a post-school training or post-school education goal, both are not necessary. • All students should have post-school employment and educationor training goals and some will have independent living goals which encompass community participation.

25. What if the student does not know what they want to do upon school exit? • An initial post-school goal might indicate that the student does not know what they plan to when they leave school, so annual goals could be to participate in self awareness and career exploration assessments and activities to help the student develop a better understanding about what post-school options best fit their unique needs and interests. • The guide has a sample Scope and Sequence of transition instruction and activities in Section 3 and Sample Goals in Appendix F.

26. What are Age-Appropriate Transition Assessments? The IDEA ’04 requires: appropriate, measurable postsecondary goals based on age-appropriate assessments related to training, education, employment, and, where appropriate, independent living skills

27. What are Age-Appropriate Transition Assessments? • What is age-appropriate? Age-appropriate means chronological rather than development age • What is the purpose of transition assessments?

28. Assist the student in identifying interests and preferences Determine appropriate accommodations and supports Determine appropriate instruction and activities that will assist the student in achieving post-school goals Determine “next steps” Age-Appropriate Transition Assessments:Appendix E of the Transition Guide

29. Education/Training Determine academic and functional skills Match academic and functional skills to post-school goal Determine appropriate accommodations needed in school and work Match post-school goals to appropriate postsecondary setting (job training, higher education, etc.) Employment Determine career interests Match career goals to strengths, interests, and preferences Work skills (level of supervision needed, ability to ask for help, task completion) Interview skills Work experience Age-Appropriate Transition Assessments:Appendix E of the Transition Guide

30. Independent living Selecting a lifestyle and living arrangement Money management Health care Mobility (travel training, driver’s license) Independent living Nutrition Cooking/cleaning Community participation Accessing resources Connections established with adult service providers Age-Appropriate Transition AssessmentsOutcomes to Consider, where needed

31. Age-Appropriate Transition Assessments:National Secondary Transition Technical Assistance Center (NSTTAC) NSTTAC states that: As far as the transition assessment information goes, evidence would likely be gathered from other components of a student’s file for each postsecondary goal stated in the IEP. (NSTTAC, Frequently Asked Questions and Responses, approved by OSEP, Nov. 16, 2006)

32. Age-Appropriate Transition Assessments: Council for Exceptional Children, Division on Career Development and Transition Transition assessment is the ongoing process of collecting data on the individuals 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 for defining goals and services to be included in the IEP.

33. Age-Appropriate Transition Assessments • In some areas, appropriate assessment data may be obtained from another section in the IEP, such as academic achievement necessary to attend college or a vocational program • In other areas, additional assessments may be necessary, such as interest inventories, to determine post-school interests and to develop postsecondary goals. • Appendix E has a sample assessment process and lists formal and informal assessments.

34. What are Annual IEP Goals that Support Postsecondary Goals? The IDEA ’04 requires, a statement of measurable annual goals as part of the IEP. Q. Do we need transition-related annual goal(s) to support each postsecondary goal? A. Not necessarily, if there is an annual goal in another section of the IEP that logically supports the postsecondary goal.

35. What are Annual IEP Goals that Support Postsecondary Goals? Checklist for Indicator 13, Item 2 • Is (are) there annual IEP goal(s) that reasonably enable the child to meet the postsecondary goal(s)? In the areas of: • Education/Training • Employment • Independent living (when appropriate)

36. What are Annual IEP Goals that Support Postsecondary Goals? • Does the student know what his/her post-school goals are for education or training? • Does the student know what his/her post-school goals are for employment? If not, annual goals to support self awareness and career exploration might be appropriate. Annual goals for work or work-like experience (service learning, WorkAbility program, Regional Occupational Program) may also help the student make informed decisions.

37. What are Annual IEP Goals that Support Postsecondary Goals? • Does the student know what their post-school options for independent living are? If not, annual goals to support daily living skills, exploration about housing options, and community resources might be appropriate. • Does the student need connections to post-school adult service providers? If so, annual goals to establish those connections might be appropriate.

38. What are Annual IEP Goals that Support Postsecondary Goals? Appendix F has sample annual goals that support postsecondary goals for: Instruction/Training Employment Independent living Most sample annual goals show alignment with selected English/language arts content standards or CAPA levels

39. What are Transition Services? IDEA ’04 requires transition services (including courses of study) needed to assist the child in reaching those (postsecondary) goals Q. What are courses of study? Q. What are transition services?

40. What are Transition Services? A. NSTTAC defines course of study as: • A multi-year description of coursework (necessary) to achieve the student’s desired post-school goals. • For students working toward a general diploma, a transcript that lists courses taken/courses required may be appropriate. • For students working toward a certificate of achievement/completion, a listing of the academic and functional courses may be appropriate.

41. What are Transition Services? A. Transition services may be: • Services the student needs to complete required courses and succeed in the general curriculum, like a Study Skills class; or • Services the student needs to accomplish the annual IEP goals that support the postsecondary goals, such as participating in the WorkAbility program or obtaining a social security number or driver’s license Section 2 of the guide provides examples of transition services

42. What are Transition Services?Checklist for Indicator 13 Item 4: For transition services that are likely to be provided or paid for by other agencies with parent (or child once the age of majority is reached) consent, is there evidence that representatives of the agency(ies) were invited? • Evidence may be the consent to invite and the agencies named on the IEP meeting invitation notice (may include the Regional Center, the Department of Rehabilitation, Employment Development, continuing or higher education) Q. What if transition services from another agencies are not required? Indicate N/A

43. What is a Summary of Performance? When the student exits school, the IDEA ’04 requires schools to provide: A summary of the child’s academic and functional performance, which shall include recommendations on how to assist the child in the child’s postsecondary goals.

44. What is a Summary of Performance? The purpose of the summary is to provide the student with a document that will help establish eligibility for reasonable accommodations and supports in post-school settings. It is also useful for the Vocational Rehabilitation Comprehensive Assessment process.

45. What is a Summary of Performance? Q. Is a new evaluation required for the summary? A. No, it is a summary of existing data. Q. Is an IEP meeting required to develop or provide the summary? A. No, the summary is not a part of the IEP.

46. What is a Summary of Performance? • There is no state recommended Summary of Performance form, but several national organizations held the National Transition Document Summit to develop a model template, now used by several states. Available at: • www.calstat.org/transitionGuide.html • The template includes the following:

47. What is a Summary of Performance? Instructions for completion Part 1: Background information Part 2: Student’s postsecondary goals Part 3: Academic and functional performance Describes accommodations/modifications Part 4: Recommendations to assist goals Part 5: Student input (recommended)

48. Transition to Adult Living, Section 2 The IEP: A Foundation for Secondary Transition Four Step IEP Process • Identify student’s post-school goals • Determine present levels of performance • Develop annual goals to support post-school goals • Identify needed transition services

49. Option II ActivityTransition to Adult Living, Section 2 The IEP: A Foundation for Secondary Transition • Divide into groups of four • Each group of four will read and discuss the four-step IEP process (pages 25–44). • Each member of the group will read one of the four steps and share within the group in a jigsaw format. • Groups will develop one question, concern, or comment about the secondary IEP process for discussion with the whole group.

50. Self Awareness Decision about high school Interest inventories Self esteem Interpersonal skills Career Awareness Connecting school to careers Online career exploration Job shadowing Guest speakers Career Preparation Applications/résumés Interview skills Punctuality and appearance Working in teams Work Experience ROP WorkAbility Work experience Internships Independent Living Community access Travel training Health, housing, recreation Transition to Adult Living, Section 3 Preparatory Experiences and Student DevelopmentPutting it all together in a Scope and Sequence