TRANSITION PLANNING FOR POST SCHOOL OUTCOMES

1. TRANSITION PLANNING FOR POST SCHOOL OUTCOMES AN OVERVIEW

2. What Is TRANSITION & Transition PLANNING? Adult School TO

3. What is the IDEA definition of Transition Services? A coordinated set of activities for a student with a disability that is designed to be a results oriented process, that is focused on improving the academic & functional achievement of the student with a disability to facilitate the student’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 Is based on the individual student’s needs, taking into account the student’s strengths, preferences & interests and includes • Instruction • Related Services • Community Experiences • The development of employment and other post-school adult living objectives • If appropriate, acquisition of daily living skills & provision of a functional vocational evaluation IDEA - 300.43 Transition Services

4. Why is Transition Planning Important? The dropout rate for students with disabilities is approximately twice that of general education students (Blackorby & Wagner, 1996). More Americans are graduating high school than ever before, but students with disabilities remain far behind their typically-developing peers (“Graduation Rates Fall Short for Students with Disabilities”- M. Diament 4-2014) Over 30% of children with learning disabilities drop out of high school (28th Annual Report to Congress on Implementation of IDEA, 2006) A high school diploma raises a worker’s average weekly earnings from $471 to $652. (National Center for Learning Disabilities) Only 13% of students with learning disabilities (compared to 53% of students in the general population) have attended a 4 year post-secondary school program within 2 years of leaving high school (National Longitudinal Transition Study, 1994) Graduating from high school opens the doors to college and career success. (National Center for Learning Disabilities) A diploma decreases average unemployment from 12.4 percent to 8.3 percent. (National Center for Learning Disabilities)

5. What is Required? At age 16 – • Updated Age Appropriate Transition Assessment information documenting and continuing to refine and identify strengths, preferences, & interests • Development of appropriate measurable postsecondary goals that cover education or training; employment, & as needed independent living • Development of Transition Services activities to support the student’s movement toward the Post-Secondary Goals • Development of annual IEP goals related to transition services • Involvement of agency supports in transition planning, as appropriate. At age 14 – • Age Appropriate Transition Assessment to identify & document strengths, preferences, & interests • Determination of Course of Study

6. Where to Start?

8. Age Appropriate Transition Assessments

9. Age Appropriate Transition Assessment and Present Levels-

10. How do I find an “Age Appropriate” Transition Assessment? • New Hanover County Schools Transition Wiki Site - Transition Assessments • National Secondary Transition Technical Assistance Center (NSTTAC) Age Appropriate Transition ToolKit • North Carolina Division on Career Development & Transition • Transition Services • Age Appropriate Transition Assessment Video (State of Washington)

11. Where can I find a “Transition Assessment Information Gathering Tool”? New Hanover County Schools Transition Wiki - Transition Assessments

12. Present Levels

13. What might a student’s transition present levels look like? (One Example) Lissette • 20 year old student with Down Syndrome • Rule-oriented, • Quiet young woman with strong skills and interests in service employment • Demonstrates cognitive skills below those of her peers and learns best through observation and experience, due to limited verbal and reading skills. • Has participated in a curriculum with a functional-academic focus in which she has demonstrated strengths in • independent living skills such as self-care, home management, • reading for success in the community, and • community math skills including time and calendar skills. • Has expressed an interest in and demonstrated success in the service industry, including cleaning, laundry, and food preparation.”

14. Post Secondary Goals

20. Why are these appropriate Post Secondary Goals for Lizzette? These goals meets I-13 standards for Item #1 for the following reasons: •Enrolling in course in a postsecondary education environment is the focus of the goal. •Goals reflect Lissette’s strengths, interest, and preferences. •Participation in or maintenance of employment is the focus of these goals. •Expectation, or behavior, is explicit, as in Lissette continues employment, or does not and Lissette accesses adult agency service (or does not). •It is stated in this goal that increased employment and use of adult services will occur after Lissette leaves high school.”

21. Transition Services Activities & Who Is Responsible - Course of Study - IEP Goals

22. How to Address “Transition Services in the IEP? • Identifying annual “Transition Activities” & services • Designating responsibility • Determining Course of Study • Writing annual IEP goals

25. Must include who is responsible for each of the service activities!

27. Annual IEP Goals • For each post-secondary goal, there must be an annual goal or goals included in the IEP that will help the student make progress towards the stated post-secondary goals.

29. Indicator 13

30. What is Indicator 13 and what does it have to do with Transition Planning? The Individuals with Disabilities Education Act (IDEA) was reauthorized on December 3, 2004 and Its provisions became effective on July 1, 2005. In conjunction with the reauthorization, the U. S. Department of Education through the Office of Special Education Programs required states to develop six-year State Performance Plans in December, 2005 around 20 indicators, on which data will be submitted annually (beginning February 2007) in Annual Performance Reports. The 13th Indicator relates to transition services for students:

31. What is Indicator 13 and what does it have to do with Transition Planning?- Continued Current Measurement Language for Indicator 13 "Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goalsthat are annually updatedand based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goalsrelated to the student's transition servicesneeds. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority." (20 U.S.C. 1416(a)(3)(B))

32. Why do we have CIPP #13 Quarterly Audits? Expectation is that the system is 100% compliant with CIPP Indicator #13 NHCS system for monitoring IEP Transition Planning includes a quarterly on site audit of the Transition component of the IEP using a CIPP Indicator #13 Checklist Each high school inputs compliance data and corrections CIPP #13 Audit Sheet

33. Resources

34. What are some resources for Transition Planning? • New Hanover County Schools Transition Wiki Site • Web-based Examples & Nonexamples for Indicator 13 Checklist: Overview • Students with Severe Disabilities & Indicator 13

35. Thank You for your time & attention! ????????? Questions? Coming Soon! NHCS Occupational Course of Study Manual Webpage