Secondary Transition

1. Secondary Transition Patricia L. Anderson, Ph.D. CT State Department of Education Bureau of Special Education 860-713-6923 patricia.anderson@ct.gov Jay Brown CT State Department of Education Bureau of Special Education 860-713-6918 Jay.brown@ct.gov

2. What is Transition?

3. Keys to Success • Family involvement • Social skills • Integration/LRE • Independence/Responsibility • Interests/Preferences • Futures planning/Goal-setting • Community-based instruction/activities • Community service/volunteer work • Paid work experience • Interagency collaboration • Vocational training Adapted from Best Practices in Transitionby Paula Kohler

4. What is Transition Planning? • Transition Planning assists a student and his/her family in “creating a vision” of what life will look like in the future – • Postsecondary Education or Training • Employment • Independent Living /Community Participation • “What do you want to be/do when you grow up?”

5. Transition Services – IDEA 2004 Transition Services – §300.320(b) Beginning not later than the first 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, 2007) Transition services (including courses of study) needed to assist child in reaching postsecondary goals

6. Indicator #13 Cumulative Data

7. Secondary Transition - Indicator #13 Individual Cases of Non-Compliance The provision of an Individualized Education Program (IEP) that includes appropriate, measurable postsecondary goals that are annually updated and based upon an age-appropriate transition assessment; transition services, including courses of study, that will reasonably enable a student to meet his/her postsecondary goals; and annual IEP goals related to the student’s transition services needs (34 CFR Section 300.320(b)(1)); and/or

8. Secondary Transition - Indicator #13 Individual Cases of Non-Compliance Post-School Outcome Goal Statement (PSOGS) for Postsecondary Education/Training Post-School Outcome Goal Statement for Employment* Annual Goal and Objectives for PSOGS in Postsecondary Education/Training Annual Goal and Objectives for PSOGS in Employment* All PSOGSs are based on age-appropriate transition assessment Assessment name and date recorded in IEP – page 6, #3 Results of assessment recorded in IEP – page 5, Present Levels of Performance, Vocational/Transition * AND if appropriate Independent Living Skills.

9. Secondary Transition - Indicator #13 Instances of Additional Non-Compliance   Evidence that the student was invited to the PPT where transition services are to be discussed (34 CFR Section 300.321(b)); and/or

10. Secondary Transition - Indicator #13 Instances of Additional Non-Compliance (continued) Evidence that, if appropriate, a representative of any participating agency was invited to the PPT with prior written consent (34 CFR Section 300.321(b)(3)). * Non-Compliance

11. Secondary Transition - Indicator #13 Recorded in IEP – page 6, #4a 1.) YES, with written consent 2.) NO, not appropriateto invite a representative from an outside agency; 3.) NO, written consent to invite a representative was not provided(inviting an outside agency may be appropriate but written consent was not granted); or 4.) *NO, no outside agency was invited. (This was not done by the district.)* Item 4c provides a place for the PPT to describe any services or linkages that participating/outside agencies have agreed to provide * Non-Compliance

13. Annual Transition Goals & Objectives • Annual Goals - Page 7 of the IEP • Only ONE transition box may be checked at the top of the page (i.e., postsecondary education/training OR employment OR Independent Living Skills). • More than ONE box may be checked (e.g., academic/ cognitive, social/behavioral, communication). • Check the transition box FIRST – then check the second box. • ALL objectives MUST relate to the PSOGSs in the transition area checked at the top.

15. Indicator #13 - SEDAC Data • October 1, 2010 – Child Count • A “NO” response to transition goals and objectives being in place for an individual student results in a notification of non-compliance and will require a corrective action prior to submission of data. • A “NO” response for inviting the student and/or an outside agency to the PPT will result in a notification of non-compliance that the district must acknowledge. • Recommend LEAs ensure that all students who will turn 16 during 2010-2011 have transition goals and objectives (see SEDAC data cleaning report: managing student data: Secondary Transition Report).

16. Impact of Indicator #13 on LEAs • Additional Issues • Transition planning should be a “student-driven” process. “What do you want to do/be when you grow up?” • PPTs where transition planning is discussed may benefit from a different agenda focus on the student and his/her goals. • TWNDP - For students 18+ receiving transition/ vocational services ONLY, most appropriate to NOT be in HS building.

17. Impact of Indicator #13 on LEAs • Additional Issues • In some LEAs that do not have a dedicated high school, students might need transition planning in middle school to assist with the decision about which school to attend, including the option of a technical high school. • Transition assessment and career planning for a student with an IEP must include activities and services that go beyond what any student would receive through general education (e.g., career interest inventory or college selection information provided via school counselor or career center).

19. Transition Planning • How do you know what PSOGS or annual goals to write in an IEP? • What is recorded on Page 6 of the IEP, #3? • What is recorded on pages 4 & 5 of the IEP – Present Levels of Performance? • What do you do with the information on pages 4 & 5?

22. Post-School Outcome Goal Statements • 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), discussion of Final Rule p. 46,668) • A Post-School Outcome Goal Statement is NOT the process of pursuing or moving toward a desired outcome. National Secondary Transition Technical Assistance Center: http://www.nsttac.org/

23. GUIDELINES for Writing Post-School Outcome Goal Statements (PSOGS) and Annual Goals for Students with Disabilities • Sample Post-School Outcome Goal Statements

24. Annual Goals & Objectives

25. Annual Goals & Objectives

27. Post-School Outcome Goal Statements • Professional Development and Resources: • Transition Assessment and the IEP – SERC • Bureau of Special Education Web site: • PPT – Writing Transition Goals and Objectives – PSOGS http://www.sde.ct.gov/sde/cwp/view.asp?a=2678&Q=320730#publications • Topic Brief - Post-School Outcome Goal Statements: Frequently Asked Questions http://www.sde.ct.gov/sde/cwp/view.asp?a=2678&Q=320730#Briefs

28. Secondary Transition – 2010-2011 • Professional Development and Resources • Transition Updates - Regional Transition Networks • Transition Updates & Q & A – ConnCASE Regional Meetings • SERC Professional Development • Transition Assessment and the IEP • Ensuring Educational Benefit: Making the Transition IEP a Living Document(NEW training 1/26 & 27) • MAPS – Person Centered Planning • Self-Advocacy and Self-Determination

29. Secondary Transition Updates • Revised NSTTAC Indicator #13 Checklist and examples of appropriate IEPs for transition-age students. • Transition Contact Person Dissemination List - update • CSDE Directory to include transition/vocational provider facility codes (i.e., 82, 90’s). • Connect-Ability grant with CSDE/SERC to develop the capacity of the RESCs to provide an educational liaison between the regional BRS offices and the RESC LEAs. • Connect-Ability grant to improve response rate for Indicator #14 – Post-School Outcome Survey and use of survey data to improve transition services.

30. Secondary Transition Updates • New SDE/SERC Publications: • Directory of Transition Services in College, University, and Community-Based Settings • Directory of Qualified Transition/Vocational Services • Connecticut Transition Resource Manual • Other Resources: • Community Rehabilitation/Transition Service Providers – searchable database • Transition Services Survey – Year 2 • Email dissemination lists for school counselors and social workers as well as outreach to school psychologists/nurses • Secondary Transition On-Site Training Visits (10)

31. Secondary Transition Updates • Train-the-Trainer _Intro to Transition • New cohort of trainers • Available to provide parent training sessions • CT DCDT Chapter – NEW! Council of Exceptional Children (CEC) – Division of Career Development and Transition • First meeting is September 29, 2010 - SERC • Regional DCDT Transition Conference • October 14 & 15, 2010 – Mystic, CT • Saturday, October 16 – CT half-day session – Mystic, CT – focused on families

32. Secondary Transition – Indicator #14 • SPP Indicator #14 measures activities students with disabilities complete in the first year since leaving high school • Data Collection: consensus survey process • Analysis: number of students enrolled in postsecondary education, competitively employed, involved in other education/employment activities • Data collection must begin after one full year • Enhanced focus on postsecondary education

33. Secondary Transition – Indicator #14 Post-School Outcomes Percent of youth (exiters) who are no longer in secondary school, had IEPs in effect at the time they left school, and are: • Enrolled in higher education within one year of leaving high school, • Enrolled in higher education or competitively employed within one year of leaving high school, • Enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school. (20 U.S.C. 1416(a)(3)(B))

34. Why is Indicator #14 Important? It Gives You . . . • Specific data related to students’ post-school employment activities • Specific data related to students’ enrollment in post-secondary education or training, so . . . Using this data, districts can begin to look at: • District-level programming toward preparing students for post-school employment or enrollment in postsecondary education/training. • District-level programming toward preparing students to transition as productive citizens into a global economy.

35. Secondary Transition – Indicator #14 • What can a district do to improve the survey response rate (21-23%) and receive district-level data? • Verify student’s home address and telephone number(s) on an ongoing basis, especially at each PPT. Ensure updates are entered into PSIS. • Complete new Part 6 of the Summary of Performance document, “Additional Contact Information” • Part 6 gathers broader contact information for student, parents when appropriate, and an additional family/relative/friend contact. • Archive this information at the district-level.

36. Secondary Transition – Indicator #14 What can a district do to improve the response rate and receive local data? • Attend the scheduled Indicator #14 training for your RESC area: • 11/9 CES • 12/7 EDUCATION CONNECTION • 2/14 ACES • 12/16 EASTCONN/LEARN • 1/12 CREC • Educate students, parents, families, staff and all other stakeholders about the survey and the importance of completing and returning it.

37. 2010 – 2011 CHALLENGES • Identify at least one way that your district can make the PPT process more student centered. • Goal: All middle school students, families and staff will be able to define secondary transition.

38. “Give a student a fish and he will eat for a day; Teach him how to fish and he will eat for a lifetime.” Chinese Proverb