Let’s Get This Party Started!

1. Let’s Get This Party Started! Post Secondary/ Transition Program Development Melanie H Johnston, MA melanie@britesuccess.com

2. The future belongs to those who believe in the beauty of their dreams.Eleanor Roosevelt

3. The National Secondary Transition Technical Assistance Center defines a postsecondary goal to be • “generally understood to refer to those goals that a child hopes to achieve after leaving secondary school (i.e., high school)" rather than "the process of pursuing or moving toward a desired outcome." • http://www.nsttac.org/tm_materials/post_secondary_goals.aspx.

4. Federal Definition of Transition • Transition services means a coordinated set of activities for a child with a disability that: • 1. is designed within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate movement from school to post school activities, including post- secondary education, vocational education, integrated employment, continuing and adult education, adult services, independent living or community participation… • 34CFR §300.43(a)(1)

5. Starting at age 15 (and at a younger age, if determined appropriate), IEP must Include • Measurable postsecondary goals based on the student’s preferences and interests, as they relate to transition from school to post-school activities, in the areas of: • Employment (e.g., integrated competitive employment); • Postsecondary education and training (e.g., career and technical education and training, continuing and adult education, college); and • Independent living skills (when appropriate) (e.g., adult services, independent living or community participation).

6. The whole of life is but a moment of time. It is our duty, therefore to use it, not to misuse it.Plutarch

7. Designing Postsecondary (PSE)/Transition Programs for All Students

8. PSE/Transition Program Elements

9. A System for Postsecondary (PSE)/ Transition Program Development

10. Who’s Job Is It? There is no “I” in TEAM. TEAM are the collective stakeholders in the outcome.

11. A Clear System - Team

12. Identify the Key Players • Administrators • Teachers • Support Staff • Local Inclusive PSE programs • Community Resources • Agencies

13. Collaborative • Shared Vision and Goals • Well Defined • District Position/Policies • Administrative Role/ Responsibilities • Staff Roles/Responsibilities • Plan for Team accountability

14. A Clear System - Policy

15. System Check! Policy Based on Current Laws and Mandates

16. ISD Policy • Determine what Current Policies Apply • Evaluate need for additional Policies

17. A Clear System - Policy

18. System Check! From Policy to Procedure Accountability Policy Procedure Administrative/Department Decision-Making for curriculum/program design Special Ed. Roles Defined Assessment and Portfolio Gen. Ed & Voc. Ed. Roles defined • align existing legislation (e.g., IDEA, HEA, NCLB, WIA, SSA, Transportation Act, DD Act, Medicaid, Olmstead) to support increased access to PSE for students with intellectual disabilities.

19. Procedures Include: • Providing Assessment and Accurate student information • IEP and Transition Plan • Portfolio • Process for identifying placement needs • District Personnel responsibilities • School-business partnerships • Providing program supports • Formal & informal • Interagency agreements/ MOU • Community transition teams • Collecting Postschool Outcomes

20. A Clear System – Service Continuum

21. Plan for a Range of Disability • All students with disability are entitled to PSE/Transition education • Individualization requires a multifaceted approach • PSE/Transition to prepare the child for life after public school includes more severely involved ID students • http://www.transitioncoalition.org/transition/ics.php

22. Define Continuum Steps • Programs should be defined to include those with the most severe disabilities to the highest performing. • PSE/Transition must look different than Secondary/HS. • Process for determining where students should enter the program and criterion for advancement.

23. Focus on Critical Program Elements Instructional Strategies Inclusion/Access Social Inclusion Peer Supports School (PSE) Tutor/Mentoring Community Mentoring Natural Community Support Access Inclusion Forming relationships • Instruction designed to meet educational need • Academics • Applied • career and technical education and training • continuing and adult education/college • Independent Living • Employment • Self-Determination

24. Three Main Types of PSE/Transition ProgramsHart, Grigal, Sax, Martinez, Will (2006) http://www.communityinclusion.org

25. This model provides students with experience on- and off-campus. Employment Experience WBL OJT Paid employment Social and/or academic classes With/without students with disabilities For credit or audit

26. This model only provides students participation with other students with disabilities. Traditionally referred to as "life skills" or "transition" program. Pre-established employment experience Rotation of pre-established employment slots on- or off-campus Sheltered Workshop activities Academic Classes Limited to independent/ daily living skills Social classes Generic social activities on campus or in community

27. Not a Campus Based model, the focus is on establishing a student-identified career goal that directs the course of study and employment experiences. Collaborative interagency approach Agencies id. Range of services and share costs Employment Experience WBL Internships Apprenticeships College Courses, certificate programs, degree programs Audit or Credit based Individualized support services Educational coach, tutors, technology, etc. With/without students with disabilities

28. A Clear System – Staff Roles

29. Staff Roles • Well defined team accountability • Educational responsibility • Vocational responsibility • Community Partnership development responsibility • Collaboration responsibility • Families • Transition portfolios • Agencies

30. A Clear System – Accountability

31. Accountability Program Tracking Student Tracking Relate data and progress to IEP goals/objectives and Transition Plan Academic Vocational Employment Independent Living Self Determination Social Governmental agency services • Student involvement • Account for all PSE/Transition students at some level • Functional vocational evaluation • Placement requirements for each level of district program • Updated regularly • Availability of age-appropriate instructional environments for students at least 18 years of age • Parental/Family involvement • Post-secondary education options • Track scope of all student placements and success across Programs • Governmental Agency involvement • Community involvement • Post School Outcomes http://www.transitioncoalition.org/transition/ics.php Instructional Support and Accountability http://www.esc11.net/Page/1280

32. Federal Transition Requirements • Beginning not later than the first IEP to be in effect when the child turns 16 ... and updated annually, thereafter, the IEP must include • Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living… 34CFR §300.320( b)( 1)

33. Federal Transition Requirements • The transition services (including course of study) needed to assist the child in reaching those goals. 34CFR §300.320( b)( 2)

34. A Clear System – Individualization

35. Not a One-Size-Fits All Proposition • A Discovery Process Program Driven by • Assessment • IEP • Transition Plan • Goals/Objectives • Identified need for supports

36. To find what you seek in the road of life, the best proverb of all is that which says:"Leave no stone unturned."Edward Bulwer Lytton

37. Multiple Considerations • Abilities • Interests • Culture • Community

38. Hoffman and Vargas (2005), Karp, Bailey,Hughes, and Fermin (2004), and Pennington (2004), PSE can include the following possibilities: • Streamlining K–16 educational systems to avoid duplication of courses and to reduce remediation rates. • Preparing students for the rigor of the postsecondary curriculum. • Clearly communicating expectations to students about the level of preparation that is required for college-level work. • Presenting college as a viable option for students, particularly those whose family members are not college graduates or those who may not have planned to attend college themselves. • Expanding the curricular options beyond the traditional high school curriculum. • Increasing student motivation to complete a college degree. • Providing a range of appropriate supports for students in college-level courses. • Strengthening the educational pipeline to encourage more students to complete postsecondary degrees or certificates. • Increasing the affordability and availability of college. Center for High School Excellence Learning Point Associates www.learningpt.org

39. A Clear System – Self-Determination & Advocacy

40. Federal Transition Requirements §the public agency shall invite a child with a disability to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals... 34CFR 300.321( b)( 1) 􀂄 If the child does not attend the IEP Team meeting, the public agency must take other steps to ensure that the child’s preferences and interests are considered. 34CFR • 300.321( b)( 2)

41. Self Advocacy Self Determination Family Involvement Cultural Sensitivity Community Connection

42. Deliberate Curriculum/Resources • Agency connections • Instruction • Developing Skills for Independence • Access to training • Access to community • Access to interests • Access to employment

43. A Clear System – Interagency Agreements/Community Partnerships

44. Consumer Responsible Transition • Multi-agency transition planning for young people is key to providing high quality transition services. • Interagency Cooperation is the key to a smooth transition from student to consumer.

45. Federal Transition Requirements • To the extent appropriate, with the consent of the parents or a child who has reached the age of majority majority……the • §public agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.” CFR34 300.321( b)( 3)

47. State/Local Services • Voc/Rehab - DARS • Eligibility determination to figure out if you qualify for services • Assessment of vocational needs to learn more about your interests, skills, and the services and support you might need • Development of an Individualized Plan for Employment that outlines your goals and the services you will receive • Coordination of services to reach your goal of employment • Post-employment services to help you keep your job once you get it

48. Community Service Providers • Independent Living Centers (DADS, HCS) • Independent Living Research Utilization Project(where you can find contact info for your Statewide Individual Living Council (SILC)http://www.ilru.org • National Council on Independent Living(to find contact info for local-level ILCs)http://www.ncil.org • Community Organization • Volunteer Opportunities • Social Connections

49. Facilitating Stakeholder Relationships • Networking • Family • Government Agencies • Community Providers • Plan Meeting • Coordinate • Participation Insistence • Self-Determination/Advocacy • Empower the student/consumer and family

50. CLIENT ASSISTANCE PROGRAM(CAP) • Judith Sokolow, CAP Coordinator Client Assistant Program Advocacy, Inc. 7800 Shoal Creek Blvd., Ste. 171-E Austin, TX 78757 (512) 454-4816 E-mail: info@advocacyinc.orgWeb: www.advocacyinc.org