Transition to Adulthood

November 19th, 2007

Agenda 8-10:50 8-8:15 Reflect on topic “icebreaker” 8:15- 9:20 “Transition 101”- update background knowledge “Old meets the New” 9:20-9:30 Break 9:30- 9:50 Short reflection on current practice and forms

9:50- 10:15 Using 1 of your own IEPs, grade yourself using the “IEP Checklist” and an IEP- preferably one you wrote

10:15- 10:20 Group thoughts- How is our district doing as per SPP 13?

10:20-10:50 Edit one of your IEPs: may choose to work in teams for this

The journey starts here…….

The love of learning is a wonderful journey"We cannot always build the future for our youth, but we can build our youth for the future." - Franklin D. Roosevelt

A great band……..

http://www.flametheband.com/

To accomplish great things, we must not only act, but also dream- not only plan, but also believe.

On Transition! By Charlie Kopera

Recently, I attended a meeting. One of the topics discussed, was Aspire’s Transitional Services. I thought about the experiences of my friends and myself. Back in the late 1960’s, there were limited choices, and not much time was spent on this subject. I don’t know why. When you think about it, our years in school make up a small percentage of one’s lifetime. Everyone needs a chance to be fulfilled. It was a shame that far too many persons with developmental disabilities ended up spending years in their family homes. Of course times have changed. Individuals and families have so many more options today. It was great to learn that life after school is thought about for years, rather than weeks. Today professionals from different agencies work together with school districts, families, and potential employers to find that right fit for someone. That result leads to better lives for all! I was amazed at the effort put into the process.

Reflect on previous slide and assume the role you received as you entered……….

Bandwagon-er spontaneous, impulsive, ever-changing for no apparent reason Pessimist

impersonal, negative attitude, nay-sayer Eternal Optimist

outgoing, excessive pleaser, personal Questioner/Clarifier

wants to be certain everyone is clear on details before moving forward Data Analyst/Researcher

expert, advisor, encourages others to make decisions based on evidence/facts Devil’s Advocate

cautious, stern observer, harsh critic Clown/Rebel

selfish, may be a slob, impulsive, may be artistic and playful Procrastinator

lacks confidence and energy, may be shy, overwhelmed Follower/Robot

distant, dispassionate, programmed, “just tell me what to do and I’ll do it” Traditionalist

seasoned professional, emotionally attached, experienced, changes little in instructional techniques yearly, what’s old is “just fine”

Bragger/Pleaser “I” oriented individual, brown-noser

Pioneer Transition Goals increasing community inclusion through job shadowing, job coaching and work study 'internships' offering "A Day in the Life of a College Student" activity to those interested- peer mentoring type

of link for a day maintaining a database on students progression as they transition: including but not limited to

agencies involved, VESID status, etc utilizing an interagency approach to addressing transition needs: Alleg Arc, Literacy Volunteers,

Directions, Parent to Parent, GCC, JCC, SASi, 3 neighboring school districts incorporating a self-advocacy or self-determination component beginning in Middle School

(eventually) maintaining a website for teachers and parents with pertinent links distributing pamphlets on job shadowing etc to local businesses in an attempt to expand our

bank of participants establishing a transition committee along with the community and parent representatives holding a “Dine and Discuss” dinner forum for parents on pertinent transition topics supporting 7-12 staff members in transition training (IEP writing, writing/implementing transition

goals) attempt to engage parents in more specific transition planning at the middle school level Linking students up with relevant agencies (VESID, Directions, SASi, WNY College Consortium,

etc )

Did you know?

The majority of students with disabilities who go directly to college from high school do not end up with a 2 year degree?

Did you know?

Students who succeed…… Understand legal and academic changes Use academic coping strategies including

adaptive technology Understand themselves and their disability Are focused Know how to proceed

Not surprising……..

What makes this such an adjustment?

IDEA is funded entitlement legislation

Whereas…………….

VESID is eligibility driven

IMPORTANCE OF THE CAREERIMPORTANCE OF THE CAREERPLAN PROCESSPLAN PROCESS

Prepare students for productive employment and success in life

Motivate students to achieve high standards

Document delivery of CDOS Learning Standards to discover the connection between school & work Learn a valuable planning process

Save time and money in college/training

Reduce drop out rates

Transition Services

Definition of Transition Services in IDEA Outcome-oriented process based upon the student’s individual

needs, interests and strengths Includes:

Instruction (including integration of CDOS) Related services Community experiences Employment Daily living opportunities (as appropriate) Functional vocational evaluation (when appropriate)

Copyright © 2003 Pearson Education, Inc. All rights reserved.

Transition is a process involving the coordination, delivery, and

transfer of services from school to post-school agencies

When a student reaches age 12, IDEA requires the IEP team to consider post-school goals using Level 1 Assessments. - This includes parent survey and teacher survey. This must be updated each year.

The year of the IEP that the student turns age 15, must include:•MEASURABLE Post Secondary Goals•Coordinated Set of Activities • Annual Goals must reflect transition needs•PLEP must reflect transition pertaining to: strengths, preferences, interests

Appropriate transition ‘related’ goals should be selected at each age/grade level, beginning in elementary school and written into curriculum maps.

Example:a writing goal can be related to transitionbecause this is necessary to be successful for all students

Individualized Transition Plan

CDOS integrated into curriculum maps K-12

=

Transition does not equal paperwork

Performance Indicator 13The 13th Indicator relates to transition services for

students:

“ Percent of youth aged 15 and above with an individualized education program (IEP) that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals.”

[20 U.S.C. 1416(a)(3)(B)]

..\..\..\..\Transition Planning\Forms 2007-2008\Transition checklist\Color coded Transition Timeline.doc

..\..\..\..\Transition Planning\Forms 2007-2008\Transition checklist\Transition Data Form from chatfield.doc

HOWEVER………

SPP 13 requires a written plan

Staying on Target with Indicator 13

8 Things looked at as per SPP 13* Must be evident in IEP

1. Is it evident that student was an active participant in their annual meeting?

2. IEP addresses strengths, abilities, and needs3. Measurable post-secondary goals4. Measurable annual goals5. Course of study statement6. Programs and Services7. Coordinated set of activities8. Agency responsible

transition IEP checklist.doccompliance checklist a.pdfIndicator 13 checklist for st development.pdf

For all students………….

Teachers will utilize the Level One Assessments to write the Transition Plan and Goals in the IEP...\..\..\..\Transition Planning\Forms 2007-2008\Student Questionaires pre-CSE\Strength Based Planning Worksheet.doc

..\..\..\..\Transition Planning\Forms 2007-2008\Student Questionaires pre-CSE\transition status interview.doc

..\..\..\..\Transition Planning\Forms 2007-2008\Student Questionaires pre-CSE\TRANSITION PLANNING SELF ASSESSMENT INVENTORY.doc

gather and analyze existing datamedical social psychological academic

informal interview with parent/guardianperception of child’s current functioning

expectations for future

informal interview with student- interest inventories, values measures

expectations for future

vocational interests

social competence / adaptive behaviors

teacher assessmentsstudent interests

learning styles inventories

interest inventories

social and adaptive behavior

participation in occupational exploration

uses no special testing, updated annually

done for all students starting in grade 6

Level 1 Vocational Assessments

Pioneer begins in

5th

Level 1 Assessment is a beginning......

It gives you a “picture” of where student is now

a sense of where he/she wants to go

-career goals, lifestyle, home etc.

the information you need to: identify skills student needs to develop answer the what, why and how of learning create vocational exploration opportunities create work skill development activities integrate academics into work begin to create a plan for the future

…and it gets everyoneeveryone involved!!

For some……….

More information is needed.

So

• builds on Level 1 assessments•explores issues or problems identified earlier •expands information base•more specific and transition goal focused

• uses hands-on evaluations• work samples • uses situational observations

- most appropriate environment- done “on the job”- observe acquired skills

• uses paper and pencil testing• requires some training to do • looks at specific skill areas• goes beyond those revealed in Level 1• Done by age 15 or before grade 9 (ideally)

Level 2 Assessment

Street Survival Skills Questionnaire (SSSQ)- has curriculum guideOther: Becker Work Adjustment Scale see sample

Writing Compliant IEPs [as per Indicator 13] Level I age 12 updated yearly-

include findings in PLP parent interview student interview teacher

Start no later than age 15

PLP management academic physical social

Measurable Post-Secondary Goal Statements

Education Training Employment Independent Living

Special Education Program and Services

Goals & Objectives as required annual goal

evaluative criteria

Procedures to Evaluate Goal

Evaluation Schedule

Coordinated Set of Activities Instruction

Related Services

Development of Employment/Other Post-School Adult Living Objectives

Community Experience

Acquisition of Daily Living Objectives

Community Experience

Acquisition of Daily Living Skills

Functional Vocational Assessment

Exit Summary (SES) upon graduation

PLPs form the foundation…….

Goals

Services

PLPsS

ervi

ces

Go

als

P

L

P

Domains or areas to address in the PLPs

Reading Writing Listening Organization Study Skills Communication Cognitive Processing Problem Solving Memory Attention

Physical Development Motor Skills Social Skills Play Skills Visual Perception Auditory Perception Behavior Career and Community Living Skills

Student’s strengths, interests and needs must be discussed:

- Include who stated what- Student stated, “ “. Parent stated, “ “.- State what they say, what level they are at, and implications for that personal goal based on transcript credits.

PLPs lead to the goals

Every goal must have a justification in the PLP, if not…........

then the IEP is non-compliant

Ask yourself, “What is the reason for the goal?”

For schools already reviewed…..

Goals are the area where most have been found to be non-compliant.

Make them SMART goals:SpecificMeasurableAchievableRelevantTime-related

Goal format:

Given (condition), student will do what behavior, (to

what extent- criteria pt1) (over what period of time pt2) or (by

when) as evaluated through evaluation method and documented on the following schedule .

Example:

Demonstrate an improvement in social skills. Evaluation criteria: 75% success, over 12 months. Procedure to evaluate Goal: Recorded Observations. Evaluation Schedule: By the middle of March.

Example 2

Given an in-class short story selection to read, student will correctly identify the main ideas, actions, and events presented in a selection with 90% mastery, evaluated utilizing recorded observation data sheet, as assessed by the special education teacher, by the annual review date.

Example 3

Given a request by the therapist, the student will jump forward with feet together for 10 feet, with 55% success over 12 months, based on recorded observations and evaluated quarterly.

Student Exit Summary (SES)

Provided to student upon graduation Summary of performance: academic and

functional skills Makes specific recommendations for

student use

It is an overview of the school personnel’s assessment of the student’s current status to assist the family with informed decision-making.

Go to Transition Resources

Discussion MS & HS:

“handover process for transition binders as students enter high school???

..\..\..\..\Transition Planning\Forms 2007-2008\Transition checklist\Color coded Transition Timeline.doc

..\..\..\..\Transition Planning\Forms 2007-2008\Student Questionaires pre-CSE\Strength Based Planning Worksheet.doc

..\..\..\..\Transition Planning\Forms 2007-2008\Student Questionaires pre-CSE\transition status interview.doc

..\..\..\..\Transition Planning\Forms 2007-2008\Student Questionaires pre-CSE\TRANSITION PLANNING SELF ASSESSMENT INVENTORY.doc

CDOS - CDOS - Career Development and Occupational StandardsCareer Development and Occupational Standards

A Teaching StrategyA Teaching Strategy

ContentCareer Development

and/or

Academic Concepts

Context

Foundation Skills

Learning Environment

Experiential Activities

Work Simulations

Field Trips

Identified and Developed

in the Application Process

skills

applicationknowledge

Career Plan Initiative

http://www.albany.edu/twoyear/careerplan/

The New York State Education Department Career Plan How-To Guide is intended to serve as a resource for administrators, counselors, and teachers as they begin the process of designing and implementing a comprehensive K-Adult career planning system for all learners. The information contained in the Guide is based on the recommended K-Adult career plan documents and implementation process resulting from the Pilot phase of the New York State Education Department Career Plan Initiative.

Useful websites

http://www.vesid.nysed.gov/specialed/transition/level1careerassess.htm process overview

http://www.vesid.nysed.gov/specialed/transition/lvl1_parint_fm.htm

http://www.vesid.nysed.gov/specialed/transition/lvl1_strengths_fm.htm

http://www.vesid.nysed.gov/specialed/transition/lvl1_cdos_fs.htm