Transition Planning and Instruction for Students with Disabilities

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Transition Planning and Instruction for Students
with Disabilities

• Audrey Trainor, Ph.D.
• The University of Wisconsin, Madison
• April 6, 2007

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Transition Definitions

• Vertical Transitions
• Normative, common experience
• Birth, puberty, aging
• Horizontal Transitions
• Individualized, not time-specific
• Marriage, college, incarceration

Predict
Plan
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Two Key Transitions in IDEA

• Early Intervention to Early Childhood
• Individualized Family Service Program to and
  Individualized Educational Program (IEP)
• High school to postsecondary life
• Plan by age 16 (federal regulation)
• Most states, age 14 (IDEA, 1997)

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2nd National Longitudinal Transition Study

• Nationally representative sample of over 10,000
  youth with disabilities
• Interviews, surveys, and document reviews of
  parents, teachers, and students
• NLTS2 began in 2001
• Data is used to inform federal policy and
  research
• On the web at NLTS2.org

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Other Key Transitions

• Changes in placement
• Plan for access to the general curriculum
• Plan for inclusive social interactions
• Transition to/from alternative settings
• Exchange of information
• Plan for curricular and instructional changes
• Transition to/from incarceration settings
• Exchange of information
• Plan for curricular and instructional changes
• Adherence to probationary requirements

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Transition Requirements
IDEA 2004

• Sec 614 (d) (A) (I) (VIII)
• Beginning not later than the first IEP to be in
  effect when the child is 16, and updated annually

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TPI Transition Planning Process
Teaching knowledge and skills
Initial identification of transition needs
Transition planning
Linking to services and supports
In-depth assessmentof select areas
(Clark Patton, 1997)
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Expanded Transition Domains
Employment
Training/ Education
Daily Living
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Social Outcomes Focus on ED
NLTS2, 2005
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Measurable Postsecondary Goals
IDEA 2004

• Sec 614 (d) (A) (I) (VIII) (aa)
• Postsecondary goals are included on the IEP
• Based on age-appropriate assessments in key
  areas
• Training/education
• Employment
• Daily living/functional skills

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Rationale for Assessment

• Evidence-based practices
• Date-driven decision making
• Issues for teachers
• Time available for assessment
• Knowledge of assessment tools

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Transition Assessment Tools

• Assessment tools
• Formal Standardized, curriculum-based
• Informal Survey, checklists, teacher-made
• Determine students preferences, strengths, and
  needs
• Provide data for the present level of performance
  included on IEPs

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Example Formal Assessments

• Manages Personal Finances
• Competent 2
• Inconsistently competent 1
• Not competent 0
• Identify money and calculate correct change.
• Make responsible expenditures.
• Keep basic financial records.
• Calculate and pay taxes.
• Use banking services.

www.cec.sped.org
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Example Formal Assessments

• Employment
• 0 Does not engage
• 1 Needs assistance
• 2 Performs independently
• The learner
• Is punctual
• Initiates tasks
• Responds to authority figures

www.estr.net
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Example Informal Assessments
Available in the TPI Manual
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Example Informal Assessments
Available in the TPI Manual
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Present Levels of Performance

• Identify
• Preferences
• Students opinions must be considered
• Strengths
• IDEA requires strength-based planning
• Needs
• As related to education, employment, and
  independent living

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High School Completion
Total of Students
NLTS2, 2005
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Example Goals Graduation

• Student is expected to graduate in 2010.
• Student is eligible to take end-of-course,
  graduation examinations, or other tests
• Given small group instruction in math, Student
  will demonstrate proficiency in basic algebraic
  skills.

• Explicit statement of graduation expectations
• Year and course of study
• Necessary accommodations

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Transition Services
IDEA 2004

• Sec 614 (d) (A) (I) (VIII) (bb)
• Transition services including the course of study
  must assist child in reaching those goals
• Access to the general curriculum
• Linkages to adult service agencies

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Employment
Total of Students
NLTS2, 2005
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Employment PLoP

• Example
• Chris is interested pursuing a career in graphic
  arts. Chris is able to demonstrate proficiency
  using a personal computer for word processing,
  email, and internet searches. He needs to develop
  knowledge and skills related to
  illustration/graphics software.

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Postsecondary Education
Total of Students
NLTS2, 2005
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Case Example Chris
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Measurable Goals

• Instruction
• Chris will be able to articulate the requirements
  for admission to the graphic arts program at
  local community college.
• Chris will complete an application for admissions
  to local community college.
• Chris will demonstrate proficiency (90 accuracy)
  in four of five computer skills assignments.

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Course of Study

• Course of Study
• Chris will enroll in Basic Computing I and II.
• Chris will take Introduction to Multimedia
  Software as an elective.
• Accommodations
• Chris will receive extended time on tests.
• Chris will participate in reteach/retest when his
  test scores are below 70.

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Transition Services

• Linkages to supports and adult agencies
• Chris will meet with the guidance counselor to
  discuss college application processes
• A representative from the state vocational
  rehabilitation office will participate in Chriss
  IEP meeting.

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Transfer of Rights
IDEA 2004

• Sec 614 (d) (A) (I) (VIII) (cc)
• Beginning not later than 1 year BEFORE the child
  reaches age of majority under state law, a
  statement that the child has been informed of the
  childs rights under this title, if any, that
  will transfer to the child on reaching the age of
  majority.

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Links to Best Practice

• Best Practices in Transition
• Planning and instruction
• Parent involvement
• Student self-determination
• Work experience
• Linkages to adult service providers