Secondary Transition

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Secondary Transition

• Patricia L. Anderson, Ph.D.
• CT State Department of Education
• Bureau of Special Education
• 860-713-6923
• patricia.anderson_at_ct.gov

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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 when you grow up?

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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
  Transition by Paula Kohler
  

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Individuals with Disabilities Education Act (PL
108-446) IDEA 2004 Transition Services

• Coordinated set of activities
• Result-oriented process
• Improve academic AND functional achievement
• Movement from school to post-school
• Activities (integrated and inclusive)
• Based on needs, including strengths, preferences
  and interests

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State Performance Plan - SPP

• Required by IDEA 2004
• A 6-year plan describing the States performance
  on 20 indicators
• 14 indicators required for compliance
• Reports progress through the Annual Progress
  Report (APR)

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Secondary Transition

• Indicator 13
• Percent of youth with IEPs aged 16 and above
  with an 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 the student to meet those postsecondary
  goals, and annual IEP goals related to the
• students transition services
  needs.

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Secondary Transition

• Indicator 13 (continued)
• 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))

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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

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Importance of Transition Planning

• Special Education is an entitlement program
• Adult services are eligibility programs
• The capacity of the adult systems cannot and do
  not match the services and supports that students
  receive under IDEA

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IDEA vs. ADA/Section 504

• Americans with Disabilities Act ADA
• Civil rights legislation
• Serves qualified students with disabilities
• Accommodations determined by documentation
• Student self-advocates
• Ensures access not success

• Individuals with Disabilities Education Act
  IDEA
• Free and appropriate education
• Serves all students with disabilities
• Program modifications IEP
• Parent involvement

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Transition Assessment

• An ongoing process of gathering information that
  will help students, educators, and family members
  make informed decisions about life, during and
  after high school . . . specifically in the areas
  of college, training, employment and independent
  living.

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Strengths, Preferences and Interests

• Promotes the participation of students and
• parents in the IEP meeting process.
• Ensures that a students interests and
• preferences are considered when the IEP Team is
  planning his/her program.
• Must document how students input was
• obtained in planning his/her educational
• program if did not attend the IEP meeting.

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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?

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Impact of Indicator 13 on LEAs

• Every IEP that is written for a student who will
  turn 16 during the course of the school year MUST
  include transition planning (i.e., Post-School
  Outcome Goal Statements PSOGSs annual goals
  related objectives and transition services).
• The transition planning box in the Reason for
  Meeting section of page 1 of the IEP should be
  checked in addition to any other appropriate
  reasons when holding a Planning and Placement
  Team (PPT) meeting to discuss transition goals
• 
  and objectives.

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Agency Participation

• Initiates the referral process to any appropriate
  adult agency or service, so the referral is
  completed prior to exit from special education
• Ensures that agency personnel that could provide
  services and support for a student once he/she
  graduates, are part of the planning process

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IDEA Regulations

• Agency participation
• IEP Team 300.321(b)(3)
• To the extent appropriate, with the consent
  of the parents or a child who has reached the age
  of majority, . . . When considering postsecondary
  goals for the child and the transition services
  needed to assist the child in reaching those
  goals . . ., the public agency must invite a
  representative of any participating agency that
  is likely to be responsible for providing or
  paying for transition services.

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Agency Participation

• Item 4 evidence that PPT has considered
  whether a representative of an outside agency/
  service is appropriate to be invited to
  participate in the transition planning process
• postsecondary education
• vocational education
• integrated employment including supported
  employment
• adult services
• independent living/community participation

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Agency Participation

• No, not appropriate to invite a representative
  from an outside agency
• No, written consent to invite a representative
  was not provided - (inviting an outside agency
  may be appropriate but written consent was not
  granted) or
• No, no outside agency was invited. (This was not
  done by the district.)

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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/

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Post-School Outcome Goal Statements

• Non-Examples
• After high school, Jodi will explore taking
  classes at the local community college.
• The fall after graduation from high school,
  Allison plans to enroll in a four-year university
  in the Southeast.
• Marianne will complete all academic coursework in
  preparation for going to a four-year college.

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Post-School Outcome Goal Statements

• Non-Examples
• Alejandro wants to work as a welder.
• Vanessa will work with the vocational
  rehabilitation services to ensure competitive
  employment.
• Upon completion of high school, Kevin will
  express his preferences related to his
  postsecondary employment options, given picture
  symbols on an augmentative communication device.

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Post-School Outcome Goal Statements

• Upon completion of high school, Ted will enroll
  in the general Associates Degree program at the
  local community college in September of 2010.
• Participation in postsecondary education is the
  focus of this post-school outcome goal statement.
  
• Enrollment at a community college can be
  observed, as in Ted enrolls in courses or he does
  not.
• Enrollment at a community college occurs
  
• after graduation.

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Post-School Outcome Goal Statements

• The fall after high school, Juanita will enroll
  in courses (non-degree) at the local community
  college.
• Participation in postsecondary education is the
  focus of this post-school outcome goal statement.
  
• Enrollment in courses (or not) can be observed.
• The goal will occur after Juanita leaves high
  school.

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Post-School Outcome Goal Statements

• Carol will independently attend culinary training
  at the XYZ Center after exiting from high school,
  so that she can obtain entry level employment
  within the food services industry.
• Participation in training, employment, and
  independent living skills are part of this
  post-school outcome goal statement.
• Enrollment in the culinary training program and
  entry level employment in food services job can
  be observed.
• Participation in the training will occur after
  exiting from high school.

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Post-School Outcome Goal Statements

• Upon completion of high school, Joan will work
  independently in a competitive employment setting
  in the clerical field.
• Employment and independent living skills are the
  focus of this post-school outcome goal statement.
  
• Employment in a competitive clerical position can
  be observed.
• It is stated that this goal will occur upon
  completion from high school.

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Post-School Outcome Goal Statements

• After finishing high school Alex will increase
  his work hours in the business department of a
  local office supply store, contacting XYZ Agency
  for employment support services.
• Participation in employment is the focus of this
  post-school outcome goal statement.
• Increasing work hours is measurable.
• The expectation, or behavior, is explicit, as in
  Alex continues employment and accesses adult
  agency services (or not).
• It is stated in this goal that increased
  employment and use of adult services will occur
  after Alex leaves high school.

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Post-School Outcome Goal Statements

• After high school, Jeremy will improve his
  social, self-advocacy, and self-care skills by
  attending instruction at a center-based adult day
  program.
• Training and independent living skills are the
  focus of this post-school outcome goal statement.
• Improving the skills noted is an explicit outcome
  for Jeremy.
• Improving skills and attending the program are
  observable goals that will occur after Jeremy
  leaves high school.

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Post-School Outcome Goal Statements

• After graduation, Rolanda will live at home and
  participate to the maximum extent possible in her
  daily routines (e.g., feeding, dressing, bathing,
  activating small appliances/media devices, choice
  making) and environment through the use of
  technology.
• Post-school outcome goal statement is focused on
  independent living (residential, self-care,
  community participation, communication skills).
• Goal is stated in an explicit manner that can be
  observed (i.e., will live, participate.)
• The post-school outcome goal statement identifies
  outcomes for Rolanda after high school, not
  activities or
• processes
  toward outcomes.

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Post-School Outcome Goal Statements

• Upon completion of high school, Mason will obtain
  competitive employment in a field of his choice.
• Participation in employment is the focus of this
  goal.
• Employment in a competitive job can be observed
  and measured.
• This goal will occur after completion of high
  school.

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Post-School Outcome Goal Statements

• After graduation from high school, Shelia will
  participate in training that is required for her
  to obtain competitive employment in the field of
  her choice.
• Participation in training and employment is the
  focus of this goal.
• Employment in a competitive job and participation
  in training can be observed and measured.
• This goal will occur after completion of high
  school.

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Post-School Outcome Goal Statements

• Chris will attend a postsecondary education
  program after high school in preparation for
  obtaining competitive employment.
• Participation in postsecondary education and
  employment is the focus of this goal.
• Employment in a competitive job and participation
  in a postsecondary education program can be
  observed and measured.
• This goal will occur after completion of high
  school.

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Annual IEP Goals

• For each Post-School Outcome Goal Statement,
  there must be an Annual Goal(s) and Objectives
  included in the IEP that will help the student
  make progress towards the stated postsecondary
  goal(s).

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Annual Goals Objectives
Employment
Does the students IEP include consideration of ___ Enrollment in the highest level of academic coursework to ensure students are gaining the skills to advance to the best career opportunities ___ Supporting and enhancing the skills required to be successful in a variety of employment settings through school curricula ___ Enrollment in coursework to enhance skill development in technologies (business, computers) ___ Sequencing of employment curricula from career awareness to career exploration to specific skills training that matches interests and preferences ___ Movement of career training experiences from in-school to community-based settings ___ Exposure to appropriate workplace behaviors (task persistence, punctuality, effective communication) ___ Workplace accommodations, if appropriate ___ Teaching self-advocacy skills so the student can articulate learning strengths and weaknesses and share information with others ___ Development of employment goals and objectives that includes student/family input ___ Development of social skills ___ Linkages to state agencies/community resources, if appropriate ___ Utilization of Assistive Technology, if appropriate.
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Post-School Outcome Goal Statements

• Professional Development 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?a2678Q3
  20730publications
• Topic Brief - Post-School Outcome Goal
  Statements Frequently Asked Questions
• http//www.sde.ct.gov/sde/cwp/view.asp?a2678
  Q320730Briefs

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Impact of Indicator 13 on LEAs

• Additional Issues
• Transition planning should be a student-driven
  process.
• 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).
• TWNDP - For students 18 receiving transition/
  vocational services most appropriate to NOT be
  in HS building.

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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).

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Impact of Indicator 13 on LEAs

• Additional Issues
• 7. At least one year prior to reaching the age
  of 18, the student must be informed of her/his
  rights under IDEA which will transfer at age 18.
• ? NA (Student will not be 17 within one year)
• ? The student has been informed of her/his
  rights
• under IDEA which will transfer
  at age 18
• ? No IDEA rights will transfer
• Explore options with family and student
• Written statement for continued parental
  involvement
• Power of Attorney (full or limited) - Attorney
• Guardianship/Conservatorship Probate Court

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Secondary Transition Updates

• New SDE/SERC Publications
• Building a Bridge (also in Spanish)
• Directory of Transition Services in College,
  University and Community-Based Settings 
• Directory of Transition/Vocational Service
  Providers
• Transition Services Survey Summary Report
• CT DCDT Chapter NEW!
• Council of Exceptional Children (CEC) Division
  of Career Development and Transition

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Secondary Transition Indicator 14

• Percent of youth who are no longer in secondary
  school, had IEPs in effect at the time they left
  school and were (within one year of leaving high
  school)
• Enrolled in higher education
• Enrolled in HE or competitively employed
• Enrolled in HE, or in some type of
  postsecondary education or training
  program, or competitively employed or in some
  other employment.

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Secondary Transition Concerns

• Preparation for college
• Transition services during a bridge or fifth
  year
• Up-to-date preparation skills for competitive
  employment
• Access to assistive technology for ALL students
  to transition to college and/or work
• Post-School Outcome Goal Statements for
• students in unique circumstances

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Parents/Professionals Roles in Preparing for
Transition

• Help students to understand how their disability
  impacts them in school, work and social settings
• Help students to learn how to use a range of
  accommodations, effective learning strategies,
  and assistive technology
• Expose students to a range of opportunities
  beyond high school
• Involve students in their IEP meetings
• Foster independent decision-making and
  self-advocacy skills

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How Can Parents Professionals Help?

• Set realistic goals
• Encourage gradual independence
• Gather information about transition issues
• Become familiar with adult service systems
• Build self-esteem
• Encourage social integration
• Encourage self-advocacy
• Provide real experiences
• Encourage good grooming and work habits
• Foster acceptance of constructive criticism
• Encourage independent living skills
• Plan for letting go

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CT State Agencies

• Bureau of Rehabilitation Services (BRS)
• Assists persons with physical or mental
  disabilities to prepare for, find or keep a job
• Disability must result in a substantial
  impediment to employment
• Must be able to be competitively employed
• Order of Selection when resources are limited
• Individuals with severe disabilities have serious
  limitations in one or more functional areas

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CT State Agencies

• Bureau of Rehabilitation Services (BRS)
• Time-limited services
• Collaboration with districts with eligible
  students as young as age 14
• Six transition counselors embedded in urban
  districts Bridgeport, Hartford, New Britain, New
  Haven, New London, and Stamford/Norwalk
• BRS Transition Committee

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CT State Agencies

• Department of Developmental Services (DDS)
• Intellectual and adaptive difficulties present
  and occurred before the age of 18
• IQ of 69 or lower
• Adaptive behavior test
• Required to apply for Medicaid/Title 19 and
  Social Security entitlements
• Life-long support as needed

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CT State Agencies

• Department of Developmental Services (DDS)
• Assist in the preparation for transition by
  identifying the students projected level of
  support regarding vocational/day needs NOTIFY
  as EARLY as possible
• Students who have graduated or exited special
  education services
• Funding via fiscal year (July June)
• Collaboration with BRS

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CT State Agencies

• Board of Education and Services for the Blind
  (BESB)
• Comprehensive range of services for children who
  are legally blind or visually impaired adults
  who are legally blind
• Braille instruction,
• Independent living and social development
  training,
• Provision of adaptive technology and textbooks,
• Transition from school to work services,
• Mentoring programs, and
• Consultation services to local school districts.

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CT State Agencies

• Department of Mental Health and Addiction
  Services (DMHAS) Young Adult Services (YAS)
• Ages 18 25 (may be referred at 16)
• Chronic and serious mental health illness
• Be medically indigent
• Priority given to DCF clients
• Services
• Housing supports
• Clinical supports for mental health issues
• Skill building and vocational supports
• Fosters independence

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• There are no secrets to success. It is a result
  of preparation, hard work, and learning from
  failure.
• Colin Powell

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• Give a man a fish and he will
  eat for a day
• Teach him how to fish and he will eat
  for a lifetime.
• Chinese Proverb