Transition 101

Transition 101Transition 101

Practical Guide to Transition Practical Guide to Transition ServicesServices

Workshop OverviewWorkshop Overview

8:00-8:30 – Welcome, 8:00-8:30 – Welcome, Housekeeping, IntroductionHousekeeping, Introduction

8:30-9:00 – Transition 8:30-9:00 – Transition Requirements Requirements

9:15-9:45 – Employee Portal9:15-9:45 – Employee Portal 9:45-10:00- Break9:45-10:00- Break 10:00-11:00- Transition 10:00-11:00- Transition

Assessments, Easy IEP Procedures Assessments, Easy IEP Procedures and Transition Instructionand Transition Instruction

Workshop OverviewWorkshop Overview

11:00-12:30 –Lunch11:00-12:30 –Lunch 12:30- 2:00 – Case Studies12:30- 2:00 – Case Studies 2:00-2:15 –Break2:00-2:15 –Break 2:15-3:15 – Indicator 13 Checklist 2:15-3:15 – Indicator 13 Checklist

and Resourcesand Resources 3:15-3:30 –Wrap Up3:15-3:30 –Wrap Up

Workshop ObjectivesWorkshop Objectives

Provide rationale for transition Provide rationale for transition servicesservices

Discuss IDEIA requirementsDiscuss IDEIA requirements Provide framework for compliance Provide framework for compliance

with the new regulationswith the new regulations Implement research- based best Implement research- based best

practices for promoting transitionspractices for promoting transitions

ActivityActivity

Definition of Definition of Transition-IDEIA 2004Transition-IDEIA 2004 ““Transition services” means a Transition services” means a

coordinated set of activities for a coordinated set of activities for a student that is student that is focused on focused on improving the academic and improving the academic and functional achievementfunctional achievement of the of the child with a disability to facilitate child with a disability to facilitate the child’s movement from school the child’s movement from school to post school activities including... to post school activities including...

Transition Definition, Transition Definition, continuedcontinued Postsecondary educationPostsecondary education Vocational educationVocational education Integrated employment (including Integrated employment (including

supported employment)supported employment) Continuing and adult educationContinuing and adult education Adult servicesAdult services Independent livingIndependent living Community participationCommunity participation

Transition definition, Transition definition, ContinuedContinued ...based on the child’s strengths, ...based on the child’s strengths,

preferences and interests; and shall preferences and interests; and shall include include instruction, related instruction, related services, community services, community experiences, the development of experiences, the development of employment and other post employment and other post school living objectives and school living objectives and when appropriate , acquisition of when appropriate , acquisition of daily living skills and functional daily living skills and functional vocational evaluation.vocational evaluation.

RequirementsRequirements

Results orientedResults oriented Focus on improving academic and Focus on improving academic and

functional achievementfunctional achievement Movement to secondary and Movement to secondary and

vocational educationvocational education StrengthsStrengths

Transition Planning is Transition Planning is NOT Optional!NOT Optional!

Teachers are the Teachers are the coordinators of the coordinators of the plan.plan.

New DevelopmentsNew Developments

Student Transition PortfolioStudent Transition Portfolio Transition ClassesTransition Classes WebsiteWebsite

Student Transition Student Transition PortfolioPortfolio

Student Transition Student Transition PortfolioPortfolio Replaces the Individualized Transition PlanReplaces the Individualized Transition Plan Begin at age 14Begin at age 14

– IEP meeting can be 1IEP meeting can be 1stst Transition planning meeting Transition planning meeting Use the Portfolio Use the Portfolio

– As a guide for the transition processAs a guide for the transition process– To assist the IEP team with transition planningTo assist the IEP team with transition planning– To ensure that activities and strategies are To ensure that activities and strategies are

addressed in IEP goalsaddressed in IEP goals– As an ongoing source of informationAs an ongoing source of information

– IEP goalsIEP goals– Transition statements Transition statements – Summary of performanceSummary of performance

Student Transition Student Transition PortfolioPortfolio Ongoing ProcessOngoing Process 4-6 years4-6 years Not all actions will be appropriate Not all actions will be appropriate

for all studentsfor all students Assessments do not have to be Assessments do not have to be

duplicatedduplicated The portfolio is placed in a manila The portfolio is placed in a manila

folder with the transition folder with the transition assessmentsassessments

Page 1Page 1

Measurable Postsecondary GoalsMeasurable Postsecondary Goals

These are the statements on the These are the statements on the Transition page of Easy IEPTransition page of Easy IEP

Middle school teachers may leave Middle school teachers may leave the form blankthe form blank

Page 2Page 2

EmploymentEmployment

Postsecondary TrainingPostsecondary Training

– Document the actions you complete. Document the actions you complete. You may write in any other You may write in any other activities.activities.

Page 3Page 3

Independent and Supported Independent and Supported LivingLiving

Community InvolvementCommunity Involvement

– Document all activities!Document all activities!

Page 4Page 4

Person Centered Planning TeamPerson Centered Planning Team

Contact information for any Contact information for any person who will help with person who will help with Transition issues.Transition issues.

Summary of Summary of PerformancePerformance Historical View of functional Historical View of functional

assessment and evaluation dataassessment and evaluation data– Documentation of disabilityDocumentation of disability– Nature and extent of functional Nature and extent of functional

limitationslimitations– Effectiveness of accommodationsEffectiveness of accommodations– Recent evaluations or dataRecent evaluations or data– Student input regarding limitations.Student input regarding limitations.

Summary of Summary of PerformancePerformance To be presentedTo be presented

– At graduation with a regular diplomaAt graduation with a regular diploma– When a student ages out at 22When a student ages out at 22– When a student exits school ( with a When a student exits school ( with a

special ed diploma before age 22)special ed diploma before age 22) The student may sign in consent The student may sign in consent

at age 18at age 18

Summary of Summary of PerformancePerformance Why?Why?

– Collaboration with other agenciesCollaboration with other agencies– Prevents duplication of testingPrevents duplication of testing

504/ADA504/ADA– Students must self reportStudents must self report– Determination of DiagnosisDetermination of Diagnosis– Academic and functional limitations Academic and functional limitations

of the disabilityof the disability

Summary of Summary of PerformancePerformance Measurable Postsecondary GoalsMeasurable Postsecondary Goals

– EmploymentEmployment– Education/TrainingEducation/Training– Independent Living SkillsIndependent Living Skills– Community ParticipationCommunity Participation

Summary of Summary of PerformancePerformance Present Levels of PerformancePresent Levels of Performance

– AcademicAcademic– CognitiveCognitive– FunctionalFunctional

Summary of Summary of PerformancePerformance RecommendationsRecommendations

– Higher Education or Career technicalHigher Education or Career technical– EmploymentEmployment– Independent LivingIndependent Living– Community ParticipationCommunity Participation

Summary of Summary of PerformancePerformance Student PerspectiveStudent Perspective

Consent to InviteConsent to Invite

Parent/student consent required Parent/student consent required when the IEP team has decided to when the IEP team has decided to invite outside agencies.invite outside agencies.

Blanket form can be used with Blanket form can be used with possible agencies listed. possible agencies listed.

Employee PortalEmployee Portal

Transition AssessmentsTransition Assessments Transition FormsTransition Forms Transition Teacher InformationTransition Teacher Information

Report Card DataReport Card Data

Indicator 13:Indicator 13:Percentage of youth aged 16 and above with Percentage of youth aged 16 and above with

an IEP that includes appropriate measurable an IEP that includes appropriate measurable postsecondary goals That are annually updated and postsecondary goals That are annually updated and based on age appropriate transition assessment, based on age appropriate transition assessment, transition services, including courses of study, that will transition services, including courses of study, that will reasonably enable the student to meet those post-reasonably enable the student to meet those post-secondary goals, and annual IEP goals related to the secondary goals, and annual IEP goals related to the student’s transition service needs. There also must be student’s transition service needs. There also must be evidence that, if appropriate, a representative of any evidence that, if appropriate, a representative of any participating agency was invited to the IEP team participating agency was invited to the IEP team meeting with prior consent of the parent or student meeting with prior consent of the parent or student who has reached the age of majority.who has reached the age of majority.

Report Card DataReport Card Data

Indicator 14:Indicator 14:

Percent of youth who had Percent of youth who had IEP’s , are no longer in secondary IEP’s , are no longer in secondary school and who have been school and who have been competitively employed or competitively employed or enrolled in some type of post enrolled in some type of post secondary training or education.secondary training or education.

Indicator 13Indicator 13

Measurable Post School Outcomes

Age Appropriate Transition

Assessments

Course Of Study

Transition Transition Requirements Requirements ChecklistChecklist Used for state monitoringUsed for state monitoring TOPS ProjectTOPS Project Indicator 13 QuestionsIndicator 13 Questions Quality of Transition PlansQuality of Transition Plans Federal- Age 16Federal- Age 16 State of Tennessee- Age 14State of Tennessee- Age 14

1. Is there evidence that 1. Is there evidence that the student was invited the student was invited to the IEP meeting?to the IEP meeting?

Student and parent invitationsStudent and parent invitations Check Transition box on the Check Transition box on the

invitationinvitation

2. Did the student 2. Did the student attend the IEP attend the IEP meeting?meeting? Not a requirementNot a requirement Best PracticeBest Practice Note on IEPNote on IEP

3. If the student did not attend the 3. If the student did not attend the IEP meeting, did the public agency IEP meeting, did the public agency take other steps to ensure the take other steps to ensure the student’s preferences and student’s preferences and interests were considered?interests were considered?

Review assessment section of the Review assessment section of the IEPIEP

Check appropriate boxes on the IEPCheck appropriate boxes on the IEP

4. Will this student need 4. Will this student need involvement from any outside involvement from any outside agency in order to make a agency in order to make a successful transition?successful transition?

Only for current yearOnly for current year Review measurable Review measurable

postsecondary goalspostsecondary goals

5. If appropriate, is there 5. If appropriate, is there evidence that a representative evidence that a representative of any participating agency was of any participating agency was invited to the IEP team invited to the IEP team meeting with the prior consent meeting with the prior consent of the parent or student who of the parent or student who has reached the age of has reached the age of majority?majority? Only for the current year.Only for the current year. If this final year check MPG’sIf this final year check MPG’s

6. Did the participating agency, 6. Did the participating agency, other than the public agency., fail other than the public agency., fail to provide the transition services to provide the transition services described in the IEP?described in the IEP?

Review services Review services

7. Did the public agency 7. Did the public agency reconvene the IEP team to identify reconvene the IEP team to identify alternative strategies to meet the alternative strategies to meet the transition objectives and if transition objectives and if necessary, revise the student’s necessary, revise the student’s IEP?IEP?

Review IEP to determine extent of Review IEP to determine extent of agency participationagency participation

Did they do what they said?Did they do what they said?

8. Was the parent 8. Was the parent notice provided?notice provided? Check Easy IEPCheck Easy IEP

9. Does the parent notice indicate 9. Does the parent notice indicate a prupose of the meeting will be a prupose of the meeting will be the consideration of the the consideration of the postsecondary goals and transition postsecondary goals and transition services of the student?services of the student?

Check the transition box on the Check the transition box on the invitation.invitation.

10.. Does the parent 10.. Does the parent notice indicate that the notice indicate that the public agency invited the public agency invited the student?student? Check the transition box on the Check the transition box on the

invitationinvitation

11. Does the parent notice 11. Does the parent notice identify any other agency that identify any other agency that will be invited to send a will be invited to send a representative to the representative to the IEPmeeting? IEPmeeting?

Determine if the student will need Determine if the student will need involvementinvolvement

12. Does the IEP include a 12. Does the IEP include a statement of the student’s statement of the student’s present levels of academic present levels of academic and functional and functional performance?performance?

Name of assessmentName of assessment Assessment results- not what the Assessment results- not what the

assessment measuresassessment measures

13.13. Is there an appropriate Is there an appropriate measurable postsecondary goal measurable postsecondary goal that covers education or that covers education or training, employment and as training, employment and as needed independent living?needed independent living?A- Training/educationA- Training/educationB- EmploymentB- Employment

Use measurable languageUse measurable language Only for actions after high schoolOnly for actions after high school

14. Are the measurable 14. Are the measurable postsecondary goals postsecondary goals updated annually?updated annually? Updated and addresses in the Updated and addresses in the

current IEPcurrent IEP

15. Are there annual IEP 15. Are there annual IEP goals related to the goals related to the student’s transition service student’s transition service needs?needs?

Goals have to be related to the Goals have to be related to the transition needstransition needs

16. Is there evidence that the 16. Is there evidence that the measurable postsecondary measurable postsecondary goals were based on age goals were based on age appropriate transition appropriate transition assessments?assessments?

Measurable postsecondary goals Measurable postsecondary goals have to relate to the assessment have to relate to the assessment results.results.

17. Are there transition 17. Are there transition services in the IEP that will services in the IEP that will reasonable enable the student reasonable enable the student to meet his or her to meet his or her postsecondary goals?postsecondary goals?

Services should lead to Services should lead to achievement of goals.achievement of goals.

18. Are the transition services 18. Are the transition services based on the individual based on the individual student’s needs, taking into student’s needs, taking into account the students account the students strengths, preferences and strengths, preferences and interests?interests?

Services must relate to Services must relate to assessmentsassessments

19. Are the transition services designed 19. Are the transition services designed within a results oriented process that is within a results oriented process that is focused on improving the academic and focused on improving the academic and functional achievement of the student functional achievement of the student with a disability to facilitate the with a disability to facilitate the student’s movement from school to post student’s movement from school to post school activities?school activities?

Services lead to the result of Services lead to the result of student achieving goals.student achieving goals.

20. For the measurable 20. For the measurable postsecondary goals, is there postsecondary goals, is there evidence of coordination evidence of coordination between the LEA and other between the LEA and other postsecondary services?postsecondary services?

Transition- “Coordinated set of Transition- “Coordinated set of activities”activities”

Check IEP to determine evidenceCheck IEP to determine evidence

21. Do the transition services 21. Do the transition services include courses of study that include courses of study that will reasonably enable the will reasonably enable the student to meet his or her student to meet his or her postsecondary goals?postsecondary goals?

List courses taken and courses List courses taken and courses that will be taken according to the that will be taken according to the student’s focused plan of studystudent’s focused plan of study

22. Overall, does the IEP 22. Overall, does the IEP meet the requirements meet the requirements of Indicator 13?of Indicator 13? Questions 1, 13a and b, 14, 15, Questions 1, 13a and b, 14, 15,

16, 17 and 21 must all be 16, 17 and 21 must all be answered yes for the IEP to be in answered yes for the IEP to be in compliance.compliance.

23. Beginning not later that one 23. Beginning not later that one year before the student reaches year before the student reaches the age of majority under state the age of majority under state law, does the IEP include a law, does the IEP include a statement that the student has statement that the student has been informed of the student’s been informed of the student’s rights under Part B of the Act, if rights under Part B of the Act, if any, that will transfer to the any, that will transfer to the student on reaching the age of student on reaching the age of majority?majority?

24. For the current school 24. For the current school year, will the student year, will the student terminate eligibility by terminate eligibility by graduating from secondary graduating from secondary school with a regular diploma school with a regular diploma or exceed the age of eligibility or exceed the age of eligibility for FAPE under State law?for FAPE under State law?

25. Has the public agency 25. Has the public agency developed and provided the developed and provided the student with a summary of student with a summary of academic and functional academic and functional performance including performance including recommendations to assist the recommendations to assist the student in meeting the student in meeting the student’s postsecondary goals student’s postsecondary goals (SOP)?(SOP)?

26. Does the SOP provide the 26. Does the SOP provide the student with a summary of his student with a summary of his or her academic achievement or her academic achievement and functional performance?and functional performance?

27. Does the SOP include 27. Does the SOP include recommendations on how to recommendations on how to assist the student in assist the student in meeting his /her meeting his /her postsecondary goals?postsecondary goals?

Age Appropriate Age Appropriate Transition AssessmentTransition Assessment Portal DocumentPortal Document

– Age Appropriate Transition Age Appropriate Transition AssessmentAssessment

Easy IEP- Transition Easy IEP- Transition Services TabServices Tab

Easy IEP- Transition Easy IEP- Transition Services TabServices Tab Measurable post secondary goalsMeasurable post secondary goals

– Goals required in Employment, Goals required in Employment, Education/ Training, and Education/ Training, and Independent Living Skills as needed.Independent Living Skills as needed.

– Used to be written on the addendumUsed to be written on the addendum– Written as “student will...”Written as “student will...”

Examples of MPG’sExamples of MPG’sEmploymentEmployment Sally will be employed as a nail Sally will be employed as a nail

technician.technician.

Bob will work in a retail business.Bob will work in a retail business.

John will work with machines.John will work with machines.

Examples of MPG’sExamples of MPG’sEducation/ TrainingEducation/ Training Amy will take classes at the community Amy will take classes at the community

college.college. Mary will enroll in Adult Basic Education Mary will enroll in Adult Basic Education

classes to continue developing her classes to continue developing her reading and math skills.reading and math skills.

John will attend technical school to train John will attend technical school to train as an auto body repairmanas an auto body repairman

Bob will enroll in a 4 year university in Bob will enroll in a 4 year university in the fall.the fall.

Examples of MPG’sExamples of MPG’sIndependent/Supported Independent/Supported LivingLiving Amy will live in an apartment Amy will live in an apartment

close to her parents.close to her parents. Jake will live in an apartment near Jake will live in an apartment near

the community college.the community college. Bob will live with his parents.Bob will live with his parents. Mary will live in an apartment Mary will live in an apartment

with a companion.with a companion.

Examples of MPG’sExamples of MPG’sCommunity Community InvolvementInvolvement Mary will join the local YMCA to Mary will join the local YMCA to

take exercise classes.take exercise classes. Jake will remain active in his Jake will remain active in his

church and engage in routine church and engage in routine activities with his friends.activities with his friends.

Jane will volunteer at the local Jane will volunteer at the local homeless shelter.homeless shelter.

Easy IEP-Transition Easy IEP-Transition Services TabServices Tab Course of StudyCourse of Study

– List the courses the student plans to List the courses the student plans to take ortake or

– List the path or Life SkillsList the path or Life Skills– DO NOT STATE “ SEE FOUR YEAR DO NOT STATE “ SEE FOUR YEAR

PLAN” OR “TO BE DETERMINED”PLAN” OR “TO BE DETERMINED”

Easy IEP-Transition Easy IEP-Transition Services TabServices Tab Transition Services- Transition Services-

Activities/StrategiesActivities/Strategies– Use the Student Transition Portfolio Use the Student Transition Portfolio

to determine what activities you to determine what activities you need to do for each Measurable post need to do for each Measurable post secondary goal (Employment, secondary goal (Employment, Education/Training and Independent Education/Training and Independent Living if needed)Living if needed)

– You may use the Transition activities You may use the Transition activities on the portal as a guide.on the portal as a guide.

Goals and ObjectivesGoals and Objectives

You must write goals and short You must write goals and short term objectives for those term objectives for those Vocational and Transition Vocational and Transition activities that are the activities that are the responsibility of special responsibility of special education.education.

You write these goals in the same You write these goals in the same manner as the academic goals.manner as the academic goals.

Case StudiesCase Studies

Transition InstructionTransition Instruction

Self Advocacy- Self Determination Self Advocacy- Self Determination Curriculum- Middle SchoolsCurriculum- Middle Schools

Principles of Transition I , II and IIIPrinciples of Transition I , II and III

Self Advocacy and Self Self Advocacy and Self DeterminationDetermination Why teach these skills?Why teach these skills?

– Students learn likes, dislikes, Students learn likes, dislikes, strengths, abilities, valuesstrengths, abilities, values

– Students learn to present themselves Students learn to present themselves as an individual with skills and as an individual with skills and positive attributespositive attributes

– Students learn to make choicesStudents learn to make choices– Students learn decision makingStudents learn decision making– Students recognize successes and Students recognize successes and

potential for future successespotential for future successes

Self Advocacy and Self Self Advocacy and Self DeterminationDetermination Why teach these skillsWhy teach these skills

– Students explore dreams and plan to Students explore dreams and plan to achieve goalsachieve goals

– Student document current and Student document current and future goals by developing a resumefuture goals by developing a resume

– Students are informed of rights and Students are informed of rights and role as a self advocaterole as a self advocate

Self Advocacy and Self Self Advocacy and Self DeterminationDetermination UT Center on Disability and employmentUT Center on Disability and employment Center provides technical supportCenter provides technical support Available for use in Middle and High Available for use in Middle and High

schools.schools. Can be used as a 9 week course or can be Can be used as a 9 week course or can be

broken up into 10-30 minute sections.broken up into 10-30 minute sections. Each school has an Instructor’s manual Each school has an Instructor’s manual

which includes a CD and Student materials.which includes a CD and Student materials.

Self Advocacy and Self Self Advocacy and Self DeterminationDetermination Manual hasManual has

– Instructor’s NotesInstructor’s Notes– Content for LearnersContent for Learners– Step by step instructionsStep by step instructions– Approximate timesApproximate times– Materials neededMaterials needed– Activities and exercises to useActivities and exercises to use

Self Advocacy and Self Self Advocacy and Self DeterminationDetermination

Principles of TransitionPrinciples of Transition

Principles of Transition IPrinciples of Transition I– Self Determination and Self Self Determination and Self

AdvocacyAdvocacy– Knowledge of IEP and Transition Knowledge of IEP and Transition

PlanningPlanning– Household managementHousehold management– Meeting personal needsMeeting personal needs

Principles of Transition Principles of Transition

Principles of Transition IIPrinciples of Transition II– Work HabitsWork Habits– Household managementHousehold management– Investigating community servicesInvestigating community services– Occupational safetyOccupational safety– Seeking employmentSeeking employment

Principles of TransitionPrinciples of Transition

Principles of Transition IIIPrinciples of Transition III– Independent living skillsIndependent living skills– Job acquisition and retentionJob acquisition and retention– Work Based LearningWork Based Learning– Legal issuesLegal issues– Finalizing plansFinalizing plans

Principles of TransitionPrinciples of Transition

MaterialsMaterials– The Transition Handbook- Strategies The Transition Handbook- Strategies

High School Teachers Use that WorkHigh School Teachers Use that Work– Life Centered Career Education- A Life Centered Career Education- A

Competency Based ApproachCompetency Based Approach– Supplemental materialsSupplemental materials– Teachers receive materials after Teachers receive materials after

trainingtraining

Principles of TransitionPrinciples of Transition

Each school will have 1 (one ) Each school will have 1 (one ) copy of materialscopy of materials

Copies can be made as neededCopies can be made as needed Will need to be kept in a central Will need to be kept in a central

location (library)location (library)

ResourcesResources

State Department of Special State Department of Special EducationEducation

Partnerships for EdExcellencePartnerships for EdExcellence– Manuals Manuals – Assessment ToolkitAssessment Toolkit

Agencies and ServicesAgencies and Services

Vocational RehabilitationVocational Rehabilitation– Job TrainingJob Training– Competitive and Supported EmploymentCompetitive and Supported Employment– Order of selectionOrder of selection

DMRS and Medicaid WaiverDMRS and Medicaid Waiver– Early interventionEarly intervention– Family supportFamily support– Consumer directed supportsConsumer directed supports– Case management servicesCase management services– Home and community based waiver Home and community based waiver

servicesservices

Agencies and ServicesAgencies and Services

Tennessee Career CentersTennessee Career Centers– One Stop CentersOne Stop Centers– Throughout TennesseeThroughout Tennessee

Community Based Transition Community Based Transition ProgramProgram– Metro SchoolsMetro Schools– 19-2119-21

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Tennessee Disability Tennessee Disability PathfinderPathfinder