1 IDEA 2004: Issues, Implications and Strategies in the Development of Transition Plans and Understanding State Performance Plan Indicators 13 & 14 Only.

11

IDEA 2004: Issues, Implications and IDEA 2004: Issues, Implications and Strategies in the Development of Strategies in the Development of

Transition Plans and Understanding Transition Plans and Understanding State Performance Plan Indicators 13 State Performance Plan Indicators 13

& 14& 14

“Only those who will risk going too far can possibly find out how far one can go.”

T.S. Eliot

Presented by:

Illinois Special Education Leadership Academy &

Illinois State Board of Education

22

Illinois State Performance Plan, Illinois State Performance Plan,

Part BPart BYears 2005 - 2010Years 2005 - 2010

Monitoring Priority: Effective General SupervisionMonitoring Priority: Effective General Supervision Part B/Effective Transition Part B/Effective Transition

Indicator 13 (NEW) – Percent of youth age 16 and Indicator 13 (NEW) – Percent of youth age 16 and above with an IEP that includes coordinated, above with an IEP that includes coordinated, measurable annual IEP goals and transition services measurable annual IEP goals and transition services that will reasonably enable the student to meet the that will reasonably enable the student to meet the post-secondary goals. post-secondary goals.

Measurement: Measurement:

# of youth with disabilities aged 16 and above with an IEP that includes # of youth with disabilities aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will coordinated, measurable, annual IEP goals and transition services that will

reasonably enable the student to meet the post-secondary goalsreasonably enable the student to meet the post-secondary goals# of youth with an IEP age 16 and above # of youth with an IEP age 16 and above

Multiplied by 100Multiplied by 100

33



Monitoring Priority: Effective General SupervisionMonitoring Priority: Effective General Supervision Part B/Effective Transition Part B/Effective Transition

Indicator 13 (NEW) – Percent of youth age 16 and Indicator 13 (NEW) – Percent of youth age 16 and above with an IEP that includes coordinated, above with an IEP that includes coordinated, measurable annual IEP goals and transition services measurable annual IEP goals and transition services that will reasonably enable the student to meet the that will reasonably enable the student to meet the post-secondary goals. post-secondary goals.

Measurable and Rigorous Target: 100%Measurable and Rigorous Target: 100%

New indicator – baseline data are due with the FFY 05 (2005-2006) Annual Performance Report (APR) due February 1, 2007.

44



Monitoring Priority: Effective General Supervision Monitoring Priority: Effective General Supervision Part B/Effective Transition Part B/Effective Transition

Indicator 14 (NEW) – Percent of youth who had IEPs, Indicator 14 (NEW) – Percent of youth who had IEPs, are no longer in secondary school and who have are no longer in secondary school and who have been competitively employed, enrolled in some type been competitively employed, enrolled in some type of post-secondary school, or both, within one year of post-secondary school, or both, within one year of leaving high school. of leaving high school.

Measurement: Measurement:

# of youth who had IEPs, are no longer in secondary school and who# of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of have been competitively employed, enrolled in some type of

postsecondary school, or both, within one year of leaving high school postsecondary school, or both, within one year of leaving high school # of youth assessed who had IEPs and are no longer in secondary school # of youth assessed who had IEPs and are no longer in secondary school

Multiplied by 100Multiplied by 100

55



Monitoring Priority: Effective General Supervision Monitoring Priority: Effective General Supervision Part B/Effective Transition Part B/Effective Transition

Indicator 14 (NEW) – Percent of youth who had IEPs, Indicator 14 (NEW) – Percent of youth who had IEPs, are no longer in secondary school and who have are no longer in secondary school and who have been competitively employed, enrolled in some type been competitively employed, enrolled in some type of post-secondary school, or both, within one year of post-secondary school, or both, within one year of leaving high school. of leaving high school.

Measurable and Rigorous Target: Measurable and Rigorous Target:

New indicator – baseline data are due with the FFY 06 (2006-2007)Annual Performance Report (APR) due February 1, 2008.

66

Transition Planning

A dynamic process involving a A dynamic process involving a partnership of consumers, school-partnership of consumers, school-age services, post-school services, age services, post-school services, and local communities that results and local communities that results in maximum levels of in maximum levels of employment, integration, and employment, integration, and community participation for youth community participation for youth with disabilities.with disabilities.

77

Individuals with Disabilities Education

Improvement Act of 2004 Changes in the purpose of IDEAChanges in the purpose of IDEA

– The purpose of IDEA is to ensure that all The purpose of IDEA is to ensure that all children with disabilities have available to children with disabilities have available to them a free and appropriate public them a free and appropriate public education (FAPE) that emphasizes special education (FAPE) that emphasizes special education and related services designed to education and related services designed to meet their unique needs and prepare meet their unique needs and prepare them for them for further educationfurther education, employment , employment and independent living.and independent living.

Individuals with Disabilities Education Improvement Act of 2004 Individuals with Disabilities Education Improvement Act of 2004

[601(d)(1)(A)][601(d)(1)(A)]

88

IDEA 2004Federal Definition of

Transitiona) 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)

99

Federal Definition of Transition

2.2. Is based on the individual child’s Is based on the individual child’s needs, taking into account the child’s needs, taking into account the child’s strengths, preferences and interests; strengths, preferences and interests; andand

34CFR §300.43(2)

1010


3.3. IncludesIncludesI.I. InstructionInstruction

II.II. Related ServicesRelated Services

III.III. Community ExperiencesCommunity Experiences

IV.IV. The development of employment and The development of employment and other post-school adult living objectives; other post-school adult living objectives; andand

V.V. If appropriate, acquisition of daily living If appropriate, acquisition of daily living skills and functional vocational evaluationskills and functional vocational evaluation

34CFR §300.43(2)

1111


b)b) Transition services for children with Transition services for children with disabilities may be special disabilities may be special education, if provided as specially education, if provided as specially designed instruction, or a related designed instruction, or a related service, if required to assist a child service, if required to assist a child with a disability to benefit from with a disability to benefit from special education.special education.

34CFR §300.43(b)

1212

Beginning no later than thefirst IEP to be in effect when the child is 16 . . . each student must have included in the each student must have included in the

IEP appropriate IEP appropriate measurable post-measurable post-secondary goals based on age secondary goals based on age appropriate transition assessmentsappropriate transition assessments related to: related to: – training, training, – education,education,– employment, and, where appropriateemployment, and, where appropriate– independent living skills.independent living skills.34CFR §300.320(b)(1)

1313

AND…

The transition services (including The transition services (including courses of study) needed to assist the courses of study) needed to assist the child in reaching those goals.child in reaching those goals.

Beginning Beginning not laternot later than 1 year before than 1 year before the child reaches the age of majority the child reaches the age of majority under state law, a statement that the under state law, a statement that the child has been informed of the child’s child has been informed of the child’s rights under this title, if any, that will rights under this title, if any, that will transfer to the child on reaching the transfer to the child on reaching the age of majority.age of majority.

34CFR §300.320(b)(2)

1414

Additional RequirementAdditional Requirement Eligibility termination and the SOPEligibility termination and the SOP

For a child whose eligibility ends, a For a child whose eligibility ends, a public agency must provide the child public agency must provide the child with a summary of the child’s academic with a summary of the child’s academic achievement and functional achievement and functional performance, which shall include performance, which shall include recommendations on how to assist the recommendations on how to assist the child in meeting the child’s child in meeting the child’s postsecondary goals.postsecondary goals.

– Graduation with a regular diplomaGraduation with a regular diploma– Exceeding the maximum age of eligibility Exceeding the maximum age of eligibility

34CFR §300.305(e)(3)

1515

Failure to meet Failure to meet transition objectives…transition objectives…

If a participating agency, other than If a participating agency, other than the public agency, fails to provide the the public agency, fails to provide the transition services described in the IEP, transition services described in the IEP, the public agency must reconvene the the public agency must reconvene the IEP Team to identify alternative IEP Team to identify alternative strategies to meet the transition strategies to meet the transition objectives for the child set out in the objectives for the child set out in the IEP.IEP.

34CFR §300.324(c)

1616

Transition Planning in IllinoisTransition Planning in Illinois

PROPOSED RULE

Beginning not later than the first IEP to be in effect when the child turns 14 ½, and updated annually thereafter, the IEP shall include:

• Appropriate, measurable post-secondary goals based upon age-appropriate assessments related to education, training, employment, and, where appropriate, independent living skills

• Transition services that are needed to assist the child in reaching those goals, including courses of study and any other needed services to be provided by entities other than the school district

CURRENT RULE

The IEP for a student who has reached the age of 14 shall also include a description of the student’s transition service needs under the applicable components of the IEP, with specific reference to the student’s courses of study.

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PROPOSEDPROPOSEDIllinois Special Education RulesIllinois Special Education Rules

Graduation or Completion of Graduation or Completion of ProgramProgram

An eligible student who requires continued An eligible student who requires continued public school educational experience to public school educational experience to facilitate his or her integration into society shall facilitate his or her integration into society shall be eligible for such services through age 21, be eligible for such services through age 21, inclusive, i.e., through the day before the inclusive, i.e., through the day before the student’s 22student’s 22ndnd birthday. birthday.– Current rule, “through 21”Current rule, “through 21”

The provision of FAPE is not required with The provision of FAPE is not required with respect to a student with a disability who has respect to a student with a disability who has graduated with a regular high school diploma.graduated with a regular high school diploma.

Students who have participated in a graduation Students who have participated in a graduation ceremony but have not been awarded regular ceremony but have not been awarded regular high school diplomas continue to be eligible to high school diplomas continue to be eligible to receive FAPE through age 21, inclusive.receive FAPE through age 21, inclusive.Illinois Special Education Rules, Section 226.50(c)

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PROPOSEDPROPOSEDIllinois Special Education RulesIllinois Special Education Rules

Graduation or Completion of Graduation or Completion of ProgramProgram

A student with a disability who has fulfilled the A student with a disability who has fulfilled the minimum state graduation requirements shall be minimum state graduation requirements shall be eligible for a regular high school diploma.eligible for a regular high school diploma.

– If the student’s IEP prescribes special education, transition If the student’s IEP prescribes special education, transition planning, transition services or related services beyond planning, transition services or related services beyond that point, issuance of that diploma shall be deferred so that point, issuance of that diploma shall be deferred so that the student will continue to be eligible for those that the student will continue to be eligible for those services.services.

– If the student is to receive a regular high school diploma, If the student is to receive a regular high school diploma, at least one year prior to the anticipated date of its at least one year prior to the anticipated date of its issuance, both the parent and the student shall receive issuance, both the parent and the student shall receive written notification (34 CFR 300.503) that eligibility for written notification (34 CFR 300.503) that eligibility for public school special education ends following the granting public school special education ends following the granting of a diploma and that an IEP meeting may be requested to of a diploma and that an IEP meeting may be requested to review the recommendation that the student receive a review the recommendation that the student receive a regular diploma.regular diploma.

Illinois Special Education Rules, Section 226.50(c)

1919

““If …one If …one cannot cannot change a change a situation situation that causes that causes his suffering, his suffering, he can still he can still choose his choose his attitude.” attitude.”

Viktor E. FranklMan’s Search for Meaning. pg. 172

2020

“Change your thoughts and you change your world.” Norman Vincent Peale

“We must become the change we want to see.” Mahatma Gandhi

“I want to change the world. But I have found that the only thing one can be sure of

changing is oneself.” Aldous Huxley

“People are changed not by coercion or intimidation, but by example.” unknown

“No pessimist ever discovered the secret of the stars or sailed an uncharted sea or

opened a new doorway for the human spirit.” Helen Keller

“She was unaware of my limitations.” Helen Keller

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Transition: Transition: Centerpiece of the Centerpiece of the

IEPIEPUnderstanding MeasurableUnderstanding Measurable

Post-Secondary GoalsPost-Secondary Goals

2222

Understanding MeasurableUnderstanding MeasurablePost-Secondary GoalsPost-Secondary Goals

Measurable post-secondary goals are Measurable post-secondary goals are required under the reauthorization of the required under the reauthorization of the Individuals with Disabilities Education Act Individuals with Disabilities Education Act 2004. 2004.

Effective July 1, 2005Effective July 1, 2005

In Illinois, any student who will turn 14 ½ In Illinois, any student who will turn 14 ½ during the timeframe of the IEP, or younger, during the timeframe of the IEP, or younger, if deemed appropriate by the IEP teamif deemed appropriate by the IEP team

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Understanding Understanding MeasurableMeasurable

Post-School GoalsPost-School Goals What is a measurable post-school goal?What is a measurable post-school goal?

– A statement that articulates what the student would like to A statement that articulates what the student would like to achieve after high schoolachieve after high school

– It is based on the student’s strengths, preferences and It is based on the student’s strengths, preferences and interestsinterests

– It is based on age-appropriate transition assessmentsIt is based on age-appropriate transition assessments– It is written for the following areas:It is written for the following areas:

Education and/or trainingEducation and/or training– Education – community college, university, technical/trade/vocational Education – community college, university, technical/trade/vocational

schoolschool– Training – vocational or career field training, independent living skill Training – vocational or career field training, independent living skill

training, apprenticeship, OJT, job corp, etc. training, apprenticeship, OJT, job corp, etc. Employment – paid employment (competitive, supported, Employment – paid employment (competitive, supported,

sheltered); non-paid employment (volunteer, in a training sheltered); non-paid employment (volunteer, in a training capacity); military, etc.capacity); military, etc.

Adult living (if needed) – independent living skills, health/safety, Adult living (if needed) – independent living skills, health/safety, financial/income, transportation/mobility, social relationships, financial/income, transportation/mobility, social relationships, recreation/leisure, self-advocacy/future planningrecreation/leisure, self-advocacy/future planning

Each transition-aged student should have a Each transition-aged student should have a minimum of minimum of twotwo post-school goals post-school goals– One for education or trainingOne for education or training– One for employment One for employment

2424

Understanding Understanding MeasurableMeasurable

Post-Secondary GoalsPost-Secondary Goals How is a measurable post-school goal written?How is a measurable post-school goal written?

– Use results-oriented terms such as “enrolled in”, Use results-oriented terms such as “enrolled in”, “work”, and descriptors such as “full-time” or “part-“work”, and descriptors such as “full-time” or “part-time”time”

Education – Leslie will be enrolled full time at Education – Leslie will be enrolled full time at Lewis and Clark Community College.Lewis and Clark Community College.

Training – Bob will be enrolled part-time in an Training – Bob will be enrolled part-time in an emergency medical technician training program.emergency medical technician training program.

Employment – Lyle will work full time for the fire Employment – Lyle will work full time for the fire department, hospital or ambulance service. department, hospital or ambulance service.

Adult Living – Steven will live independently in Adult Living – Steven will live independently in his own apartment or home.his own apartment or home.

2525

Age-Appropriate Age-Appropriate Transition AssessmentsTransition Assessments

Is the use of a transition assessment for Is the use of a transition assessment for the post-secondary goals mentioned or the post-secondary goals mentioned or documented in the IEP or evident in the documented in the IEP or evident in the student’s file?student’s file?– For each post-secondary goal, there should For each post-secondary goal, there should

be evidence that age-appropriate transition be evidence that age-appropriate transition assessments – formal and/or informal – assessments – formal and/or informal – provided information on the student’s provided information on the student’s needs, taking into account strengths, needs, taking into account strengths, preferences, and interests regarding the preferences, and interests regarding the post-secondary goalpost-secondary goal

2626

Annual IEP GoalsAnnual IEP Goals

For each postsecondary goal, there should be at For each postsecondary goal, there should be at least one annual goal in the IEP that will help the least one annual goal in the IEP that will help the student make progress toward the stated post-student make progress toward the stated post-secondary goal.secondary goal.– Employment Post-School Goal:Employment Post-School Goal:

Dave will work full time for the fire department, hospital or Dave will work full time for the fire department, hospital or ambulance service. ambulance service.

Annual goal: In relation to his PLAAFP what does Dave need Annual goal: In relation to his PLAAFP what does Dave need to work on to move toward this goal…volunteer at the fire to work on to move toward this goal…volunteer at the fire department over the summer, work on communication department over the summer, work on communication skills, self-determination skills such as teamwork, leadership skills, self-determination skills such as teamwork, leadership skills, etc., research each of his desired settings for work skills, etc., research each of his desired settings for work load, salary, etc….load, salary, etc….

– Dave will research each of the desired work settings of fire department, Dave will research each of the desired work settings of fire department, hospital and ambulance service and present the results during the first hospital and ambulance service and present the results during the first semester tech prep class.semester tech prep class.

– If appropriate, add short-term objectives. In this example, short-term If appropriate, add short-term objectives. In this example, short-term objectives could include preparing charts, graphs, information style objectives could include preparing charts, graphs, information style paper and/or including the presentation of results at the winter paper and/or including the presentation of results at the winter parent/teacher conference. parent/teacher conference.

2727

Courses of StudyCourses of Study

Do the transition services include courses of Do the transition services include courses of study that focus on improving the academic study that focus on improving the academic and functional achievement of the child to and functional achievement of the child to facilitate movement from school to post-facilitate movement from school to post-school?school?– Course of study, instructional program of study or list Course of study, instructional program of study or list

of courses of study should be in the IEP and should of courses of study should be in the IEP and should align with the student’s post-secondary goals.align with the student’s post-secondary goals.

Does a post-secondary goal require a certain minimum Does a post-secondary goal require a certain minimum requirement of courses, e.g., college bound, trade requirement of courses, e.g., college bound, trade school bound, etc.? school bound, etc.?

Does a post-secondary goal require or benefit from the Does a post-secondary goal require or benefit from the successful completion of specific high school classes, successful completion of specific high school classes, e.g., a future chef planning to take and completing all e.g., a future chef planning to take and completing all cooking related classes, a future child-care provider cooking related classes, a future child-care provider planning to take and completing relevant classes in planning to take and completing relevant classes in Family and Consumer Science, etc. Family and Consumer Science, etc.

2828

Transition ServicesTransition ServicesCoordinated Set of ActivitiesCoordinated Set of Activities

For each post-secondary goal, is there (a) instruction, (b) For each post-secondary goal, is there (a) instruction, (b) related service, (c) community experience, (d) development related service, (c) community experience, (d) development of employment and other post-school adult living objectives, of employment and other post-school adult living objectives, if appropriate, (e) acquisition of daily living skills, or, if if appropriate, (e) acquisition of daily living skills, or, if appropriate, (f) provision of functional vocational evaluation appropriate, (f) provision of functional vocational evaluation listed in association with meeting the post-secondary goal?listed in association with meeting the post-secondary goal?– Employment Post-School Goal:Employment Post-School Goal:

Dave will work full time for the fire department, hospital or Dave will work full time for the fire department, hospital or ambulance service. ambulance service.

– Annual Goal: Annual Goal: Dave will research each of the desired work settings of fire Dave will research each of the desired work settings of fire

department, hospital and ambulance service and present the results department, hospital and ambulance service and present the results during the first semester tech prep class. during the first semester tech prep class.

– Transition Service – Community Experience Transition Service – Community Experience Coordinate job shadow opportunities at each of Dave’s desired work Coordinate job shadow opportunities at each of Dave’s desired work

environments. Implementer: Dave, Tech Prep Coordinator, Case environments. Implementer: Dave, Tech Prep Coordinator, Case ManagerManager

2929

Coordination with Post-Coordination with Post-School Service Providers School Service Providers (aka (aka

adult agencies)adult agencies)

For each post-secondary goal, is there evidence For each post-secondary goal, is there evidence of coordination between LEA and post-secondary of coordination between LEA and post-secondary services? services? – Is there evidence that the IEP team discussed and listed potential post-Is there evidence that the IEP team discussed and listed potential post-

school service providers?school service providers?– Is there evidence of family and/or student input regarding potential Is there evidence of family and/or student input regarding potential

post-school service providers?post-school service providers?– Are there transition services listed on the IEP that are likely to be Are there transition services listed on the IEP that are likely to be

provided or paid for by an outside agency?provided or paid for by an outside agency?– Was parent consent or child consent (once student is the age of Was parent consent or child consent (once student is the age of

majority) to invite an outside agency(ies) obtained? majority) to invite an outside agency(ies) obtained? – Is there evidence in the IEP or the student’s file that any of the Is there evidence in the IEP or the student’s file that any of the

following were invited to the IEP meeting to discuss transition: following were invited to the IEP meeting to discuss transition: postsecondary education, vocational education, integrated postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult employment (including supported employment), continuing and adult education, adult services, independent living or community education, adult services, independent living or community participation?participation?

– For those invited post-school service providers who declined and/or For those invited post-school service providers who declined and/or were unable to attend the IEP meeting, is there evidence that alternate were unable to attend the IEP meeting, is there evidence that alternate forms of communication and information gathering were used to forms of communication and information gathering were used to support networking/access for the IEP team and specifically the family support networking/access for the IEP team and specifically the family and/or student?and/or student?

3030

3131

Potential Potential CollaboratorsCollaboratorsLooking beyond the typical playersLooking beyond the typical players

Adult Education Representative – provides information about lifelong education optionsAdult Education Representative – provides information about lifelong education options Advocacy Organization Representative – may offer self-advocacy training or support groups for Advocacy Organization Representative – may offer self-advocacy training or support groups for

youthyouth Assistive Technology Representative - provides expertise on devices that can open doors to Assistive Technology Representative - provides expertise on devices that can open doors to

opportunities opportunities At-Risk/Prevention Specialist – offers counseling and support on teen pregnancy, alcohol, and At-Risk/Prevention Specialist – offers counseling and support on teen pregnancy, alcohol, and

drugsdrugs Business-Education Partnership Rep. – provides links between schools and local businesses and Business-Education Partnership Rep. – provides links between schools and local businesses and

industryindustry Community Action Agency Rep. – may link team to resources for traditionally underrepresented Community Action Agency Rep. – may link team to resources for traditionally underrepresented

groupsgroups Correctional Education Staff – provides incarcerated youth with continued learning opportunitiesCorrectional Education Staff – provides incarcerated youth with continued learning opportunities Drop-Out Prevention Representative – provides youth with alternatives to dropping out of schoolDrop-Out Prevention Representative – provides youth with alternatives to dropping out of school Employer – offers insight into expectations; promotes hiring of people with disabilitiesEmployer – offers insight into expectations; promotes hiring of people with disabilities Employment Specialist – provides job development, placement, coachingEmployment Specialist – provides job development, placement, coaching Extension Service Representative – offers programs in parenting, homemaking, independent livingExtension Service Representative – offers programs in parenting, homemaking, independent living Guidance Counselor – provides information on curriculum, assessment, graduation requirements, Guidance Counselor – provides information on curriculum, assessment, graduation requirements,

collegecollege Heath Department – provides guidance on community health services and health care adviceHeath Department – provides guidance on community health services and health care advice

Adapted from NICHCY, TS10, January 1999 www.nichcy.org

3232

Potential CollaboratorsPotential Collaborators Looking beyond the typical playersLooking beyond the typical players

Continued Continued Higher Education Representative - provides information on post-secondary services to Higher Education Representative - provides information on post-secondary services to

students with disabilitiesstudents with disabilities Housing Agency Representative – assists in developing housing optionsHousing Agency Representative – assists in developing housing options Leisure Program Representative – knows available program options within the communityLeisure Program Representative – knows available program options within the community Literacy Council Representative - coordinates volunteers to teach basic reading and writing Literacy Council Representative - coordinates volunteers to teach basic reading and writing

skillsskills Local Government Representative – funds many local services; can provide information on Local Government Representative – funds many local services; can provide information on

local serviceslocal services Parent Training Information Ctr. Rep. – provides training on transition planning and advocacy Parent Training Information Ctr. Rep. – provides training on transition planning and advocacy

services to familiesservices to families Religious Community Member – can provide social support to young adults and their familiesReligious Community Member – can provide social support to young adults and their families Residential Service Provider – can help access specialized housingResidential Service Provider – can help access specialized housing Social Worker – provides guidance and arranges for case management, support, respite careSocial Worker – provides guidance and arranges for case management, support, respite care Special Olympics Representative – provides sports training, competition, and recreational Special Olympics Representative – provides sports training, competition, and recreational

opportunities for youthopportunities for youth Transportation Representative – offers expertise about transportation options and trainingTransportation Representative – offers expertise about transportation options and training United Way Representative – funds many community programs that may offer options for United Way Representative – funds many community programs that may offer options for

young adultsyoung adults Very Special Arts Representative – provides information on art programs and opportunities for Very Special Arts Representative – provides information on art programs and opportunities for

youthyouth YMCA/YWCA – offers recreation and leisure programsYMCA/YWCA – offers recreation and leisure programs

Adapted from NICHCY, TS10, January 1999 www.nichcy.org

3333

Steps for Writing Steps for Writing Transition-Focused Transition-Focused

IEP’sIEP’s

3434

Identify the student’s Identify the student’s post-school goals.post-school goals.

What are the student’s preferences and interests in:What are the student’s preferences and interests in:– EmploymentEmployment– Postsecondary education, training and other learning Postsecondary education, training and other learning

opportunitiesopportunities– Community participation and mobilityCommunity participation and mobility– Recreation and leisureRecreation and leisure– Independent living Independent living

Or simply stated…Or simply stated…– What does the student want to do beyond school?What does the student want to do beyond school?– Where and how does the student want to live?Where and how does the student want to live?– How does the student want to take part in the community?How does the student want to take part in the community?

3535

Identifying the student’s Identifying the student’s post-school goalspost-school goals

Age appropriate transition assessmentsAge appropriate transition assessments Interest inventoriesInterest inventories Transition surveysTransition surveys Person-centered Person-centered

planningplanning Curriculum-based Curriculum-based

assessmentsassessments Structured interviewsStructured interviews Social historiesSocial histories Career portfoliosCareer portfolios Employability skills Employability skills

inventoriesinventories Assessments of post-Assessments of post-

school environments school environments desired by the studentdesired by the student

Adaptive behavior Adaptive behavior inventoriesinventories

Life skills inventoriesLife skills inventories Aptitude testsAptitude tests Personality scalesPersonality scales Social skills inventoriesSocial skills inventories College entrance College entrance

examinationsexaminations Assessment of Assessment of

technology needstechnology needs Vocational skills Vocational skills

inventoriesinventories Professional Professional

assessmentsassessments

3636

Age-Appropriate Age-Appropriate Transition AssessmentsTransition Assessments

DocumentationDocumentation

Transition AssessmentsTransition Assessments Assessment Assessment TypeType

ResponsibleResponsibleAgency/Agency/PersonPerson Date Date

ConductedConducted Report Report AttachedAttached Goal # Goal #

3737

Keeping in mind…Keeping in mind…

Provide opportunities for students’ to Provide opportunities for students’ to discover what they can and cannot do.discover what they can and cannot do.

Provide opportunities for students’ to Provide opportunities for students’ to discover what they might be able to do with discover what they might be able to do with accommodations or further education and accommodations or further education and training.training.

Provide opportunities for students’ to try out Provide opportunities for students’ to try out work and life experiences based on their work and life experiences based on their expressed interests. expressed interests.

3838

Post-School Goal Post-School Goal ExamplesExamples

Indicate and project the desired appropriate measurable post-secondary Indicate and project the desired appropriate measurable post-secondary outcomes/goals as identified by the student, parent and IEP team. Goals are outcomes/goals as identified by the student, parent and IEP team. Goals are based upon age appropriate assessments related to education and/or based upon age appropriate assessments related to education and/or training, and where appropriate adult living.training, and where appropriate adult living.

Post-School GoalsPost-School Goals

Post-Secondary Education and/or Training (e.g., community college, 4-year university, technical/vocational/trade school, vocational or career field training, independent living skill training, apprenticeship, OJT, job corp):

Jennifer will attend Southwestern IL College full-time to earn a certificate in child care.

Employment (e.g., competitive, supported, sheltered, non-paid as a volunteer or training capacity, military):

Jennifer will work full-time at a day-care or pre-school in the local community.Adult Living (e.g., independent living, health/safety, self-advocacy/future planning, financial/income needs, transportation/mobility, social relationships, recreation/leisure):

Madaline will pay rent from her SSI to live with her parents in preparation for moving into a shared apartment after 6 months of full-time employment.

Madaline will access community transportation independently to travel to college and then to her job.

3939

The passion created by shared vision creates

synergistic empowerment, it

unleashes and combines the energy, talent, and capacities

of all involved.

Covey, Merrill and Merrill, 1994

Begin with the End in Mind

Stephen Covey

4040

Describe the student’sDescribe the student’s present present level of academic achievement level of academic achievement

and functional performanceand functional performance

Knowing where students are Knowing where students are functioning in relation to where they functioning in relation to where they want to go and what they want to do in want to go and what they want to do in their adult lives is a critical step in the their adult lives is a critical step in the development of a transition-focused development of a transition-focused IEP.IEP.

4141

Design a course of studyDesign a course of study

Planning regarding courses leading to Planning regarding courses leading to graduation or completion of a school graduation or completion of a school program program – Long-range educational planLong-range educational plan

Courses and other educational Courses and other educational experiences that move the student experiences that move the student toward his/her post-school goalstoward his/her post-school goals

4242

Course of StudyCourse of StudyExampleExample

Year 1 – Age 14/15 Year 1 – Age 14/15 Year 2 – 15/16 Year 2 – 15/16 Year 3 – 16/17 Year 3 – 16/17 Year 4 – 17/18 Year 4 – 17/18

Math IMath I Math IIMath II Algebra 1Algebra 1 First Aid/CPRFirst Aid/CPR

English IEnglish I English IIEnglish II English IIIEnglish III English IVEnglish IV

World HistoryWorld History P.E.P.E. American American HistoryHistory

GovernmentGovernment

Biology Biology Earth ScienceEarth Science Early Childhood Early Childhood Dev.Dev.

PsychologyPsychology

Keyboarding/Keyboarding/

HealthHealthCulinary Arts I Culinary Arts I and IIand II

Culinary Arts III Culinary Arts III and IVand IV

Community – Community – Based Empl.Based Empl.

Career Career ExplorationExploration

Human Human ServicesServices

TA in TA in kindergarten kindergarten classroomclassroom

Community – Community – Based Empl. Based Empl.

Course of Study

4343

Design a statement of Design a statement of transition servicestransition services

Develop an outcome-oriented plan for adult Develop an outcome-oriented plan for adult life that addresses, plans for and coordinates life that addresses, plans for and coordinates what the student will learn in school and do what the student will learn in school and do following graduation or leaving school.following graduation or leaving school.

Make sure that the student’s needs, Make sure that the student’s needs, preferences and interests regarding his/her preferences and interests regarding his/her desired post-school activities are the focal desired post-school activities are the focal point of the planning and resulting IEP.point of the planning and resulting IEP.

4444


continuedcontinued

Identify who will provide, be Identify who will provide, be responsible for and pay for each responsible for and pay for each activityactivity

Identify the dates or school year in Identify the dates or school year in which each activity will be addressed which each activity will be addressed and prioritize those activities to be and prioritize those activities to be addressed for the coming yearaddressed for the coming year

4545

Transition ServicesTransition Servicescontinuedcontinued

What services, supports or programs does What services, supports or programs does this student currently need?this student currently need?

What services, supports or programs will What services, supports or programs will this student need in order to achieve this student need in order to achieve his/her desired post-school goals?his/her desired post-school goals?

What services, supports or programs will What services, supports or programs will this student need in order to ensure this student need in order to ensure success as he/she enters the adult world?success as he/she enters the adult world?

Is the student linked to the needed post-Is the student linked to the needed post-school services, supports or programs school services, supports or programs BEFORE he/she leaves the secondary BEFORE he/she leaves the secondary school setting?school setting?

4646


continuedcontinued

Include appropriate individuals from outside Include appropriate individuals from outside the school systemthe school system

– ““To the extent appropriate, with the consent of To the extent appropriate, with the consent of the parents or a child who has reached the age of the parents or a child who has reached the age of majority…the public agency must invite a majority…the public agency must invite a representative of any other participating agency representative of any other participating agency that is likely to be responsible for providing or that is likely to be responsible for providing or paying for transition services.” paying for transition services.”

(34 CFR §300.321(b)(3))(34 CFR §300.321(b)(3))

Specify interagency responsibilities or any Specify interagency responsibilities or any needed linkages to access and acquire needed linkages to access and acquire services and supports.services and supports.

4747

Transition ServicesTransition Services continuedcontinued

InstructionInstruction– Complete needed courses for graduationComplete needed courses for graduation– Succeed in general curriculumSucceed in general curriculum– Gain needed skillsGain needed skills

Related ServicesRelated Services– To benefit from special educationTo benefit from special education– To enter adult worldTo enter adult world

Linkage to adult agencies or providersLinkage to adult agencies or providers

4848

Transition ServicesTransition Services continuedcontinued

Community experiencesCommunity experiences– Outside school building – in community Outside school building – in community

settingssettings Examples include: community based work Examples include: community based work

experiences, job site training, banking, shopping, experiences, job site training, banking, shopping, transportation, counseling or recreation transportation, counseling or recreation

Employment and other post-school adult Employment and other post-school adult living objectivesliving objectives– Services leading to a job or careerServices leading to a job or career– Services that support activities including Services that support activities including

registering to vote, filing taxes, renting a registering to vote, filing taxes, renting a place to live, accessing medical services and place to live, accessing medical services and accessing adult services such as Social accessing adult services such as Social Security Income (SSI)Security Income (SSI)

4949

Transition ServicesTransition ServicesContinuedContinued

If appropriate, acquisition of daily living skillsIf appropriate, acquisition of daily living skills– Activities that adults do every day including Activities that adults do every day including

preparing meals, budgeting, maintaining a home preparing meals, budgeting, maintaining a home paying bills, caring for clothes and grooming, paying bills, caring for clothes and grooming, taking medication, etc.taking medication, etc.

If appropriate, functional vocational If appropriate, functional vocational evaluationevaluation– Assessment regarding job or career interests and Assessment regarding job or career interests and

skillsskills– Variety of methods including situational Variety of methods including situational

assessment, observations or formal measuresassessment, observations or formal measures

5050

INSTRUCTION (If none, indicate “none”):INSTRUCTION (If none, indicate “none”):•Tour post-school occupational training programs (2Tour post-school occupational training programs (2ndnd year of HS) year of HS)•Develop a monthly living budget (Year 4)Develop a monthly living budget (Year 4)

Provider PositionProvider Position

Provider AgencyProvider Agency

Goal #(s) if appropriate Goal #(s) if appropriate

RELATED SERVICES (If none, indicate “none”):RELATED SERVICES (If none, indicate “none”):•Use augmentative communication device to engage in conversationsUse augmentative communication device to engage in conversations•Explore providers and funders of AT devices for post-school purchase.Explore providers and funders of AT devices for post-school purchase.•Research city transportation options. (Year 3, Year 4)Research city transportation options. (Year 3, Year 4)

Provider Position Provider Position



COMMUNITY EXPERIENCES (If none, indicate “none”):COMMUNITY EXPERIENCES (If none, indicate “none”):•Investigate participation in church choir. (Year 1)Investigate participation in church choir. (Year 1)•Learn about and visit potential places in the community to shop for food, clothing Learn about and visit potential places in the community to shop for food, clothing and access to bank and post office. (year 2, Year 3)and access to bank and post office. (year 2, Year 3)•Join a community bowling league. (Year 3)Join a community bowling league. (Year 3)•Register for classes with the city Parks and Adaptive Recreation Program. (Year 4)Register for classes with the city Parks and Adaptive Recreation Program. (Year 4)




DEVELOPMENT OF EMPLOYMENT AND OTHER POST-SCHOOL ADULT DEVELOPMENT OF EMPLOYMENT AND OTHER POST-SCHOOL ADULT

LIVING OBJECTIVES (If none, indicate “none “): LIVING OBJECTIVES (If none, indicate “none “): •Meet with DRS counselor for eligibility determination. (Year 3)Meet with DRS counselor for eligibility determination. (Year 3)•Participate in job shadowing in area of interest (Year 3, Year 4)Participate in job shadowing in area of interest (Year 3, Year 4)•Meet with supported employment agencies to identify and evaluate their services. Meet with supported employment agencies to identify and evaluate their services. (Year 4)(Year 4)




IF APPROPRIATE, ACQUISITION OF DAILY LIVING SKILLS AND/OR FUNCTIONAL IF APPROPRIATE, ACQUISITION OF DAILY LIVING SKILLS AND/OR FUNCTIONAL VOCATIONAL EVALUATION:VOCATIONAL EVALUATION:•Conduct person-centered planning. (Year 1)Conduct person-centered planning. (Year 1)•Contact agencies that provide functional vocational assessments in the community. Contact agencies that provide functional vocational assessments in the community. (Year 3)(Year 3)•Provide opportunities for job sampling in the community. (Year 3 and 4)Provide opportunities for job sampling in the community. (Year 3 and 4)•Daily living skills – none needed Daily living skills – none needed




LINKAGES TO AFTER GRADUATON SUPPORTS/SERVICES:LINKAGES TO AFTER GRADUATON SUPPORTS/SERVICES:* DRS counselor, * DRS counselor,




5151

Determine annual goalsDetermine annual goals

IEP’s are required to include a statement of IEP’s are required to include a statement of measurable annual goals, including academic measurable annual goals, including academic and functional goals, that meet the child’s and functional goals, that meet the child’s needs that result from the child’s disability to needs that result from the child’s disability to enable the child to be involved in, and make enable the child to be involved in, and make progress in, the general education curriculum; progress in, the general education curriculum; and that meet each of the child’s other and that meet each of the child’s other educational needs that result from the child’s educational needs that result from the child’s disability.disability.

IDEA 2004, [614(d)(1)(A)!i)(II)]IDEA 2004, [614(d)(1)(A)!i)(II)]

5252

Short-term Objectives or Benchmarks?

Yes, ISBE has proposed to keep short-term Yes, ISBE has proposed to keep short-term objectives/benchmarks in Illinois special objectives/benchmarks in Illinois special education rules!education rules!

http://www.isbe.state.il.us/rules/proposed/pdfs/226wf.pdfhttp://www.isbe.state.il.us/rules/proposed/pdfs/226wf.pdf

5353

Determine annual goals Determine annual goals and short-term and short-term objectives or objectives or benchmarksbenchmarks

Carmen will work full-time at a daycare or preschool program.

Carmen will volunteer in the district’s preschool program during the 2nd quarter of the school

term.

Carmen will keep a weekly log of her duties in the preschool and present a one-page paper at the end of the quarter to her Family and Consumer Science class.

It is important to have a good “fit” between post-secondary goals and annual goals!

5454

Transition is the centerpiece of the IEP for Transition is the centerpiece of the IEP for students with disabilities no later than age students with disabilities no later than age

14 ½ 14 ½

5555

Transition Tree of InfluenceTransition Tree of Influence14. Percent of youth with IEPs who, within one year after graduation, have been 14. Percent of youth with IEPs who, within one year after graduation, have been competitively employed, enrolled in postsecondary school, or both.competitively employed, enrolled in postsecondary school, or both.

1. Percent of youth with IEPs graduating from high school with a regular diploma.

2. Percent of youth with IEPs dropping out of high school.

13. Percent of youth aged 14 ½ or above with an IEP with adequate goals and transition services

Federal and State Transition Federal and State Transition RequirementsRequirements

Person-Centered Transition PlanningPerson-Centered Transition Planning

Supporting Student Self-DeterminationSupporting Student Self-Determination

Transition: Centerpiece of the IEPTransition: Centerpiece of the IEP

Implementation of Secondary Transition Implementation of Secondary Transition Best PracticesBest Practices

Interagency Collaboration and TransitionInteragency Collaboration and Transition

Adult Life Outcomes for Students with Adult Life Outcomes for Students with Disabilities:Disabilities:A World of OpportunityA World of Opportunity

SSI and Transition PlanningSSI and Transition Planning

Health and Medical Issues in Transition Health and Medical Issues in Transition PlanningPlanning

TOTAL TRANSITION MODULES

StrategiesOutcomes

Arrows indicate direction of influence and leverage across systems and indicators.

5656

ContactsContacts

Susan WalterSusan Walter– 618-651-9028 or 618-651-9028 or

[email protected]@charter.net Barbara SimsBarbara Sims

– 217-782-5589 or 217-782-5589 or [email protected]@isbe.net

Scott BeeverScott Beever– 217-782-5589 or 217-782-5589 or

[email protected]@isbe.net Paula StadekerPaula Stadeker

– 217-782-5589 or 217-782-5589 or [email protected]@isbe.net

1 IDEA 2004: Issues, Implications and Strategies in the Development of Transition Plans and Understanding State Performance Plan Indicators 13 & 14 Only.

Documents

postschool services

schoolage services

postsecondary education

type of post secondary

high school

school activities

postsecondary goals

adult education