Transition & Technology Center for Change in Transition Services improving post-school outcomes for students with disabilities in Washington State

OSPI State Needs Projects There are six state needs projects that are funded with IDEA state discretionary dollars. These projects collectively provide: Professional development at little to no cost to districts or participants (clock hours/credit hours available) Technical Assistance with IEP development, compliance, evaluation, planning, learning interventions, and assessment for students with disabilities Consultation and training for parents & families

State Needs Projects Center for Change in Transition Services (CCTS) CCTS provides secondary transition training and technical support to districts, and Educational Service Districts, that serve students who have an Individual Education Program and are in need of transition services. eLearning for Educators eLearning for Educators provides statewide access to affordable online courses designed to support educators in serving students with disabilities. Special Education Support Center Provides current information and best practices through statewide training and technical assistance to families, educators, and organizations in order to meet the needs of students with disabilities. Special Education Technology Center (SETC) Provides training, consultation, technology loans and resource information to help school districts and families implement assistive technology (AT) interventions in addressing the special learning needs of children with disabilities. Washington Sensory Disability Services (WSDS) Supports individuals aged birth to 21 who are deaf, hard of hearing, blind, visually impaired, or deaf-blind, by providing training and other resources to service providers and families.

Center for Change CCTS, located at Seattle University, provides secondary transition training and technical support to Educational Service Districts and districts that serve students who have an IEP and are in need of transition services. CCTS has responsibility for analyzing the district- reported post-school outcome data, using the data to make informed decisions related to training and technical assistance development needs, and submitting the results of the data analysis to OSPI to be included in the state’s Annual Performance Report. Improving post-school outcomes for students with disabilities in Washington State

WA Post-School Outcomes Special Education

Critical Interrelationship Quality IEPs Staying in School Graduate Post-school Outcomes Modified from NSTTAC Indicator 13 Indicator 14 Indicator 1 Indicator 2

Purpose of Indicator 13 To ensure that students with disabilities receive the services and supports necessary to pursue their post-school expectations and that the transition components are appropriately documented in the IEP.

Objectives for Today’s Session Participants will be able to: Identify and describe the components of transition planning Understand how technology is an essential component of transition planning and services Understand the need to view transition as a lens not an add-on service

ASSESSMENT

Age Appropriate Assessment

Age Appropriate Assessments The measurable postsecondary goals, supporting annual goals, transition services & agency connections are developed or confirmed by this assessment information which is updated and reviewed at least annually.

Age Appropriate Assessments Needs What are the main barriers to the student reaching postsecondary endeavors? (e.g., college/training program, a job/career, accessing the community, or living independently)? Strengths What strengths does the student have in meeting some of life’s demands as they relate to education/training, employment, and independent living?

Age Appropriate Assessments Interests What are the students interests, currently and in the future? What experiences promote curiosity and catch their attention? Preferences What options will motivate the student and make him/her happiest and productive? (e.g., indoors/outdoors, …)

Transition Assessment - Formal Formal interest/aptitude tests and/or surveys Quarterly or semester grades throughout high school Current psychological assessment data indicating areas of strength and weakness College entrance exam scores (if applying to 4-year colleges) 14

Transition Assessment – Informal Informal interviews with the student Student completion of interest inventories Assistive technology evaluations Functional vocational evaluations Interviews with the family Student observations

CCTS Resources

NeedsStrengths Academic/functional: Needs to take notes in class (teacher) Needs to improve math skills and memorize math facts (teacher) Low math calculation skills (CBA Brigance) Vocabulary is a challenge (parents/family) English is difficult for her (parents/family) Community/Vocational: Needs information on financial aid Interpersonal: Respects others (student interview) Easy to work with (student interview) Academic/functional: Good with hands-on learning (family) Reading & writing (WASL) Community/Work: Hard worker (science teacher) Responsible (parents) Team Members: SE Teacher, Student, Family, GE Teacher, Admin, Counselor, Psych, Parapro, Support Staff Transition Gathering Form

PreferencesInterest Prefers visual learning Prefers to work in a group Likes indirect supervision Artistic Creative “Hands on” Transition Gathering Form

Technology Where does technology fit into transition assessment?

Postsecondary Goals

Write Measurable PS Goals

Postsecondary Goals: Education/Training Enrollment in one or more of the following areas Community or technical college (2-year program) College/university (4-year program) College preparatory program High school completion or certificate class Short-term education or employment training (Job Corps, Vocational Rehabilitation, military,...) Vocational technical school On-the-job training

Postsecondary Goals: Employment Competitive Employment Full- or part-time Integrated setting Compensated at or above minimum wage with same or similar benefits Supported Employment Competitive work in integrated settings Consistent with strengths, resources, priorities, concerns, abilities, capabilities, and interest of youth Competitive employment would not be an option without intensive support

Postsecondary Goals: Independent Living Those skills or tasks that contribute to the successful independent functioning of an individual in the following domains: leisure/recreation home maintenance, personal care, and community participation.

Writing Postsecondary Goals Formula: After high school (student) will (measured behavior) (where & how). Example for postsecondary education/training: After high school, Todd will receive on-the-job training in the food services industry. Example for postsecondary employment: After high school, Todd will be employed in the food services industry.

Writing Postsecondary Goals Formula: After high school (student) will (measured behavior) (where & how). Example for independent living skills: After high school, Todd will demonstrate independent living skills by independently riding public transportation to and from work.

Transition Services

Transition services are a set of coordinated activities designed to be a results- oriented process that facilitates the successful movement from school to postsecondary living. These activities are based on the student's needs, strengths, preferences, and interests.

Transition Services Enrolled in ____ Classes Learn and practice self-advocacy skills (be specific) Practice ____ skills Interviewing skill instruction Participate in a career awareness program Instruction in budgeting, interview skills, reading informational text, time management skills Participate in job shadowing experience Instruction in personal grooming, how to call for assistance, working with an interpreter, navigating public transportation

Course of Study

Write the Course of Study

Course of Study The course of study is a current description of coursework and/or activities to achieve the student's desired post-school goals. Based on multiple interest inventories, Marcus would like a career in welding. This year he will work on measurement in Math and reading informational text related to welding. He will also take a science class to learn how to work with chemicals.

Course of Study Lucas wants to be a police officer or security guard. This year Lucas will enroll in Language Arts and focus on writing that includes details. He will also take Health class, to learn first aid and CPR.

Course of Study Jen would like to live independently. She will continue to receive specially designed instruction with an alternate curriculum, including instruction focused on self- care and communication skills, and will participate in work experience and vocational elective courses during the next 2 years of school to help her narrow down her interest.

Annual Goals

Center for Change in Transition Services, CSI 2012

Annual Goals Once the student reaches age 16, annual goals in the IEP should align to support the student in their progress towards the postsecondary goals. Annual goals are statements that describe what a student with a disability can reasonably be expected to accomplish within a 12-month period of the student's program. They include:  Timeframes  Conditions  Behavior  Criterion

PS Goals vs. Annual Goals Student’s identified goals for after the student leaves high school, and must address post-school education/training, employment, and (if appropriate) independent living skills. The annual IEP goals address what the student will accomplish during that particular school year in each identified area of service. 39 Postsecondary GoalsAnnual Goals

Postsecondary Goal: After graduation, Bob will attend a community college for a degree in auto mechanics. Annual IEP Goals: Bob will increase his basic reading skills, using text- readers to access technical manuals relating to auto mechanics, from a 5th grade level to a 6th grade level by (date) as measured by curriculum-based assessments. 40

Annual Goals Postsecondary Goal: After graduation, Stephanie will independently ride the bus to and from work. Annual IEP Goal: Using a digital assistant with a bus schedule and adapted with pictures, Stephanie will select the correct time and stop for five scenarios of activities presented to her from 15% accuracy to 95% or better accuracy by (date) of the current school year. 41

AGENCY LINKAGES

Adult Agencies

Agency Linkages Transition Services are designed to be a results- oriented process that facilitates the movement from school to postsecondary living activities. These services include adult services when appropriate.

CCTS Resource Map

Questions?

CCTS Contact Cinda Johnson, Ed.D. Phone: Phone:

Disclaimer Training provided today is meant to supplement and not supplant reading bulletins and accompanying documents; guidance from the U.S. Department of Education; chapter A WAC; Part 300 of the federal regulations; and, the Individuals with Disabilities Act. This presentation and/or materials should be viewed and applied by users according to their specific needs. The presentation should be used as guidance and is not intended as legal advice.