Postsecondary Education & Training Webinar 8 Transition Planning PRESENTED BY: The Center for Change in Transition Services

CCTS Webinar Series Welcome to the 2014-2015 Webinar series on postsecondary education and training. Presented by the Center for Change in Transition Services (CCTS), a Special Education State Needs Project housed at Seattle University and funded through the Office of the Superintendent of Public Instruction (OSPI). CCTS has been serving special need students, their families and schools since 1990.

Introductions Sue Ann Bube Cinda Johnson Julia Schechter Director Ed.D., Principal Investigator Julia Schechter M.Ed. Doctoral Research Assistant

CCTS disclaimer The information contained in this presentation and power point is an overview of special education requirements. The presentation is not intended as legal advice. The state regulations that implement IDEA are located at Chapter 392-172A WAC. Outside resources are not intended to be an endorsement of any service or product. District personnel should always review their district’s procedures and review questions with their administrative staff.

Registration Thank you for joining us today! Everyone participating in the webinar needs to type the following in the chat box Name Email Address You will be sent a link following the webinar to register for Clock Hours. You must complete the registration process to apply for clock hours! Thank you for joining us today!

Closed Captioned (CC) This webinar is closed-captioned. To view the captioning click on the CC icon just above the video.

Webinar Norms Raise your hand and wait to be called on by moderator If you have a microphone, please keep it turned off until called on. You may ask questions by typing in the chat box or by raising your hand (if you have a microphone).

Agenda 1. Putting it all Together 2. Summary of Performance 3. Question and Answer

Putting it all Together October 8th Access Overview Join us to learn how to utilize CCTS resources in your district to improve post-school outcomes and for an overview of major topics facing students with disabilities transitioning to postsecondary education. November 12th Strategies for Success Self-determination and self-advocacy are key attributes students should possess for success beyond graduation. Learn how these skills can be acquired in high school and applied in higher education environments. December 10th Identifying Options What are the education opportunities for students with disabilities post-high school? Options including on-line education, vocational education, and 2- & 4-year colleges and universities will be reviewed. January 14th Applying for Admissions Navigating admissions is challenging for everyone. This webinar will explore admissions issues specific to students with disabilities. February 11th IDEA vs. ADA and 504 Join us to explore how students with disabilities are impacted by the differences in law when transition between k-12 schools and higher education. March 11th Accommodations Students with disabilities must seek their own accommodations after leaving high school. This webinar will explore what to expect and how this process works at different types of postsecondary institutions. April 8th Affordable? Exploring financial aid resources and opportunities to finance postsecondary education will be the subject of this webinar. May 13th Transition Planning The focus of our final webinar will be preparing for a successful transition by learning how to write postsecondary education goals into the IEP and how to use the Summary of Performance (SOP) document as a passport to education.

Critical Interrelationship Credits & Courses Aligned IEP Aligned to student interest PS Education Modified from NSTTAC

EDUCATION The first step of this process is age appropriate transition assessment.

Assessment – PS Education INTEREST STRENGTHS NEEDS PREFERENCES Web-Design (My Next Move) ELA Grades (Report Card) Pass Compass (college requirement) Work online student report) Digital Arts (Career Bridge) Independent Worker (Observation) Self-Advocacy (checklist) Small class size (student report)

Postsecondary Goals Formula: After high school, (student) will attend __________ for _________________. Examples for postsecondary education/training: After graduation, Bob will attend a community college for a degree in auto mechanics. After high school, Bob will attend a local college for a food handlers permit. Upon graduation, Bob will attend college for a computer programming degree. The postsecondary goal(s) must relate to activities that will occur after the student graduates from school. In order for a postsecondary goal to be measurable, it must be measurable. (Note: postsecondary goals are not required to have a baseline and target as required of annual IEP goals).

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 WAC 392-172A-01190 and -03090(1)(j) Transition services should be based on the individual student’s needs, taking into account the student’s strengths, preferences, and interests; and Include instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and if appropriate, the acquisition of daily living skills and provision of a functional vocational evaluation.

Transition Services What are some skills students need in order to be successful in a postsecondary environment?

Transition Services Study Skills Self-Advocacy Time Management Independent Work Work in groups Collaborate online Attendance Read text-books Self-Advocacy Know what you need Be able to talk with professors and peers Anticipate your needs Know where to go for support

Transition Services Enrolled in ____ Classes Learn and practice self-advocacy skills (be specific) Practice ____ skills Evaluation for _______ in relation to postsecondary goal Participate in a career awareness program Instruction in reading informational text, time management skills Instruction in personal grooming, how to call for assistance, working with an interpreter, navigating public transportation Transition Services WAC 392-172A-01190 and -03090(1)(j) Transition services should be based on the individual student’s needs, taking into account the student’s strengths, preferences, and interests; and Include instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and if appropriate, the acquisition of daily living skills and provision of a functional vocational evaluation.

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.

PS Goals vs. Annual Goals Postsecondary Goals 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. Don’t confuse a measurable postsecondary goal with a measurable annual goal. A measurable postsecondary goal is a statement of the desired outcome for the student after leaving high school (and is not limited to the first year after graduation). A postsecondary goal is measurable if it can be observed as “met” or “not met”. For example, attending a 4 year college and becoming a teacher are measurable postsecondary goals that cover the areas of education and employment. The student either attends a four year college, or he/she does not. The student becomes a teacher, or he/she does not. A postsecondary goal is not the process of pursuing or moving toward a desired outcome. Measurable annual goals are skills that the student will be focusing on during the life of the annual IEP. For IEPs that address transition, annual goals should be designed to assist the student in reaching his/her postsecondary goals. NSTTAC defines measurable annual goals as “statements that describe what a child with a disability can reasonably be expected to accomplish (e.g., master some skill or knowledge [not an activity]) within a twelve month period in the child's special education program.” As described on slide 33, in order to be measurable, annual goals must include a baseline, a target, and a unit of measure.

Annual Goals Postsecondary Goal: After graduation, Bob will attend a community college for a degree in auto mechanics. Annual IEP Goal: Bob will increase his basic reading skills, using technical manuals relating to auto mechanics, from a 5th grade level to a 6th grade level by (date) as measured by curriculum-based assessments. This slide shows an example of a postsecondary goal and an example of a annual IEP goal to illustrate the difference between the two. Example 1 – Measurable Postsecondary Goal – This example covers both education (2-year community college program) and employment (auto mechanic). It is clear that this goal is to take place after the student leaves high school, but it is not limited to the first year after graduation. It is measurable because the outcome is observable – the student will either attend a community college program or he will not, and he will become an auto mechanic or he will not. Example 2 – Measurable Annual IEP Goal – This is a one-year goal for improving reading skills through the use of technical manuals related to the student’s postsecondary goals. The annual IEP goal is designed to take place during the life of the annual IEP, while the student is still in high school. It is measurable because it includes a baseline (5th grade level) and a target (6th grade level) as well as a unit of measure (grade level on a curriculum-based assessment). This annual IEP goal supports the student in reaching his postsecondary goals for employment (the use of auto mechanics manuals will support his goal to become an auto mechanic) and education (improving reading skills will support his goal to attend a community college program).

Statewide Resource Map Use the CCTS website Agency Connection map to find local resources and to teach your students how to locate them in the future. http://www.seattleu.edu/ccts/agency-connections/

Agency Connections http://www.wscc.edu/programs/student-support/disability.html

Summary of Performance PURPOSE: For a student who is graduating or exiting special education due to exceeding age eligibility, the school district must provide the student with a summary of the student’s academic achievement and functional performance, including recommendations on how to assist the student in meeting his/her postsecondary goals (WAC 392-172A-03030). The Summary of Performance is important to assist the student in the transition from high school to higher education, training, and/or employment, and to help establish a student’s eligibility for reasonable accommodations and supports in postsecondary settings.

SOP Document Question 1: What is the student’s disability?

SOP Document Question 2: How does the disability affect the student? Question 3: What accommodations have been tried? Question 4: What has worked and how do you know?

Questions Question & Answer

CCTS Contact Information Email: ccts@seattleu.edu Phone: 206.296.6494 http://www.seattleu.edu/ccts