Amber Mcconnell OU Zarrow Center for Learning Enrichment Transition Planning for Students with Intellectual and Developmental Disabilities Amber Mcconnell OU Zarrow Center for Learning Enrichment

The Purpose of SPED . . . a free appropriate public education that emphasizes special education and related services designed to meet students’ unique needs and to prepare them for further education, employment, and independent living.

Transition Age Across the Country States % Age 16 or younger if appropriate 22 43% Age 15 or younger if appropriate 5 10% Age 14 or younger if appropriate 23 45% Age 13 or younger if appropriate 1 2% Total 51 100% Statistics include the District of Columbia

Why Start Earlier? Postsecondary education financial support Planning for high school classes Signing up for the OK Promise Scholarship Interagency Linkages and Residential Placements Begin planning for residential care early

Transition Age IDEA 2004: transition planning beginning not later than the first IEP to be in effect when the child is 16, and updated annually. State Laws: May require transition planning begin earlier. Transition planning may begin earlier if deemed necessary by the IEP Team Some states now require transition planning for all students

IDEA Transition Requires (1) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and (2) The transition services (including courses of study) needed to assist the child in reaching those goals.

IDEA Transition Requires (Cont) (3)Transfer of rights at age of majority. (4) If the child does not attend the IEP team meeting, the public agency must take other steps to ensure that the child’s preferences and interests are considered. (5) The public agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.

Stepping-Up Transition Planning Postsecondary Goals Annual Transition Goals Coordinated Activities

Postsecondary Goals Must have further education and employment postsecondary goals Independent living optional Goals are based on answers to three questions: Where do I want to live after completing high school? What type of work do I want to do after completing high school? How do I want to learn to do my job after completing high school? Students being taught to alternative standards must have independent living goal

Annual Transition Goals Each postsecondary goal requires at least one annual transition goal to help students facilitate attainment of the postsecondary goal Annual Transition Goal Question What do I need to learn now to live where I want? What do I need to learn now to do the career I want? What do I need to learn now to have the education I want?

Transition Services and Activities Tasks or activities that students do to learn the skills or knowledge associated with an annual transition goal Can take place at school, home, or in the community Best practices include at least two services or activities for each annual transition goal People responsible may include any educator, parents, other family members, co-worker, friends

Aligning Education/Training Visit or speak with a representative from a college experience program to learn program requirements and tips. Coordinated Activities Education/Training Student will assist to create a one-page document with information about his or her disability, healthcare, and nutrition needs with contact information for at least one caregiver with 100% participation. Annual Goal Education/Training Postsecondary Goal Education/Training Attend a college experience program.

Aligning Employment List factors with influence job retention, dismissal, and promotion after participating in job shadowing. Coordinated Activities Employment During this IEP, the student will improve relationships with supervisors by accepting constructive criticism making specified changes to performance 4 out of 5 given opportunities noting progress on a self-monitored journal. Annual Goal Employment The student will gain employment at a local movie theater after completing the college experience program. Postsecondary Goal Employment

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Common Core Standards and Research-Identified Transition skills Commissioned by the Council of Chief State School Officers State Collaborative Ambermcconnellphd.com -Core academic skills and transition skills

English Language Arts and Research-Identified Transition Skills Most Complex to Least Complex

Timeline for Transition Activities

Vocational Educational Information Information must be provide including Career Tech programs Work study Work adjustment Community-based job experiences High school vocational ed classes Some career tech programs are very selective and planning needs to take place so students can take the correct pre-req courses.

DRS Referral A referral form for DRS must be completed and sent to DRS Office Parents and students need to follow-up to ensure application process is complete Complete during the the year the student turns 16 (by age 16) Invite DRS Counselor to talk with your students and families

Transfer of Rights Before students turn 17 years old, parents and students need to be told about the transfer of rights that will happen when upon 18. Married students have the rights transferred regardless of age.

Summary of Performance When a student completes requirements for a Regular High School Diploma: The LEA’s obligation to provide special education services ends Although this is considered a change of placement, a reevaluation is not required.

Prior to graduation and the discontinuation of special education services the LEA must provide: Written notice the obligation to provide special education services ends when the student obtains a regular high school diploma; and Written summary of academic achievement and functional performance, including recommendations to assist the student in meeting his or her postsecondary goals. (SOP)

Students Meeting Maximum Age For students who have not yet graduated from high school by meeting requirements for graduation, the obligation to provide special education services ends the semester in which the child turns 22 years of age. This is considered a change of placement yet does not require a reevaluation.

Before the Student turns 22, The LEA Must Provide: Written notice the obligation to provide special education services ends at the completion of the semester in which the student turns 22 years of age; and A Written summary of academic achievement and functional performance (SOP) , including recommendations to assist the student in meeting his or her postsecondary goals.

Transition Rulings and Decisions

Gibson v. Forest Hills School District Board of Education (2014) The school did not invite the student to the transition- related IEP meeting School said student would not be able to handle the long meeting and was above her comprehension level. The Gibsons reported the district did not consider Chloe’s interests and preferences when writing Chloe’s transition goals. The district held an informal assessment was provided and informal interview questions were asked to gather information for the transition plan when Chloe was 18 years old. The district also cited “stapling, shredding documents, and wiping tables” as work-related activities. Parents said this was a denial of FAPE.

Decision The court decided more could have been done to prepare the student for the meeting and stated student’s needs and preferences needed to be included in any further planning. The court issued an order on February 11, 2014 specifying Chloe was to receive over 425 hours of transition services, including employment discovery services, training with a job coach, and services by a customized employment consultant. Gibson’s were awarded $300,000 in attorney fees and 425 hours of transition services.

Dracut v. Bureau of Special Education Appeals of the Massachusetts Department of Education, 2010 Student was a nineteen-year-old young man who lived with his parents in Dracut, MA. Student’s principal diagnosis is Asperger’s Syndrome. Student has also been diagnosed with Attention Deficit Hyperactivity Disorder and an anxiety disorder.

Dracut v. Massachusetts Department of Education, 2010 Parents claim Dracut did not provide adequate transition services. School claims an informal assessment was provided that measured behaviors that could inform the 3 transition areas, but did not use this information to write annual transition goals. After graduation, C.A. was evaluated and found he had significant problems with hygiene, socialization, was unable to complete employment applications, only knew one bus route and was not able to obtain a driver’s license. The “readiness-to-graduate” assessment concluded C.A. was not prepared to graduate even though formal requirements were met.

Dracut Decision The court held that without meaningful assessments, Dracut could not provide appropriate, measurable goals related to C.A.’s transition needs. Dracut was ordered to provide two additional years of compensatory transition services including Pragmatic language instruction within a variety of contexts including higher education and employment Development of organizational skills within postsecondary education, employment, and independent living settings, Vocational training within 3 to 4 worksites, Travel instruction to use public transportation and understand the Massachusetts driver’s manual, and A comprehensive skills assessment with social skill training based on the assessment results.

Caribou School Department (2001) The student was not invited to the transition meeting The transition plan stated “Graduation” as the postsecondary goal for the student Do you think the decision was in favor of the School or Family? “TRANSITION PLANNING MUST BE MORE THAN GRADUATION.” The student was awarded college tuition, incidental costs of college attendance, and tutoring services. Do you think the decision was in favor of the School or Family. Answer: School

San Diego Unified S.District, 2002 A parent of an 18 year-old with Down Syndrome alleged an inappropriate reading program was a barrier to the student’s post-school employment. The school district focused on learning sight words in the community and first-grade books Do you think the decision was in favor of the School or Family? HEARING OFFICER RULED THAT NO ONE TAUGHT THE STUDENT THE READING SKILLS NEEDED FOR SUPPORTED EMPLOYMENT AND INDEPENDENT LIVING, INCLUDING “JOB APPLICATION, JOB DESCRIPTION, MEDICAL PRESCRIPTION, BUS SCHEDULES, MAPS, STORE PRICES, AND FOOD LABELS.” THE DISTRICT PAID FOR A 1-YEAR INDEPENDENT STUDY PROGRAM. Do you think the decision was in favor of the School or Family. Answer: Family

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Contact information: OU Zarrow Center for Learning Enrichment Amber McConnell, Ph.D. E-mail: ambermcc@ou.edu Phone: 405-325-8951 Web: zarrowcenter.ou.edu