Working with Schools Effective Practices Kirk Hall Transition Administrator Florida's Division of Vocational Rehabilitation Charlotte Guy Educational Consultant The Excellence Group & Marc Gold and Associates August 02, 2012

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Youth in particular have been hard hit by the economic downturn. Of all the groups in Florida, Youth have the highest unemployment rate at two times the statewide average. Those serving youth are facing greater demands on already limited education and employment resources. There is more competition than ever before. We Face Challenging Times

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © What Does this Mean for US? Simply working harder is not the answer. To help students succeed you have to be more effective. To work smarter you need to: Be a Presence in the School System Be Accessible to Educators, Students & Parents Diversify to Include Students with All Disabilities Manage Expectations Early & Begin Explorations Focus on Work/Social Skill Development

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Procedures vary from school district to school district and will often differ between schools in the same district When in Rome…

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © So Be There! You are there for the students, faculty and staff when you walk through the door of a school.

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Be Part of the TEAM! Walk with Pride Dress like a Professional Speak with Authority Model Success for Students Own Your Power as a Transformer People Will Respond!

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Be an Active Listener When school staff talk to you about problems with students or students at risk of dropping out, find ways to assist them.

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © When School Starts - Keep a consistent schedule Have a regular space Let parents, faculty and staff know when & where you will be

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Obtain an office that provides privacy, with a telephone if possible Have a designated person to pull students for you in a timely manner Get Signed Releases to share information with the school & agency partners Know the designated person(s) that can get you school records Provide VR Applications to key players and inform them about online access Essentials

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Essential Working Relationships ESE Department & Teachers Transition Coordinator ESE Director ESE Agency Liaisons Guidance Department Heads & Guidance Counselors Secretaries & Support Staff Employment Specialists & Job Coaches

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Counselors need time to develop rapport with the student and family By seeing students earlier, the work is distributed throughout the year Counselors work with any eligible students, not just ESE Counselors create support with targeted presentations to the school & community partners Counselors work closely with teachers to meet needs Early Engagement

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © School and Guidance Staff Will Provide: Referrals: ESE, 504 & Mental Health Records: Psychoeducational & Medical Reports: Academic & Vocational You Provide Constant Feedback!

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Diagnostics & Planning Do psychological and vocational evaluations at the school whenever possible. Coordinate IPE planning with the school, the parents and your customers.

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Of 11,000 Special Education Students surveyed in the National Transition Longitudinal Study-2: 56% received no career counseling 51% received no career education 64% received no job readiness training 86% received no job skills training 64% received no job search instruction Over half of the students did not get VR services! Opportunity

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Evidence Informs Practice Paid Employment while in High School is the single best predictor of obtaining employment after High School and… Independent Living Navigating Your Community is linked to being able to obtain employment after high school Those with Health Care Today are far more likely to have Health Care Tomorrow Youth with Disabilities are 4X more likely to become involved in Juvenile Justice than their non-disabled peers

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Assess student skills to help guide the career search  Choices  Personal Interest Test Career information specifically for students with disabilities  FACTS  FYI Transition  My Florida Youth Coordinating the IEP & the IPE

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © What types of careers will use the student’s strengths? Tweak it if the diploma track does not match the career goal Focus on developing personal strengths to engage the student Explain & reinforce how a subject relates to the career goal Coordinating the IEP & the IPE (cont.)

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © VR Supports Effective Programs Community Service & Volunteerism Summer Youth Centers for Independent Living Youth Development & Leadership Professional Mentoring On-the-Job Training (OJT) Job Coaching over the Summer Florida Disabled Outdoor Association

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © VR Supports Effective Programs (cont.) Third Party Cooperative Arrangements Apalachicola Forest Youth Camp School Based Enterprises High School High Tech Project SEARCH Peer Mentoring Social Clubs Athletic Interests

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Brochures, posters and information sheets on skills, careers and wageswww.labormarketinfo.com/pubs Decision Making Options brochure and various other materialswww.apd.myflorida.com/publications Transition Guide for Children in the Foster Care Systemwww.advocacycenter.org Type “subscribe transition” in subject line for an informative newsletter covering transition, employment for people with disabilities, relevant legislation, training, & interesting You will find the School to Work Transition Program with access to transition brochures, resources and our Frequently Asked Questionswww.rehabworks.org Resource Materials for Transition

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Individualized Education Program What is an Individualized education program? Who is responsible for developing IEPs? What information must be included in an IEP? What is an IEP meeting? Who must be a member of a child’s IEP team? What is transition services? Which agencies are likely to be responsible for providing transition services?

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © What is an Individualized Education Program? The IEP is the cornerstone of the IDEA. It is a written document that sets forth the free appropriate public education that is to be or has been offered to a child with a disability eligible to receive individualized programming and related services under Part B of the statute.

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Final Regulations (1 & 2) List the information that must always be included in an IEP. The nine required elements are as follows: 1. A statement of the child’s present levels of academic achievement and functional performance, including How the child’s disability affect the child’s involvement and progress in the general education curriculum. 2. A statement of measurable annual goals, including academic and functional goals, designed to : Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum. Meet each of the child’s other educational needs that result from the child’s disability. And for children with disabilities who take alternate assessments aligned to alternate achievement stands, a description of benchmarks or short-term objectives.

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Final Regulations (3 & 4) 3. A description of how the child’s progress toward meeting the annual goals described above will be measured and when periodic reports on the progress the child is making toward meeting the annual goals will be provided. 4. A statement of the special education and related service and supplementary aids and services, based on peer-reviewed research to the extend practicable, to be provided to the child, or on behalf of the child, and statement of the program modifications or supports for school personnel that will be provided to enable the child: To advance appropriately toward attaining the annual goals. To be involved in and make progress in the general education curriculum in accordance with the 1 above and to participate in extracurricular and other nonacademic activities. To be educated and participate with other children with disabilities and nondisabled children in the activities described in this subparagraph.

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Final Regulations (5, 6, & 7) 5. An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in the activities described above. 6. A statement of any individual appropriate accommodation that are necessary to measure the academic achievement and functional performance of the child on state and districtwide assessments consistent with 20USC1412(a)(16)(A), If the IEP team determines that the child shall take an alternate assessment on a particular state or distictwide assessment of student achievement, a statement of why the child cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate for the child. 7. The projected date for the beginning of the services and modifications described in item 4 above, along with the anticipated frequency, location, and duration of those services and modification.

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Final Regulations (8 & 9) 8. Beginning not later than the first IEP to be in effect when the child is 16, and updated annually thereafter: Appropriate measurable postsecondary goals based upon age- appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills. The transition services (including courses of study) needed to assist the child in reaching those goals. 9. Beginning not later than one year before the child reaches the age of majority under state law, a statement that the child has been informed of the child’s rights under this title if any, what will transfer to the child on reaching the age of majority.

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Who is responsible for developing IEPs? In typical circumstances, a school district is the entity responsible for developing and implementing an IEP for each of the children with disabilities within its jurisdiction attending schools it operates. In addition, school districts are responsible for ensuring the development and implementation of IEPs for eligible children within its jurisdiction that it refers to or places in a private school or agency.

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © What is an IEP meeting? The IDEA requires the school district, or other public agency responsible for providing FAPE to a child with a disability, to initiate and conduct IEP meetings for the purpose of working jointly with parents to develop, review and revise the IEP of a child with a disability.

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Who must (or may) be a member of a child’s IEP team? Parents – one or both considered necessary members of the team Regular education teacher – must include not less that one regular education teacher, if the child is, or may be, participating in the regular education environment Special education teacher- who is or will be responsible for implementing the child’s IEP District representative – qualified to provide or supervise the provision of special education and is knowledgeable about both the general education curriculum and school district resources must participate.

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © The IEP team continue Evaluation interpreter – Special education teacher may do double duty. Other individuals – who have knowledge or special expertise regarding the child, including related services personnel as appropriate may be included as members of the IEP team “at the discretion of the parent or the agency” Student – Whenever appropriate the child must be a member of the team. ( Postsecondary goals, needed transition services)

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © What is Transition Assessment? An ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living an personal and social environments,. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the IEP.

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Transitional vs. Vocational/ Pre-vocational Assessment? Is transition assessment the same as vocational/pre-vocational assessment? Vocational assessment is one component of transition assessment. Transition assessment is an on-going, individualized process.The transition assessment process is not a one-time short- term event.

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © IEP Components The goal of the transition page is for post- secondary goals after high school graduation. The transition page should include appropriate measurable post-secondary goals based on age appropriate transition assessment related to training, education, employment, and independent living skills.

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Focus on Age-Appropriate Vocational Awareness Occurs during ages 8-10 Literature and school-based occupations Identify occupations on the school campus and incorporate into daily lesson plans and implement transition activities Incorporate at least eight off campus vocational awareness experiences Invite professional into classroom for activities

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Focus on Age-Appropriate Vocational exposure Occurs during ages Students are exposed to major occupations Business tours and guest speakers are utilized Incorporates lesson that include community exposure to include vocational exposure Tour the school districts career-tech programs

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Focus on Age-Appropriate Transition Assessment Occurs during ages Students are provided time with an employee or self- employed person under the supervision of a job coach Evidence of developed job skills that may lead to future paid employment should be surfacing Business tours and guest speaker are utilized Incorporates lesson that include community exposure to include vocational recreation and leisure exposure Tour the school districts career tech programs

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Focus on Age-Appropriate Vocational Connections Occurs during ages Students are provided time with an employee or self-employed person under the supervision of a job coach Evidence of developed job skills that may lead to future paid employment should be surfacing Work Experience: Total of 540 hrs. during these two years Job shadowing at the school district’s career tech programs Participate in program at career technology center

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Process for Addressing Transition Requirement in the IEP Identify the student’s post-school goals or vision. Age-Appropriate Transition Assessment Describe the student’s present levels of educational performance in relation to the post- school goals Design courses of study to help meet the post - school goals. Embedded in the curriculum and school policies.

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Process for Addressing Transition Requirement in the IEP Determine needed transition services, activities, and strategies to assist the child in meeting post-school goals. Determine annual goals and short-term objectives Method of measuring progress toward gained employment

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Comments & Questions

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Thank You

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Contact Information Kirk Hall Transition Administrator Florida's Division of Vocational Rehabilitation toll free: (800) direct line: (850) Charlotte Guy Educational Consultant The Excellence Group & Marc Gold and Associates

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Education Credits CRCC Credit - (2.0) Approved by Commission on Rehabilitation Counselor Certification (CRCC) By August 12th, 2012, participants must score 80% or better on a online Post Test and submit an online CRCC Request Form via the MyTACE Portal. My TACE Portal: TACEsoutheast.org/myportal

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Southeast TACE Region IV Toll-free: (866) [voice/tty] Fax: (404) Web: TACEsoutheast.org My TACE Portal: TACEsoutheast.org/myportal

TACE Center: Region IV, a project of the Burton Blatt Institute. Funded by RSA Grant # H264A © Disclaimer This presentation was developed by the TACE Center: Region IV ©2012 with funds from the U.S. Department of Education, Rehabilitation Services Administration (RSA) under the priority of Technical Assistance and Continuing Education Projects (TACE) – Grant #H264A However, the contents of this presentation do not necessarily represent the policy of the RSA and you should not assume endorsement by the Federal Government [34 CFR (b)].